From ympettinato at gmail.com Tue Oct 1 14:45:53 2013 From: ympettinato at gmail.com (=?UTF-8?Q?Mich=C3=A8le_Pettinato?=) Date: Tue, 1 Oct 2013 07:45:53 -0700 Subject: Call for Papers: Workshop on Late Stages in Speech and Communication Development (LSCD 2014) Message-ID: Workshop title: Workshop on Late Stages in Speech and Communication Development (LSCD 2014) Dates: 3-4 April 2014 Location: UCL, London, UK Meeting website: https://www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 Contact email: lscd-2014 at langsci.ucl.ac.uk** Submission deadline: 6 January 2014 Workshop description: Much emphasis in research on speech and communication development has been on the rapid developments that occur in the first five years of life. However, less attention has been given to later stages of development. When, in fact, is development truly complete? Research has shown that even when a child is judged to be consistently producing all speech sounds, production is not adult-like, with more dispersed and variable phoneme categories and motor gestures. Similarly, in speech perception, phoneme categories are less clearly defined until early teens and children are more affected by noise and reverberation. Cognitive, attentional and memory factors may also influence children's ability to use speech effectively; communicative and conversational strategies (such as repair and turn-taking) continue to develop in adolescence. The age at which a given linguistic unit or communicative competence has been acquired and what constitutes the criterion for successful acquisition is therefore a far from trivial question. This will be a particular focus of the workshop, along with the interplay between speech development and cognitive, perceptual and motor systems. The workshop will provide an opportunity for interactions between researchers from areas of developmental research that rarely meet, even though they are linked: speech and communication is often investigated either from a purely phonetic/phonological perspective, or focused on interactional/pragmatic principles. The manner in which the two interact through development is little explored. These questions are relevant for clinical and educational practice, and also inform theories of language processing and levels of representations. Invited speakers include: Sarah-Jayne Blakemore (UCL) tbc Melissa Redford (University of Oregon) Stuart Rosen (UCL) Jack Sidnell (University of Toronto) Bill Wells (University of Sheffield) Natalia Zharkova (Queen Margaret University) Call for papers: We invite submissions, for oral and poster presentations, that deal with the following topics focusing on populations aged 5 years to early adulthood: - Later developments in speech perception in typically-developing children - Later developments in speech production in typically-developing children - Development in discourse: structure, repair strategies, dysfluencies - Speech and communication development in bilinguals and second-language learners - Development in auditory, cognitive, attentional skills and impact on speech and communication development - Development of sociolinguistic variations - Perception and production in adverse listening conditions - Research on speech and communication development in atypical populations that informs on typical development Abstracts (in English) should be submitted by 6 January, 2014, via Easychair (submission site open from 15 November). Submitted abstracts should not include authors and affiliations and must not be longer than two pages of A4-format. References and figures can be on an additional page. Abstracts should be single-spaced and in Calibri 11pt font. Abstracts will be evaluated anonymously by two reviewers. Authors will be requested to submit a final version of the extended abstract after acceptance. Important dates: First call for papers 1 October 2013 Abstract submission opens 15 November 2013 Submission deadline of abstracts 6 January 2014 Notification of acceptance 31 January 2014 Workshop 3-4 April 2014 Local Organising committee: Sonia Granlund Lorna Halliday Valerie Hazan (Chair) Merle Mahon Caroline Newton Michèle Pettinato Outi Tuomainen * * The workshop is organised under the aegis of the ESRC project on Speaker-controlled Variability in Children's Speech in Interaction based at UCL. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/0a7f4945-7bf9-4b7f-8331-f171e561125e%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dimamalahmeh at yahoo.com Wed Oct 2 02:20:18 2013 From: dimamalahmeh at yahoo.com (Dima Malahmeh) Date: Tue, 1 Oct 2013 19:20:18 -0700 Subject: CDI for Arabic In-Reply-To: <1B6302315CC46C48962C4C1856B583D224DF4B@EX-0-MB2.lancs.local> Message-ID: Many thanks, Katie, for the help. This was really useful. Thanks,  Dima Malahmeh ________________________________ From: "Alcock, Katie" To: "info-childes at googlegroups.com" Sent: Monday, September 9, 2013 2:40 PM Subject: Re: CDI for Arabic For children of this age, a picture vocabulary scale would be more appropriate than a CDI (though an Arabic CDI exists). A quick Google reveals that an Arabic Picture Vocabulary Scale has been developed http://discovery.ucl.ac.uk/20472/1/20472.pdf Your main barriers might be cultural differences in the words and objects children are familiar with but it is usually very easy to get someone to draw locally appropriate pictures, and to change words that are not relevant to the local culture and/or change to dialect words. Katie Alcock Katie Alcock Lecturer Department of Psychology Lancaster University Fylde College Bailrigg Lancaster, LA1 4YF, UK tel: +44 1524 593833 From: Dima Malahmeh Reply-To: "info-childes at googlegroups.com" Date: Monday, 9 September 2013 12:43 To: "info-childes at googlegroups.com" Subject: CDI for Arabic Dear Info-Childes, > > >I am a PhD student working on bilingual children in Jordan (Arabic-English). I would like to ask if any of you have come across a CDI adapted for Arabic? If not, I would be grateful if anyone knows of/developed a similar lexical test that might be used for Arabic (for children aged 4-5 years old) and would allow me to use it.  > > >Your help is highly appreciated! > > >Best, >Dima Malahmeh -- >You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >To unsubscribe from this group and stop receiving emails from 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/1378727027.94821.YahooMailNeo%40web162001.mail.bf1.yahoo.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1B6302315CC46C48962C4C1856B583D224DF4B%40EX-0-MB2.lancs.local. 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/1380680418.1199.YahooMailNeo%40web162005.mail.bf1.yahoo.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From matt-goldrick at northwestern.edu Wed Oct 2 16:22:48 2013 From: matt-goldrick at northwestern.edu (Matt Goldrick) Date: Wed, 2 Oct 2013 11:22:48 -0500 Subject: No subject Message-ID: [apologies for cross-postings] *Tenure-Line Position in Linguistics at Northwestern University* The Department of Linguistics at Northwestern University seeks to fill a tenure-line Assistant Professor position with a start date of September 1, 2014. We are looking for candidates who will enhance Northwestern’s interdisciplinary language science research community. The ideal candidate will have a research program grounded in computational linguistics, psycholinguistics, and/or language variation and change. Although we expect to hire at the rank of assistant professor, more senior candidates will also be considered. Candidates must hold a Ph.D. in Linguistics, Psychology, Cognitive Science, Computer Science, or a related field by the start date. To receive fullest consideration, applications should arrive by December 1, 2013. Please include a CV (including contact information), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references (with their contact information). Please visit http://www.linguistics.northwestern.edu/ for instructions to apply online. E-mail inquiries should be directed to search at ling.northwestern.edu. Northwestern University is an Equal Opportunity/ Affirmative Action Employer. Applications from minority and women candidates are especially welcome. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CADF1R0k9-%3DSFmoXkp0iNTGaf_c_BeyhqqD_cTt66bkLCAD%3Dz%2BQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Oct 2 22:39:31 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 2 Oct 2013 18:39:31 -0400 Subject: Conference Call/ Students Research Day, Graduate Center, NY Message-ID: Speech, Language, Hearing, Communication Sciences Student Research Day Ph.D. Program in Speech-Language-Hearing Sciences Graduate Center, CUNY, Friday, March 28, 2014 10.30 am-2.45 pm *Invited Lecture:* Richard G. Schwartz, Presidential Professor *Processing Language with a Cochlear Implant*** High-school, undergraduate and MA-students who work with a mentor on any research project in Speech, Language, Hearing, and Communication Sciences are welcome to present a poster at the Student Research Day . The project may be completed, or it may be in progress. The poster may have been presented and/or be subsequently presented at another conference. The event will be held at the CUNY Graduate Center, 365 Fifth Avenue, between 34th and 35th Streets, Manhattan, New York and will include lunch and a tour of the research laboratories. Telephone: 212 817-8800. ABSTRACTS DUE FEBRUARY 1st 2014 Please send a single-spaced abstract of no more than 250 words summarizing the research question, methods, results and conclusions, in a Word document. At the top of the same page, put the authors’ names, affiliations, and the e-mail address(es) of the contact person(s). Please underline the name(s) of the Faculty Mentor(s)/Project Supervisor(s) and contact email. We will only use email-addresses for further notices concerning the event. If the faculty mentor is not a co-author, please write their name(s) and e-mail address(es) at the bottom of the page. Also, please write at the bottom who among the authors and mentor(s) will attend the March 28 conference. Send abstracts and contact information to speechlanguagehearingsciconf at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2YruJsik3GdwEfiQ2%3DhVzS6tKvk3BYtVaoq86CFbYA2rw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hstorkel at gmail.com Thu Oct 3 14:21:05 2013 From: hstorkel at gmail.com (Holly Storkel) Date: Thu, 3 Oct 2013 07:21:05 -0700 Subject: Assistant/Associate/Full Professor -- University of Kansas -- Speech-Language-Hearing Message-ID: The Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas seeks to hire an Assistant/Associate/Full Professor with expertise in Developmental Communication Disorders. This position is part of a new College initiative in the area of *Biobehavioral Approaches to Neurodevelopmental Disorders*. KU is looking for highly talented people to develop innovative breakthroughs in etiological mechanisms, preventive approaches, and intervention methods to reduce the challenges for individuals with neurodevelopmental disorders. This initiative recognizes historical and emerging strengths at KU that contribute to new directions of discovery, and is being mounted to forge bridges across academic disciplines for front line collaborative research projects and next generation training. As part of this position, multiple new faculty will be hired and placed in highly competitive and well ranked academic and research units with long histories of research excellence. You may learn more about the *Biobehavioral Approaches to Neurodevelopmental Disorders*initiative and positions at *lsi.ku.edu/band_initiative* . Individuals who want to engage in our effort to enhance human health and development locally and across the globe are encouraged to apply. KU is committed to promoting well-being and finding cures through research that spans pharmaceutical science and neurological studies, age-related health needs, speech and language, cancer therapies, and more. Due to the interdisciplinary and collaborative nature of this new initiative, applicants for one position will be considered for a position in all three departments (Clinical Child Psychology/Life Span Institute, Child Language Program, and Speech-Language-Hearing). Ranks vary from assistant professor to Foundation Professor, depending on experience and program needs. KU is vigorously investing in its future by creating 64 new Foundation Professor positions for faculty who will join our drive to the top among our fellow AAU institutions. More information about Foundation Professors at KU may be found at *www.foundation.ku.edu* . The position is expected to begin as early as August 18, 2014. The successful candidate will contribute to this new initiative, conduct research leading to publications and external funding; teach courses and mentor students in his/her specialty; perform academic advising responsibilities; and engage in departmental, College, University, and national service. The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences, including a diversity of scholarly approaches, and four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Harnessing Information, Multiplying Knowledge; and (4) Building Communities, Expanding Opportunities. See *www.provost.ku.edu/planning/themes/*for more information. ** Qualifications: For all ranks, (1) expertise in communication disorders that complements those of the existing faculty and contributes to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) Ph.D. in Communication Sciences and Disorders, or a related discipline, is expected by the start date of appointment. For information about qualifications for appointment at the rank of Assistant, Associate or Full Professor, a complete announcement, or to apply online, go to *https://employment.ku.edu* and click “Search Faculty Jobs”; search openings by “Biobehavioral”. A complete, electronic application will include: (1) letter of application addressing expertise in communication disorders and potential to contribute to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) CV; (3) research statement and representative publications; (4) teaching statement and representative teaching materials such as sample course syllabi, teaching portfolio, or student or peer evaluations of teaching; and, (5) names and contact information for three references. Questions may be directed to Holly Storkel, Chair, Department of Speech-Language-Hearing, University of Kansas, 1000 Sunnyside Ave., 3001 Dole Center, Lawrence, KS 66045-7555, e-mail *hstorkel at ku.edu* ; 785-864-0497 (voice), 785-864-3974 (fax). Initial review of applications will begin on November 1, 2013, and continue as long as needed to identify a qualified pool. EOE M/F/D/V. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/d35dc306-5d2c-4225-80b6-15e90b8eb3e8%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Thu Oct 3 20:15:04 2013 From: cam47 at psu.edu (Carol Miller) Date: Thu, 3 Oct 2013 13:15:04 -0700 Subject: Assistant Professor of Communication Sciences and Disorders Message-ID: Please share this announcement with colleagues as appropriate. Thank you, Carol Miller Title: *Assistant Professor of Communication Sciences and Disorders (tenure-track)* Vacancy#: *39996* Department: *Communication Sciences and Disorders (CSD)* Campus Location: *UP* Number of Jobs: *1 * Affirmative Action Search Number: *023-126* Announce Start Date: *07/16/2013* Closing End Date: *Until Filled* The Department of Communication Sciences and Disorders (CSD) ( http://csd.hhdev.psu.edu/), College of Health and Human Development at The Pennsylvania State University seeks candidates for a full-time continuing (36-week) tenure-track position of Assistant Professor to begin Spring 2014 or Fall 2014. The responsibilities of this position will be to establish or continue a line of research in a specialty area(s) related to adult speech and language or phonology. Specialty interests in aphasia, apraxia, neuroscience, neurogenics, neuromotor disorders and/or aging considered a plus. In addition, will teach undergraduate and graduate courses in area of specialty; supervise undergraduate and graduate (M.S./Ph.D.) research; be actively involved in enhancing and building the Ph.D. program; provide service to the Department, College, and University; and contribute to the clinical aspects of the program. Opportunities exist for interdisciplinary collaborations across the University Park and Hershey Medical Center campuses. These collaborations include the Penn State Social Science Research Institute, the Center for Healthy Aging, the Social, Life, and Engineering Sciences Imaging Center (which houses a human electrophysiology facility and a 3 Tesla fMR unit), the Penn State Center for Language Science, the Huck Institutes of the Life Sciences, and numerous departments including Biobehavioral Health, Psychology, Kinesiology, Bioengineering, and departments in the College of Medicine. Candidates must have an earned Ph.D., with an active research and scholarship plan. Previous teaching experience and/or post-doctoral experience desired. CCC-SLP is highly desirable. Review of credentials will begin immediately and continue to be accepted until the position is filled. Interested candidates should submit a letter of application including a personal statement addressing vision and interests regarding research and teaching, current curriculum vitae, copies of relevant research articles or presentations, Ingrid M. Blood, Ph.D., ASHA Fellow Chair of the Search Committee Communication Sciences and Disorders; c/o Sharon Nyman, Administrative Assistant; Department of Communication Sciences and Disorders; The Pennsylvania State University; 308 Ford Building; University Park, PA 16802. Materials may be submitted electronically to: SAN5 at psu.edu Please indicate “Assistant Professor position” in subject line of email correspondence. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/bee1c23a-e1f3-4e82-9763-affd5dba1665%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tlacaelel at gmail.com Sun Oct 6 23:47:41 2013 From: tlacaelel at gmail.com (Lorenzo Lambertino) Date: Sun, 6 Oct 2013 16:47:41 -0700 Subject: unsuscribe Message-ID: -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAPfLxxySgGfhPKPPVLsK3CGSHHwz65bc6LURBOUUzRdBwSAwBA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Mon Oct 7 08:23:07 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 7 Oct 2013 04:23:07 -0400 Subject: Fwd: [DIVISION] POSITION ANNOUNCEMENT -- Assistant Professor in Mathematics Education, University of Delaware In-Reply-To: <133098521977AD4692EFB0524954FE1AAB45FA13@UM-MBX-N02.um.umsystem.edu> Message-ID: *Please share! *We are looking for someone at the University of Delaware who can work in the area of Math Education! Thanks! Roberta Golinkoff *Assistant Professor in Mathematics Education * * School of Education* * University of Delaware* The Mathematics Education specialization area in the School of Education at the University of Delaware (http://www.education.udel.edu/) seeks an ambitious and creative colleague with broad interests in improving education to fill a new tenure-track Assistant Professor position, available September 1, 2014. We are internationally known for our research in learning, teaching, and teacher education, and we received a recent American Educational Research Association-sponsored award for excellence in teacher preparation. A doctorate in Mathematics Education or a related field, such as the Learning Sciences, Educational or Developmental Psychology, is required. Preference will be given to candidates with a strong and innovative research program, current funding or potential for obtaining external funding, a strong mathematics background, and teaching experience. Responsibilities include sustaining a ground-breaking and vigorous research program in mathematics learning or teaching, supervising doctoral research, and teaching effectively in the undergraduate and graduate programs. Teaching responsibilities include graduate courses in mathematics learning and teaching and undergraduate courses in mathematics and mathematics methods for elementary and middle school education majors. Housed on a beautiful campus enriched by enviable research and instructional resources, the University of Delaware is one of the oldest institutions of higher education in the country. We are a privately endowed land-grant, sea-grant, space-grant, and urban-grant institution that receives public support. The University is located in Newark, a town of about 30,000, situated midway between Philadelphia and Baltimore. Newark and Wilmington, Delaware, host many performing arts and cultural venues. The University of Delaware boasts a supportive and innovative environment for excellent research. The comparatively small (50 tenure-track faculty members) but dynamic School of Education was ranked 37th among 1200 graduate schools of education in the 2013 U.S. News and World Report rankings. Faculty pursue a variety of research agendas funded by the National Science Foundation, the Institute of Education Sciences, the National Institute of Child Health and Human Development, state agencies, and private foundations. Applications received by November 15, 2013 will receive first consideration. Applications should include a letter describing the candidate’s research interests, teaching experience, and mathematics background; a curriculum vitae; and three letters of reference addressing qualifications relevant for the position. The curriculum vitae and application materials will be shared with School faculty. Submit curriculum vitae and letter of interest online at www.udel.edu/udjobs. Ask letters of reference to be sent electronically to Joanne FitzPatrick (jofitz at udel.edu). Direct questions to James Hiebert, Search Committee Chair, hiebert at udel.edu. The University and the College are committed to creating an educational community that is intellectually, ethnically, culturally, and socially diverse enriched by the contributions and full participation of persons from many different backgrounds. Deadline: 11/15/2013. Applications will be considered until the position is filled. ----- View this and other job posts on APA Division 7's website at http://www.apadivisions.org/division-7/ Automatically created and sent from the Div7Online--Job Post Request website -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7%2BRr2H0g-nFPCFYbW4CoOEvJn%3D0kDJ5ut%2BYKOoRsuFv7A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 7 17:01:37 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 7 Oct 2013 13:01:37 -0400 Subject: message from Eve Clark Message-ID: ============================================================================== International Association for the Study of Child Language Call for nominations for the Triennial Roger Brown award The Officers and Executive Committee of IASCL have set up a triennial ‘Roger Brown award’, first presented at the Congress of the Association in 2011. The award is for outstanding contributions to the field of child language acquisition, particularly those that have advanced knowledge through methodological innovation (experimental or analytical) and/or those that have helped the research community to work together effectively. The award will consist of an engraved shield to be presented at the Triennial Congress by the President, and the Congress fee. Additional travel/accommodation support to allow the recipient to attend the Congress will be considered if necessary, to be decided by the selection committee Nominations should reach the President (Eve V. Clark, eclark at stanford.edu) by no later than 9am, Central European Time, on Tuesday 3rd December, 2013. Nominations: (1) The reasons for the nomination should be stated in a paragraph of no more than 500 words, should be accompanied by the CV of the nominee and by the signatures of the nominators. (2) Nominations must be supported by at least 5 members of IASCL with not more than one coming from the same institution as the nominee and not more than two from the same country. The decision will be taken by a 3-person selection committee consisting of the President and two people from the elected representatives to be chosen by the President. The three members of this committee must be from different countries and institutions. Eve V. Clark President, IASCL -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/4DC11B3A-2A14-4ADE-B0B4-8CC04948E33E%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gerlind.Grosse at eva.mpg.de Tue Oct 8 07:46:02 2013 From: Gerlind.Grosse at eva.mpg.de (=?UTF-8?B?R2VybGluZCBHcm/vv71l?=) Date: Tue, 8 Oct 2013 09:46:02 +0200 Subject: Analysing =?UTF-8?Q?=E2=80=9Cstarting_points=E2=80=9D_?=in complex sentences In-Reply-To: Message-ID: Dear colleagues, We would like to analyze a corpus of children’s stories (5 year olds) regarding the type of starting points. We depart from the Perspective Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that “…given a choice between two starting points, speakers and listeners prefer the starting point closest to the one they assume or which to assume in their own interactions with the world.” Now, our current question is about how to determine starting points in complex sentences or sentence fragments. Does each sub-clause indicate a new starting point? Is the starting point always the very first element or the first main functional element, i.e. (SVO)? We are dealing with German which has a flexible word order. Any ideas, references or advices are welcome. Many thanks! Lars White, and Gerlind Grosse (Leipzig) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. For more options, visit https://groups.google.com/groups/opt_out. From roeper at linguist.umass.edu Tue Oct 8 13:22:12 2013 From: roeper at linguist.umass.edu (Tom Roeper) Date: Tue, 8 Oct 2013 09:22:12 -0400 Subject: Analysing =?windows-1252?Q?=93starting_points=94_?=in complex sentences In-Reply-To: <18367_1381218370_5253B842_18367_6812_1_5253B83A.2050904@eva.mpg.de> Message-ID: You might want to look at this paper on Point of View which I think could be relevant. It is certainly relevant to the broad issue of perspective-taking. Tom Roeper On Tue, Oct 8, 2013 at 3:46 AM, Gerlind Gro�e wrote: > Dear colleagues, > > We would like to analyze a corpus of children’s stories (5 year olds) > regarding the type of starting points. We depart from the Perspective > Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that > “…given a choice between two starting points, speakers and listeners prefer > the starting point closest to the one they assume or which to assume in > their own interactions with the world.” Now, our current question is about > how to determine starting points in complex sentences or sentence > fragments. Does each sub-clause indicate a new starting point? Is the > starting point always the very first element or the first main functional > element, i.e. (SVO)? We are dealing with German which has a flexible word > order. > Any ideas, references or advices are welcome. > > > Many thanks! > > Lars White, and Gerlind Grosse > (Leipzig) > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe@**googlegroups.com > . > 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/5253B83A.**2050904%40eva.mpg.de > . > For more options, visit https://groups.google.com/**groups/opt_out > . > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CABkofSmPaijGP4Xjo2hPyV_N2CqT7wbugeOgZTOTJnMsLjkByQ%40mail.gmail.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: GPOV GU_Roeper Apr11.pdf Type: application/pdf Size: 348364 bytes Desc: not available URL: From macw at cmu.edu Tue Oct 8 19:29:57 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 8 Oct 2013 15:29:57 -0400 Subject: Analysing =?windows-1252?Q?=93starting_points=94_?=in complex sentences In-Reply-To: <5253B83A.2050904@eva.mpg.de> Message-ID: Dear Lars (and Tom), Good question. Unfortunately, my answer will be rather long-winded. My 1977 version of the Perspective Hypothesis, as well as the experimental evidence from Gernsbacher (1990), focuses mainly on the forces determining selection of the subject of the main clause. However, it was already clear then that only nominals constitute real starting points. So, in the Adv-V-S order of German as in "Hier kommt der Mann" there is no real sense in which the initial element is a perspective. It is an attentional focus but not the fundamental structural building block of Gernsbacher 1990. A fuller answer to your question involves a discussion of perspective shifting or switching. In 1977, I saw that the data from Herb Clark's (1969) sentence-picture verification task could be addressed in terms of something close to perspective-shifting operations. Then, in MacWhinney and Pleh (Cognition, 1988), we found that it was necessary to extend the item of perspective-shifting still further to get a fuller understanding of the dynamics of processing for relative clauses in Hungarian (as well as related data for relative clauses in other languages). Also, in MacWhinney (1975), which eventually surfaced as MacWhinney and Bates (1978) we provided evidence for online perspective-shifting from marked verb forms like "get" to unmarked forms like "get" along with retracing and pausing in picture descriptions by both children and adults. Returning to these issues much later in these two papers, I tried to explain in greater detail how perspective shifts between clauses: MacWhinney, Brian. (1999). The emergence of language from embodiment. In B. MacWhinney (Ed.), The emergence of language (pp. 213-256). Mahwah, NJ: Lawrence Erlbaum. MacWhinney, Brian. (2008). How mental models encode embodied linguistic perspectives. In R. Klatzky, B. MacWhinney & M. Behrmann (Eds.), Embodiment, Ego-Space, and Action (pp. 369-410). Mahwah: Lawrence Erlbaum. Your best reference would be the 2008 paper. For English, my claim is that the subject (which is nearly always preverbal) is the initial perspective and must be referential. However, if there is a preceding PP or subordinate clause, then specific cues within that phrase can set up cataphoric expectations for a following referential perspective. More generally, I have become increasingly convinced that the primary function of grammatical markings is to signal perspective shift and maintenance. There are far too many constructions and cues involved here to capture in a brief email message and even the 2008 paper is just a sketch of this territory. In regard to freer word order languages like German, Russian, or Hungarian, the placement of an NP with accusative marking before the verb does not establish a true perspective. It does serve the role of "placing an actor on stage" as Chafe (1974) argued, but if the accusative marking is clear then the NP is not processed as a perspective, and the processor holds that role open, but as in the case of preposed cataphoric subordinates. This is perhaps clearest in Hungarian and Japanese where case marking is far less ambiguous than in German. Sanako Mitsugi and I have various eye movement and self-paced reading studies in Japanese demonstrating this. Ina Bornkessel-Schlesewsky and Matthias Schlesewsky have also done wonderful crosslinguistic work demonstrating similar principles using ERP methodology. The basic idea is that the whole system of starting points exists as a general default overlay on the more item-based system of grammatical role marking. Apart from cues found in preposed clauses, there are a myriad of interesting perspective shift effects in deictics (here, now) and the anaphoric systems studied by government-and-binding theory. There are also crucial perspective-shifting effects within the clause as attention shifts from the starting point to the direct and indirect objects. Basically, the Perspective Hypothesis offers a pragmatic explanation for the various principles alternatively formulated through c-command. Some of the effects regarding GPOV that Tom mentions interact with clausal syntax, as in the processing of control verbs such as "easy to see" vs. "eager to see". Peggy Speas, Carol Tenny, and others have studied a variety of perspective-shifting emotion words and expressions such as "happily" or "that darned ..." that do not touch clausal syntax that much. I would like to think of perspective-shifting as a high-level frontal lobe function based on role assignment and scene construction that then connects with syntax and lexicon as interactive inputs. Maybe this is what Jackendoff means about interfaces? In terms of practical application for your work, the default assumption is one of perspective continuation across clauses. However, to tell a story effectively, perspectives must be frequently shifted. As MacWhinney and Bates (1978) showed, young children do not seem to have full control over the use of grammatical marking to mark these shifts. So this is what often makes it hard to follow their stories. --Brian MacWhinney On Oct 8, 2013, at 3:46 AM, Gerlind Gro�e wrote: > Dear colleagues, > > We would like to analyze a corpus of children’s stories (5 year olds) regarding the type of starting points. We depart from the Perspective Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that “…given a choice between two starting points, speakers and listeners prefer the starting point closest to the one they assume or which to assume in their own interactions with the world.” Now, our current question is about how to determine starting points in complex sentences or sentence fragments. Does each sub-clause indicate a new starting point? Is the starting point always the very first element or the first main functional element, i.e. (SVO)? We are dealing with German which has a flexible word order. > Any ideas, references or advices are welcome. > > > Many thanks! > > Lars White, and Gerlind Grosse > (Leipzig) > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. > 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/B79EDB7D-31D5-436A-8EC8-A8C8D83A5C98%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ghada.khattab at ncl.ac.uk Tue Oct 8 19:59:34 2013 From: ghada.khattab at ncl.ac.uk (Ghada Khattab) Date: Tue, 8 Oct 2013 12:59:34 -0700 Subject: Call for papers: New West Asia Journal of Speech-Language Pathology Message-ID: *LAUNCHING IN 2014* *Editors:* Dr Ghada Khattab, Newcastle University, Newcastle-upon-tyne, UK Professor Reza Nilipour, University of Welfare and Rehabilitation Sciences, Iran Professor Seyhun Topbaş, Anadolu University, Turkey *Associate Editor:* Professor Martin Ball, University of Louisiana at Lafayette, USA This new journal aims to provide a forum for academic discussion and progress in all areas of communication disorders, as related to the West Asia region (a region taken to include the Arabian Peninsula, the Levant, Iraq, Iran, Turkey and Egypt). It will publish peer-reviewed studies of all aspects of communication disorders and the provision of therapeutic intervention. Studies that explore theoretical developments and their applications, as well as more directly applied articles on specific therapeutic techniques, will be welcomed. *To submit a paper to be considered for publication in this journal, or to find out how to subscribe, please send an email to Rachael Wilkie, Publisher: **rachael_jrpress at btinternet.com* *ISSN 2052-8744* Further information about the author guidelines go to: * http://www.jr-press.co.uk/wajslp-author-guidelines.html* Ghada ---------------------- Ghada Khattab Speech and Language Sciences Section King George VI bldg Newcastle University Newcastle upon Tyne NE1 7RU, UK e-mail: ghada.khattab at newcastle.ac.uk *http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/a1346d9f-64c1-4f90-9cc2-aecee9e1a08e%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gerlind.Grosse at eva.mpg.de Thu Oct 10 12:17:10 2013 From: Gerlind.Grosse at eva.mpg.de (=?UTF-8?B?R2VybGluZCBHcm/vv71l?=) Date: Thu, 10 Oct 2013 14:17:10 +0200 Subject: Analysing =?UTF-8?Q?=E2=80=9Cstarting_points=E2=80=9D_?=in complex sentences In-Reply-To: Message-ID: Dear colleagues, thank you for the helpful feedback and the many references. We will have a close look at everything. However, from what we've got now it seems that we can't use the measure for what we wanted it to use: to test whether children identify more with one character in their narrative than with another. And if you have any other suggestion of what feature of grammar (in the widest sense) could be informative for this purpose, please let us know. Best, Lars, and Gerlind On 10/8/2013 9:29 PM, Brian MacWhinney wrote: > Dear Lars (and Tom), > Good question. Unfortunately, my answer will be rather long-winded. > > My 1977 version of the Perspective Hypothesis, as well as the > experimental evidence from Gernsbacher (1990), focuses mainly on the > forces determining selection of the subject of the main clause. > However, it was already clear then that only nominals constitute real > starting points. So, in the Adv-V-S order of German as in "Hier kommt > der Mann" there is no real sense in which the initial element is a > perspective. It is an attentional focus but not the fundamental > structural building block of Gernsbacher 1990. > > A fuller answer to your question involves a discussion of perspective > shifting or switching. In 1977, I saw that the data from Herb Clark's > (1969) sentence-picture verification task could be addressed in terms > of something close to perspective-shifting operations. Then, in > MacWhinney and Pleh (Cognition, 1988), we found that it was necessary > to extend the item of perspective-shifting still further to get a > fuller understanding of the dynamics of processing for relative > clauses in Hungarian (as well as related data for relative clauses in > other languages). > > Also, in MacWhinney (1975), which eventually surfaced as MacWhinney > and Bates (1978) we provided evidence for online perspective-shifting > from marked verb forms like "get" to unmarked forms like "get" along > with retracing and pausing in picture descriptions by both children > and adults. > > Returning to these issues much later in these two papers, I tried to > explain in greater detail how perspective shifts between clauses: > MacWhinney, Brian. (1999). The emergence of language from embodiment. > In B. MacWhinney (Ed.), /The emergence of language/ (pp. 213-256). > Mahwah, NJ: Lawrence Erlbaum. > MacWhinney, Brian. (2008). How mental models encode embodied > linguistic perspectives. In R. Klatzky, B. MacWhinney & M. Behrmann > (Eds.), /Embodiment, Ego-Space, and Action/ (pp. 369-410). Mahwah: > Lawrence Erlbaum. > Your best reference would be the 2008 paper. For English, my claim is > that the subject (which is nearly always preverbal) is the initial > perspective and must be referential. However, if there is a preceding > PP or subordinate clause, then specific cues within that phrase can > set up cataphoric expectations for a following referential > perspective. More generally, I have become increasingly convinced > that the primary function of grammatical markings is to signal > perspective shift and maintenance. There are far too many > constructions and cues involved here to capture in a brief email > message and even the 2008 paper is just a sketch of this territory. > > In regard to freer word order languages like German, Russian, or > Hungarian, the placement of an NP with accusative marking before the > verb does not establish a true perspective. It does serve the role of > "placing an actor on stage" as Chafe (1974) argued, but if the > accusative marking is clear then the NP is not processed as a > perspective, and the processor holds that role open, but as in the > case of preposed cataphoric subordinates. This is perhaps clearest in > Hungarian and Japanese where case marking is far less ambiguous than > in German. Sanako Mitsugi and I have various eye movement and > self-paced reading studies in Japanese demonstrating this. Ina > Bornkessel-Schlesewsky and Matthias Schlesewsky have also done > wonderful crosslinguistic work demonstrating similar principles using > ERP methodology. The basic idea is that the whole system of starting > points exists as a general default overlay on the more item-based > system of grammatical role marking. > Apart from cues found in preposed clauses, there are a myriad of > interesting perspective shift effects in deictics (here, now) and the > anaphoric systems studied by government-and-binding theory. There are > also crucial perspective-shifting effects within the clause as > attention shifts from the starting point to the direct and indirect > objects. Basically, the Perspective Hypothesis offers a pragmatic > explanation for the various principles alternatively formulated > through c-command. > > Some of the effects regarding GPOV that Tom mentions interact with > clausal syntax, as in the processing of control verbs such as "easy to > see" vs. "eager to see". Peggy Speas, Carol Tenny, and others have > studied a variety of perspective-shifting emotion words and > expressions such as "happily" or "that darned ..." that do not touch > clausal syntax that much. I would like to think of > perspective-shifting as a high-level frontal lobe function based on > role assignment and scene construction that then connects with syntax > and lexicon as interactive inputs. Maybe this is what Jackendoff means > about interfaces? > > In terms of practical application for your work, the default > assumption is one of perspective continuation across clauses. > However, to tell a story effectively, perspectives must be frequently > shifted. As MacWhinney and Bates (1978) showed, young children do not > seem to have full control over the use of grammatical marking to mark > these shifts. So this is what often makes it hard to follow their > stories. > > --Brian MacWhinney > > On Oct 8, 2013, at 3:46 AM, Gerlind Gro�e > wrote: > >> Dear colleagues, >> >> We would like to analyze a corpus of children’s stories (5 year olds) >> regarding the type of starting points. We depart from the Perspective >> Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that >> “…given a choice between two starting points, speakers and listeners >> prefer the starting point closest to the one they assume or which to >> assume in their own interactions with the world.” Now, our current >> question is about how to determine starting points in complex >> sentences or sentence fragments. Does each sub-clause indicate a new >> starting point? Is the starting point always the very first element >> or the first main functional element, i.e. (SVO)? We are dealing with >> German which has a flexible word order. >> Any ideas, references or advices are welcome. >> >> >> Many thanks! >> >> Lars White, and Gerlind Grosse >> (Leipzig) >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. >> 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/B79EDB7D-31D5-436A-8EC8-A8C8D83A5C98%40cmu.edu. > 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/52569AC6.1090301%40eva.mpg.de. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mats.andren at ling.lu.se Mon Oct 14 12:41:39 2013 From: mats.andren at ling.lu.se (=?UTF-8?B?TWF0cyBBbmRyw6lu?=) Date: Mon, 14 Oct 2013 14:41:39 +0200 Subject: CfP: First International Association for Cognitive Semiotics (IACS) Conference, IACS-2014 Message-ID: First Call for Papers First International Association for Cognitive Semiotics (IACS) Conference, IACS-2014 September 25-27, 2014 Lund, Sweden http://conference.sol.lu.se/en/iacs-2014 IACS-2014 at semiotik.lu.se The First International Association for Cognitive Semiotics (IACS) Conference (IACS-2014) will be held in September 25-27, at Lund University, Sweden. Founded in Aarhus, Denmark, on May 29, 2013, The International Association for Cognitive Semiotics aims at the further establishment of Cognitive Semiotics as the trans-disciplinary study of meaning, combining concepts, theories and methods from the humanities and the social and natural sciences. Central topics are the evolution, development of, and interaction between different semiotic resources such as language, gestures and pictorial representations. Plenary speakers * Søren Brier, Copenhagen Business School http://cybersemiotics.com/ * Merlin Donald, Queens University http://www.queensu.ca/psychology/MerlinDonald.html * Brian MacWhinney, Carnegie Mellon University http://psyling.psy.cmu.edu/ * Cornelia Müller, European University Viadrina Frankfurt (Oder) http://www.europa-uni.de/en/forschung/vcgs/dmc/Graduiertenschule/0_Professoren/mueller/index.html * Raymond Tallis, University of Manchester http://www.raymondtallis.com/ Theme of the conference: Establishing Cognitive Semiotics Over the past two decades or so, a number of researchers from semiotics, linguistics, cognitive science and related fields, from several European and North American research centres, have experienced the needs to combine theoretical knowledge and methodological expertise in order to be able to tackle challenging questions concerning the nature of meaning, the role of consciousness, the unique cognitive features of mankind, the interaction of nature and nurture in development, and the interplay of biological and cultural evolution in phylogeny. The product of these collaborations has been the emergence of the field of Cognitive Semiotics, with its own journal (http://www.degruyter.com/view/j/cogsem) and academic association. The conference aims both to celebrate this, and to look forward into possibilities for further development. We invite the submission of 400 word abstracts for one of the three categories: 1. Oral presentations (20 min presentation + 5 minute discussion) 2. Posters (at a dedicated poster session) 3. Theme sessions (3 to 6 thematically linked oral presentations, introduced by a discussant. The individual abstracts should be preceded by an abstract for the theme session as a whole. In case the theme session is not accepted, individual abstracts will be reviewed as submissions for oral presentations.) The abstracts can be related, though need not be restricted, to the following topics: • Biological and cultural evolution of human cognitive specificity • Cognitive linguistics and phenomenology • Communication across cultural barriers • Cross-species comparative semiotics • Evolutionary perspectives on altruism • Experimental semiotics • Iconicity in language and other semiotic resources • Intersubjectivity and mimesis in evolution and development • Multimodality • Narrativity across different media • Semantic typology and linguistic relativity • Semiosis (sense-making) in social interaction • Semiotic and cognitive development in children • Sign use and cognition • Signs, affordances, and other meanings • Speech and gesture • The comparative semiotics of iconicity and indexicality • The evolution of language Abstracts should be submitted at the site: http://conference.sol.lu.se/en/iacs-2014 Important dates • Deadline for abstract submission (theme sessions): 31 Dec 2013 • Deadline for abstract submission (oral presentations, posters): 1 Feb 2014 • Notification of acceptance (theme sessions): 15 Feb 2014 • Notification of acceptance (oral presentations, posters): 1 April 2014 • Last date for early registration: 1 July 2014 Local organizing committee • Mats Andrén • Johan Blomberg • Anna Redei Cabak • Sara Lenninger • Göran Sonesson • Jordan Zlatev -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/525BE683.7050104%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. From stephanie.ciappara at gmail.com Wed Oct 16 15:27:54 2013 From: stephanie.ciappara at gmail.com (stephanie.ciappara at gmail.com) Date: Wed, 16 Oct 2013 08:27:54 -0700 Subject: using CLAN to find the frequency of nouns and verbs Message-ID: Hi, I'm new to the CHILDES community. I've been reading the CLAN Manual but I would like to ask a question. I would like to analyse the frequency of nouns and verbs. I do not seem to be using the correct command and I cannot seem to find it. Could you please guide me when I should look please? Could you also tell me where I should download MOR please as if I understood I need to download it separately and it is needed to analysis the nouns and verbs. Thank you for your help Stephanie -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/378b4439-6551-473c-bc8d-7ed81bb85a1a%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 16 18:36:44 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 16 Oct 2013 14:36:44 -0400 Subject: using CLAN to find the frequency of nouns and verbs In-Reply-To: <378b4439-6551-473c-bc8d-7ed81bb85a1a@googlegroups.com> Message-ID: Dear Stephanie, Good question. However, we try to confine discussions of the mechanics of the CLAN programs to the chibolts at googlegroup.com list. We'll answer you in a bit directly with a copy to the chibolts list and then we could continue any further questions over on that list. Best regards, -- Brian MacWhinney On Oct 16, 2013, at 11:27 AM, stephanie.ciappara at gmail.com wrote: > Hi, > > I'm new to the CHILDES community. I've been reading the CLAN Manual but I would like to ask a question. I would like to analyse the frequency of nouns and verbs. I do not seem to be using the correct command and I cannot seem to find it. Could you please guide me when I should look please? > > Could you also tell me where I should download MOR please as if I understood I need to download it separately and it is needed to analysis the nouns and verbs. > > Thank you for your help > > Stephanie > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/378b4439-6551-473c-bc8d-7ed81bb85a1a%40googlegroups.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5D9108F6-1A65-4596-9BFE-E1145543ACF6%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephanie.ciappara at gmail.com Wed Oct 16 20:50:16 2013 From: stephanie.ciappara at gmail.com (stephanie.ciappara at gmail.com) Date: Wed, 16 Oct 2013 13:50:16 -0700 Subject: using CLAN to find the frequency of nouns and verbs In-Reply-To: <5D9108F6-1A65-4596-9BFE-E1145543ACF6@cmu.edu> Message-ID: Thank you very much. Your help is greatly appreciated :) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/679de995-f822-4618-a94e-725665b48762%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From Serratrice at manchester.ac.uk Thu Oct 17 13:51:04 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 17 Oct 2013 06:51:04 -0700 Subject: CLS2013/2015 Message-ID: Dear all, Thank you all for your role in making the Child Language Seminar 2013 such a stimulating, enjoyable and interesting conference. We would like to thank delegates for their feedback and suggestions regarding changing the name of the Child Language Seminar. Overall, delegates agreed that the term ‘seminar’ did not reflect the importance and impact of the event. We are therefore proposing to change the name to the ‘Child Language Symposium’ which we hope is a more appropriate name for the event and allows us to keep the familiar acronym ‘CLS’. The next ‘Child Language Symposium’ will take place in 2015. The Language Development and Disorders research group at the University of Manchester are very happy to organise and host CLS once again in 2015. However, in the interest of democracy we are emailing to ask if any other Universities were hoping to organising it instead. As planning for 2015 will need to begin fairly soon, please email us (via Jenny Freed Jenny.Freed at Manchester.ac.uk) by Friday 8th November if you wish to express an interest in hosting the next conference. Best wishes Jenny Freed, Catherine Adams and Elena Lieven, on behalf of the 2013 Child Language Seminar organising committee -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/71d49412-01f1-4fdd-a760-66d56599cdbd%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Oct 19 17:30:56 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 19 Oct 2013 13:30:56 -0400 Subject: thanks Message-ID: Dear Info-CHILDES, I would like to thank all of you who submitted letters of support for the NIH CHILDES renewal proposal. We received 144 letters stretching providing 292 pages of documentation of the use of CHILDES programs and data. This was the strongest set of letters for any of the CHILDES proposals over the last 28 years, and it is great testimony to the value of the community data in CHILDES and the health of the field of child language. In the course of writing the proposal, I found that Google provides a great method for tracking the use of CHILDES data. If one just goes to scholar.google.com and searches for "Brian MacWhinney" and then looks up the four core papers documenting the system (which people were asked to cite), you can find all of the literature that used CHILDES. Using this method, I learned the following. Since 1987, the productivity of the project in terms of articles published in a given year has increased each year. There are now well over 6000 articles based in whole or part on the use of CHILDES data. One can find 863 citations of MacWhinney and Snow (1985), 473 citations of MacWhinney and Snow (1990), 1427 citations of MacWhinney (1991) and 2259 citations of MacWhinney (2000). Because Google does not thoroughly index non-English publications, this total of 5022 citations is missing many of the publications in other languages that use CHILDES. A more accurate count would be close to 6500. A graph of the number of articles published each year (non-cumulative) shows a continual straight-line slope of increasing productivity with a few dozen articles published each year during the early years and 250-300 published per year in recent years. I have finished writing the proposal. If you are curious about what we hope to do in the next five years, you can download the proposal from http://talkbank.org/3strategy.pdf And once the United States of America gets a government again, I may even be able to submit the proposal! Best, -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sat Oct 19 17:46:03 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sat, 19 Oct 2013 13:46:03 -0400 Subject: thanks In-Reply-To: <74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2@cmu.edu> Message-ID: Thank you Brian. You have had a huge impact on the field and we all very much appreciate that CHILDES exists. Roberta Golinkoff On Sat, Oct 19, 2013 at 1:30 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > I would like to thank all of you who submitted letters of support for > the NIH CHILDES renewal proposal. We received 144 letters stretching > providing 292 pages of documentation of the use of CHILDES programs and > data. This was the strongest set of letters for any of the CHILDES > proposals over the last 28 years, and it is great testimony to the value of > the community data in CHILDES and the health of the field of child language. > > In the course of writing the proposal, I found that Google provides a > great method for tracking the use of CHILDES data. If one just goes to > scholar.google.com and searches for "Brian MacWhinney" and then looks up > the four core papers documenting the system (which people were asked to > cite), you can find all of the literature that used CHILDES. Using this > method, I learned the following. > > Since 1987, the productivity of the project in terms of articles published > in a given year has increased each year. There are now well over 6000 > articles based in whole or part on the use of CHILDES data. One can find > 863 citations of MacWhinney and Snow (1985<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_36> > ), 473 citations of MacWhinney and Snow (1990<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_37> > ), 1427 citations of MacWhinney (1991<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_29> > ) and 2259 citations of MacWhinney (2000<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_30> > ). Because Google does not thoroughly index non-English publications, > this total of 5022 citations is missing many of the publications in other > languages that use CHILDES. A more accurate count would be close to 6500. > A graph of the number of articles published each year (non-cumulative) > shows a continual straight-line slope of increasing productivity with a few > dozen articles published each year during the early years and 250-300 > published per year in recent years. > > I have finished writing the proposal. If you are curious about what we > hope to do in the next five years, you can download the proposal from > http://talkbank.org/3strategy.pdf And once the United States of America > gets a government again, I may even be able to submit the proposal! > > Best, > > -- Brian MacWhinney > > > **** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7%2BwouGidPuT%3DNk1ssubQMiKAj0VsgfkTsU9UfKADQPE7w%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Sat Oct 19 19:25:58 2013 From: pul8 at psu.edu (Ping Li) Date: Sat, 19 Oct 2013 15:25:58 -0400 Subject: thanks In-Reply-To: <74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2@cmu.edu> Message-ID: Dear Brian, Sorry for being late on this one -- I had hoped to send this to you before my trip to China but wasn't able to do so. I hope the enclosed letter will still be useful. Thanks, Ping On Sat, Oct 19, 2013 at 1:30 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > I would like to thank all of you who submitted letters of support for > the NIH CHILDES renewal proposal. We received 144 letters stretching > providing 292 pages of documentation of the use of CHILDES programs and > data. This was the strongest set of letters for any of the CHILDES > proposals over the last 28 years, and it is great testimony to the value of > the community data in CHILDES and the health of the field of child language. > > In the course of writing the proposal, I found that Google provides a > great method for tracking the use of CHILDES data. If one just goes to > scholar.google.com and searches for "Brian MacWhinney" and then looks up > the four core papers documenting the system (which people were asked to > cite), you can find all of the literature that used CHILDES. Using this > method, I learned the following. > > Since 1987, the productivity of the project in terms of articles published > in a given year has increased each year. There are now well over 6000 > articles based in whole or part on the use of CHILDES data. One can find > 863 citations of MacWhinney and Snow (1985 <#141d1c5026f558be__ENREF_36>), > 473 citations of MacWhinney and Snow (1990 <#141d1c5026f558be__ENREF_37>), > 1427 citations of MacWhinney (1991 <#141d1c5026f558be__ENREF_29>) and > 2259 citations of MacWhinney (2000 <#141d1c5026f558be__ENREF_30>).Because Google does not thoroughly index non-English publications, this > total of 5022 citations is missing many of the publications in other > languages that use CHILDES. A more accurate count would be close to 6500. > A graph of the number of articles published each year (non-cumulative) > shows a continual straight-line slope of increasing productivity with a few > dozen articles published each year during the early years and 250-300 > published per year in recent years. > > I have finished writing the proposal. If you are curious about what we > hope to do in the next five years, you can download the proposal from > http://talkbank.org/3strategy.pdf And once the United States of America > gets a government again, I may even be able to submit the proposal! > > Best, > > -- Brian MacWhinney > > > **** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu > . > 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/CAHwziKuWmXYFsJG9nM59XnT4eWghEcZ7piFaBTXwfW1Gy7VVMw%40mail.gmail.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: letter_childes.pdf Type: application/pdf Size: 126603 bytes Desc: not available URL: From Roberta at udel.edu Sun Oct 20 11:58:08 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 20 Oct 2013 07:58:08 -0400 Subject: POSITION OPEN AT THE UNIVERSITY OF DELAWARE! Message-ID: *Assistant Professor in Special Education* *School of Education* *University of Delaware* Appointment effective September 1, 2014 An innovative leader in research and teaching, the University of Delaware combines a rich historic legacy with a commitment to undergraduate education and the creation of new knowledge. The University ranks 50th in the nation for receipt of grant funding and boasts a supportive and innovative environment for excellent research. The School of Education, despite its relatively small size of 50 tenure-track faculty, is a dynamic community of scholars that was ranked 37th among graduate schools of education in the 2013 U.S. News and World Report rankings. The main campus in Newark, Delaware, provides the amenities of a vibrant college town with convenient access to the major cities of the East Coast. The School of Education in the College of Education & Human Development invites applications for a tenure-track Assistant Professor position in Special Education. We are looking for individuals who will be the thought leaders of their disciplines. Applicants should have an earned doctorate in Special Education or a related field and a research focus on children or adolescents with disabilities or students at risk for disabilities. Specific areas of research interest may include, but are not limited to, literacy, mathematics, assessment, content area learning, behavior disorders, or culturally and linguistically diverse learners with disabilities. The School seeks a dynamic scholar to join a productive faculty who have received research grants from the National Science Foundation, the Institute of Education Sciences, the National Institute of Child Health and Human Development, state agencies, and private foundations. Our faculty are currently funded for research and model demonstration activities in the areas of first-grade writing instruction, basic writing instruction at the college level, a number sense intervention for at-risk kindergarten children, postsecondary programs for students with intellectual disabilities, and supporting teachers of young English learners. The individual hired for this position will engage in a systematic program of research on topics of national importance, teach undergraduate and graduate courses, and advise master’s and doctoral students. At the undergraduate and masters levels, we are particularly interested in candidates with the ability to teach courses on evidence-based instructional practices. At the doctoral level, faculty can participate in PhD specializations such as Literacy and Learning Problems, Learning Sciences, and Sociocultural and Community Approaches. We welcome individuals who have an interdisciplinary approach that will foster collaboration with other faculty in the School, College, or an affiliated research and service center, such as the Center for Disabilities Studies. The University and the College are committed to creating an educational community that is intellectually, ethnically, culturally, and socially diverse enriched by the contributions and full participation of persons from many different backgrounds. To apply: Submit a curriculum vitae and a letter of interest describing qualifications, experience, and research interests online at www.udel.edu/udjobs. In addition, three references from individuals who can specifically comment upon your research expertise, teaching ability, and relevant experiences can be sent to Joanne Fitzpatrick either electronically (jofitz at udel.edu) or by mail: Joanne Fitzpatrick, Special Education Search, School of Education, University of Delaware, Newark DE 19716. Direct questions to Charles MacArthur, Search Committee Chair, macarthu at udel.edu. Deadline: Review of applications will begin on November 15, 2013 and will continue until the position is filled. -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7J1_rmU62YuaCkTSMScJ5XYjNtc4RzHJ0MCxdUpBrD4ow%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Mon Oct 21 03:41:42 2013 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Sun, 20 Oct 2013 20:41:42 -0700 Subject: Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction Message-ID: ***Message on behalf of the conference organizers. Apologies for cross-posting*** Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction Dear colleagues, The International Society for Gesture Studies (ISGS) is pleased to announce the Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction. It will be held on the campus of the University of California, San Diego, July 8-11, 2014. *The deadline for abstract submission is November 15, 2013.* The conference website is: isgs.ucsd.edu Devoted to the study of multimodality in communication, the ISGS is an interdisciplinary group of researchers including anthropologists, cognitive scientists, computer scientists, linguists, neuroscientists, psychologists, and semioticians. The Society convenes for a major international conference every two years, and the 2014 meeting will be the 6th. We invite abstracts that address any aspect of the study of gesture and multimodality, including but not limited to: the relationship between sign and gesture; the cognitive and neural underpinnings of gesture; the contribution of gesture to language production and comprehension; the role of gesture in situated language use; and how gesture mediates interaction in the social, cultural, and technological world. We welcome papers on any aspect of bodily communication and are open to all theoretical and disciplinary perspectives. *Plenary Speakers* Herbert Clark, Stanford University Susan Wagner Cook, University of Iowa Marjorie H. Goodwin, UCLA Marianne Gullberg, Lund University Asli Özyürek, MPI Nijmegen and Radboud University Andy Wilson, Microsoft Research *Abstract Submission* We invite abstracts of no more than 500 words. Abstracts must report previously unpublished work. Three kinds of presentation are available: Paper presentations: Paper presentations will be 25 minutes, with 20 minutes for presentation and 5 minutes for discussion. Thematic Panels: Papers that address a common theme may be submitted as a Thematic Panel. Panels should consist of four talks, which must be submitted individually as Paper Presentations. Each individual abstract should indicate the name of the proposed Thematic Panel. Poster presentation: Poster presentations are an opportunity for more extended interaction. Posters will be displayed during poster sessions, with ample opportunity for discussion. *Please submit your abstracts at the following site: http://linguistlist.org/easyabs/ISGS2014* * * *For more information, please see the conference website: isgs.ucsd.edu* * * *Important Dates* September 1, 2013: Submission Opens November 15, 2013: Submission Deadline December 15, 2013: Notification of Acceptance January 15, 2014: Registration Opens July 8 - 11, 2014: Conference *Conference Language* The conference language will be English. American Sign Language (ASL) interpreters will be available. *Organization and Coordination Committee* Carol Padden, Department of Communication, UC San Diego Seana Coulson, Department of Cognitive Science, UC San Diego John Haviland, Department of Anthropology, UC San Diego Tyler Marghetis, Department of Cognitive Science, UC San Diego Sharon Seegers, Center for Research in Language, UC San Diego -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/cf06ce18-e88d-47f3-8140-49b6da000c62%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Tue Oct 22 13:40:01 2013 From: michael at georgetown.edu (Michael Ullman) Date: Tue, 22 Oct 2013 21:40:01 +0800 Subject: Novel objects Message-ID: Hi all, We're developing a new task and we need lots of pictures of novel objects/thingies (probably around 100). That is, reasonably non-nameable thingies. Any and all suggestions would be appreciated. Best, Michael -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid. For more options, visit https://groups.google.com/groups/opt_out. From melissa.e.kline at gmail.com Tue Oct 22 13:47:34 2013 From: melissa.e.kline at gmail.com (Melissa Kline) Date: Tue, 22 Oct 2013 09:47:34 -0400 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: Jessica Horst's Novel Object, Unusual Name database might be useful - below is a message she sent to to the Cognitive Development Society listserv a little while ago. ---- Dear colleagues, Recently, there has been an increase in interest in my Novel Object, Unusual Name (NOUN) Database, so I am sending a new link to the database on our new server: http://www.sussex.ac.uk/wordlab/noun (the link to the file as toward the bottom). I hope you will find this resource helpful. To remind you (or let you know if you have joined CDS since the last time I emailed about this): The NOUN Database is a collection of color photographs of novel objects and a list of commonly (?) used novel names in the literature. I am interested in sharing these materials. If you need pictures of novel objects, please feel free to browse this database and I will be happy to send you the electronic files for these pictures. Each picture is of a real 3D object. I hope to revise the database in 2013 (by including many more photos and adding more names). If you have suggestions for things you would like to see or other recommendations, please email me (no need to reply-all). I'm thinking about including some pictures of familiar/known objects as well. These would also be pictures of real 3D toys (e.g., stuffed dog, matchbox car, doll chair, etc; would this be helpful?). Once the database has been revised I'll share version 2.0 with everyone. Meanwhile, if you require more pictures than what is currently included or have an idea of something you need (e.g., a red novel object) please feel free to contact me and if I already have that item waiting for the next version I will be happy to also share that with you. Best wishes, -Jessica ~~~~~~~~~~~~~~~~~~~~~~~ Dr. Jessica S. Horst http://www.sussex.ac.uk/wordlab University of Sussex School of Psychology Brighton BN1 9QH United Kingdom Tel: +44 (0)1273.87.3084 jessica at sussex.ac.uk Affiliate Member, Delta Center http://www.delta-center.org On Tue, Oct 22, 2013 at 9:40 AM, Michael Ullman wrote: > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > 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/CAF%3DPoJN6eKb_hxUeaiHOjAds_HLNDdc68YdpMvRt%2BNc4-50bFw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Tue Oct 22 15:03:41 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Tue, 22 Oct 2013 10:03:41 -0500 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: we used plastic plummer pipes with colored puffs at each end. We had different pipe forms. They are the same as those used in the Bates et al pink book. Donna Jackson-Maldonado 2013/10/22 Michael Ullman > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Donna Jackson-Maldonado Centro de Estudios Lingüísticos y Literarios Facultad de Lenguas y Letras, Universidad Autónoma de Querétaro Campus Aeropuerto, Circuito Fray Junípero Serra Km 8 Santiago de Querétaro, Qro., México 76140 web: http://www.donnajackson.weebly.com e-mail: djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 o 61140 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bh6wCpU85dce1N2h-kQTKuA-Zwz2COmLo1QtLTH1KuXaC2yvA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tamm.anne at gmail.com Tue Oct 22 15:30:49 2013 From: tamm.anne at gmail.com (Anne Tamm) Date: Tue, 22 Oct 2013 17:30:49 +0200 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: Hey, try the google picture search with blickets and wugs. The following searches will give you at least 100 usable thingies among the really weird objects: novel objects novel gadgets novel tools novel inventions weird tools weird gadgets weird inventions Our lab has a lot of pictures with weird objects in the publications, like banana healers. Best, Anne 2013/10/22 Michael Ullman > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > 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/CAJX6WJ6%3Du%2BQpRrWLxmVHOBNebKEERmQ_-PzVrn7efLx2qcy56Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsantelmann66 at gmail.com Wed Oct 23 18:19:07 2013 From: lsantelmann66 at gmail.com (Lynn Santelmann) Date: Wed, 23 Oct 2013 11:19:07 -0700 Subject: Tenure-Track Assistant Professor Position, Language Education, Portland State University Message-ID: *Tenure-track Assistant Professor: language education* *Department of Applied Linguistics, Portland state university* *Position Summary* The Department of Applied Linguistics, Portland State University, invites applications for a full-time tenure-track position at the Assistant Professor level. The department offers an undergraduate major and minor in applied linguistics, a one-year TESL certificate, and an MA in TESOL; a proposal for a PhD in Applied Linguistics is under discussion. The department is also home to the Intensive English Language Program, one of the largest and oldest academic English programs on the West coast, and houses the Literacy, Language & Technology Research (LLTR) group. The ideal candidate will be an applied linguist with expertise in language education and one or more of the following: intercultural communication, corpus linguistics, or grammar (from a grammar-in-use or functional perspective). We seek someone who is committed to the development of pre-service language educators and enthusiastic about supervising MA-level teaching-related projects and theses. Candidates should have experience teaching a second or foreign language (preferably English). They should also have experience with the use of technology in language education and demonstrate familiarity with a range of research methods. Candidates must be comfortable in an Applied Linguistics program committed to excellence in research, teaching, and student mentoring. They must likewise be comfortable linking research, theory, and practice in applied linguistics. *Responsibilities* Responsibilities include teaching two courses per quarter (three terms/year), advising students, and supervising graduate students as well as maintaining an active research agenda, including a plan for seeking external funding. Service to the department, the institution, and the discipline are also expected. *Required Qualifications* · Ph.D. in applied linguistics or a related field in hand by start date, September 16, 2014. Candidates whose degree is not in applied linguistics should make explicit in their application how their research and teaching relate directly to applied linguistics. · The ability to teach two or more of the following courses— Understanding the International Experience , Corpus Linguistics in Language Teaching, Structure of English, and/or Grammar for TESOL—as well as other language education courses in the curriculum. · The ability to teach and mentor students in both quantitative and qualitative research methods, based on training and experience in research. · An active research agenda that includes publishing in respected venues and a plan for seeking external funding. · Experience teaching a second or foreign language (preferably English) and familiarity with the types of programs that generally employ MA TESOL graduates. · Experience with technology in language education. · The ability to link research, theory, and practice in applied linguistics. *Preferred qualifications* · The ability to apply intercultural communication theory for language education purposes · The ability to teach grammar courses from a grammar-in-use or functional perspective · Experience with online instruction *Compensation * Compensation is competitive with an excellent benefits package including 95% premium paid healthcare; a generous retirement and vacation package; and reduced tuition rates for employee, spouse or dependent at any of the Oregon University System schools. *To apply* Please apply online at: https://jobs.hrc.pdx.edu/postings/11015. Please arrange to have teaching evaluations, if not electronic, and three letters of reference sent directly to Search Committee, Department of Applied Linguistics, Portland State University, PO Box 751, Portland OR 97207-0751, USA. Online applications preferred; hard copies will be accepted at the address above. Deadline for applications is November 22, 2013. For more detailed information about the department, please visit our website at * www.ling.pdx.edu* or call 503.725.4098. *Portland State University is an Affirmative Action, Equal Opportunity Institution and welcomes applications from diverse candidates and candidates who support diversity.* Discrimination or harassment on the basis of age, disability, national origin, race, color, marital status, veteran status, religion, sex, sexual orientation, genetic information or in the use of Worker's Compensation, Federal Family Medical Leave Act, or the Oregon Medical Leave Act is strictly prohibited by PSU policy. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAM-t%2BDzgRqxeGWS79KR4RpZM7DYzLCD9MS-tFi%2BZP4Xh8L-N4w%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From leah.gedalyovich at gmail.com Thu Oct 24 17:55:21 2013 From: leah.gedalyovich at gmail.com (leah gedalyovich) Date: Thu, 24 Oct 2013 19:55:21 +0200 Subject: position in communications disorders Message-ID: Dear all I have been asked to post the following position for Achva Academic College in Israel. Achva Academic College is seeking applications for a lecturer or senior lecturer level tenure-track faculty position for an academic course in communication disorders which is currently being actively developed. Primary criteria are excellence in research and in teaching, and candidates from all areas of specialization are encouraged to apply. Ph.D. is required in speech, language, or hearing sciences or a related field. Essential duties include teaching at the undergraduate level. *We are especially seeking candidates specializing in audiology.* * *To be assured full consideration, complete applications should be received by November 25, 2013. A curriculum vitae, letter of application, selected publications, and letter of recommendation that address the applicant's potential in both research and teaching should be e-mailed as attachments to *adi_k at achva.ac.il* -- Leah R. Paltiel-Gedalyovich לאה ר. פלטיאל-גדליוביץ Tel/Fax טל/פקס 0775060053 Mobile נייד 0527204631 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAPNKyiJ4E28NpTga6Wtu6mJYTDue5oUv_W2CWAKyBrAnkDTELQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 28 13:36:08 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 28 Oct 2013 09:36:08 -0400 Subject: new multilingual corpus, Sachs linked Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus from Megan Devlin and colleagues at the University of Ulster. This corpus, called ProjectS, is a study of a girl in Ulster learning English. Although the transcripts are largely in English, she is also learning Italian and Scottish Gaelic and those languages figure in the transcripts on occasion. I would also like to announce that we have now linked the transcripts for the Sachs corpus to the corresponding audio. The Sachs corpus has been used in many analyses of the acquisitioin of English and having these transcripts linked to audio may make additional types of analyses easier. Best regards, —Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/27F6F528-4C1F-434A-9904-BA9C998767A4%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From macw at cmu.edu Mon Oct 28 14:00:20 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 28 Oct 2013 10:00:20 -0400 Subject: fun things kids say Message-ID: Dear Info-CHILDES, Bruno Estigarribia (UNC) has contributed a nice compilation of “fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. —Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0BB3C087-9BC8-4BA8-AC02-6D58916B2412%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- A non-text attachment was scrubbed... Name: sayings.pdf Type: application/pdf Size: 151847 bytes Desc: not available URL: From lise.menn at Colorado.EDU Mon Oct 28 16:15:50 2013 From: lise.menn at Colorado.EDU (Lise Menn) Date: Mon, 28 Oct 2013 10:15:50 -0600 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Thanks, Bruno! and you too, Brian. Lise On Oct 28, 2013, at 8:00 AM, Brian MacWhinney wrote: Dear Info-CHILDES, Bruno Estigarribia (UNC) has contributed a nice compilation of “fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. —Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0BB3C087-9BC8-4BA8-AC02-6D58916B2412%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. Lise Menn Home Office: 303-444-4274 1625 Mariposa Ave Boulder CO 80302 Professor Emerita of Linguistics Fellow, Institute of Cognitive Science University of Colorado -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/760258B9-ECA3-4928-82C0-4D7E92BE6AAD%40colorado.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Oct 28 18:30:55 2013 From: dalep at unm.edu (Philip Dale) Date: Mon, 28 Oct 2013 12:30:55 -0600 Subject: CDI norming database now publicly available Message-ID: MacArthur-Bates Communicative Development Inventory norming database now publicly available The norming study for the CDI instruments was one of the first large-sample studies of early language development. The data have proven highly useful for both clinical and research purposes. There have been two primary formats for those data. The norms provided in the Fenson, Marchman, Thal, Dale, Reznick & Bates (2007) MacArthur-Bates Communicative Development Inventories: User's Guide and Technical Manual - Second Edition aggregate across words (or grammatical items, or gestures) to provide a reliable and valid index of individual children's development relative to their gender and age. Alternatively, data can be aggregated across children for individual words, grammatical items, or gestures to provide information on the development of individual items. These data are available on the CLEX website http://www.cdi-clex.org along with comparable data from an ever-growing set of other languages (10 to this point). However, for still other research questions, investigators will need data at the most basic level, that is, responses for individual children on individual items. On a number of occasions we have made the entire dataset available to researchers on an individual basis, but we realize that others might find it of use now, and in the future. For this reason, and to mark the 25th anniversary of the work of the CDI Advisory Board, we have decided to place the entire norming dataset in the public domain, in the CHILDES system. This dataset, available in both SPSS and Excel formats, is that used for the 2007 revised User's Guide and Technical Manual, and is expanded relative to the original dataset, with the goal of being more representative of the population of the US. The total sample size is 2550 children. Users should read carefully the relevant section of the User's Guide (pp 50-56) to understand exclusion criteria, measures, and other issues for defining appropriate samples. The files may be found at http://childes.psy.cmu.edu/tools/CDI/ We are especially pleased to take this step in honor of the memory of our colleague, friend and inspiration Elizabeth Bates. Liz was deeply committed to the public exchange of instruments, data, theories and ideas. We hope that the availability of these data will contribute to ongoing discussions and development of our understanding of early language development. The CDI Advisory Board Larry Fenson, Chair Dorthe Bleses Philip Dale Virginia Marchman Judy Reilly J. Steven Reznick Donna Thal -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/001301ced40b%24d87f6740%24897e35c0%24%40unm.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Oct 28 20:38:18 2013 From: dalep at unm.edu (Philip Dale) Date: Mon, 28 Oct 2013 14:38:18 -0600 Subject: Errtum re: CDI norming database now publicly available Message-ID: The name of longtime CDI Advisory Board member Donna Jackson-Maldonado was inadvertently left off the Board list in my earlier message; corrected here with my apologies. Philip Dale MacArthur-Bates Communicative Development Inventory norming database now publicly available The norming study for the CDI instruments was one of the first large-sample studies of early language development. The data have proven highly useful for both clinical and research purposes. There have been two primary formats for those data. The norms provided in the Fenson, Marchman, Thal, Dale, Reznick & Bates (2007) MacArthur-Bates Communicative Development Inventories: User's Guide and Technical Manual – Second Edition aggregate across words (or grammatical items, or gestures) to provide a reliable and valid index of individual children's development relative to their gender and age. Alternatively, data can be aggregated across children for individual words, grammatical items, or gestures to provide information on the development of individual items. These data are available on the CLEX website http://www.cdi-clex.org along with comparable data from an ever-growing set of other languages (10 to this point). However, for still other research questions, investigators will need data at the most basic level, that is, responses for individual children on individual items. On a number of occasions we have made the entire dataset available to researchers on an individual basis, but we realize that others might find it of use now, and in the future. For this reason, and to mark the 25th anniversary of the work of the CDI Advisory Board, we have decided to place the entire norming dataset in the public domain, in the CHILDES system. This dataset, available in both SPSS and Excel formats, is that used for the 2007 revised User's Guide and Technical Manual, and is expanded relative to the original dataset, with the goal of being more representative of the population of the US. The total sample size is 2550 children. Users should read carefully the relevant section of the User's Guide (pp 50-56) to understand exclusion criteria, measures, and other issues for defining appropriate samples. The files may be found at http://childes.psy.cmu.edu/tools/CDI/ We are especially pleased to take this step in honor of the memory of our colleague, friend and inspiration Elizabeth Bates. Liz was deeply committed to the public exchange of instruments, data, theories and ideas. We hope that the availability of these data will contribute to ongoing discussions and development of our understanding of early language development. The CDI Advisory Board Larry Fenson, Chair Dorthe Bleses Philip Dale Donna Jackson-Maldonado Virginia Marchman Judy Reilly J. Steven Reznick Donna Thal -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/001301ced40b%24d87f6740%24897e35c0%24%40unm.edu. 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/006101ced41d%24a3f11930%24ebd34b90%24%40unm.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From csilva at usc.edu Tue Oct 29 15:27:30 2013 From: csilva at usc.edu (Silva-Corvalan, Carmen: USC) Date: Tue, 29 Oct 2013 08:27:30 -0700 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Great summary, Bruno. Many thanks. Thanks talso to Brian! On Monday, October 28, 2013 7:00:20 AM UTC-7, Brian MacWhinney wrote: > Dear Info-CHILDES, > Bruno Estigarribia (UNC) has contributed a nice compilation of “fun > things kids say" from info-childes messages about a month ago. The > compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And > it is also attached to this email. Thanks to Bruno for putting this > together. > > —Brian MacWhinney > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1bebfdf0-ef62-4e89-bec4-025b06b9dc9a%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue Oct 29 20:13:14 2013 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 29 Oct 2013 16:13:14 -0400 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Brian and all, I wonder if there is an easy way to keep this list updated online? It might not be worth to do something like that, but here's another fabulous example George Allen just sent me (involving cluster resolution strategies) and I didn't want to pass it up (so I am sending it to the list): ___ Here's another one, which I collected when I worked at UNC and which I think I reported at an Acoustical Society meeting. It involves difficulty with s-plus-stop clusters: Some friends had a 2-year-old son, Teddy, who idolized a 4-year-old neighbor, Joey Scott. The problem, for Teddy at least, was that Joey demanded that his name be pronounced correctly: Teddy had not yet mastered s-plus-stop clusters, and Joey did not accept "Cott". Teddy's solution: "/s::::/ Joey Cott". Perhaps equally interesting was Joey's acceptance of Teddy's efforts! ___ Thanks Bruno > Dear Info-CHILDES, > Bruno Estigarribia (UNC) has contributed a nice compilation of “fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. > > —Brian MacWhinney > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/527016DA.8080800%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rosie.maier at gmail.com Tue Oct 29 20:49:41 2013 From: rosie.maier at gmail.com (rose maier) Date: Tue, 29 Oct 2013 13:49:41 -0700 Subject: CHILDES website Message-ID: Hello, I'm having trouble accessing the CHILDES website ( http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? Thanks, Rose Maier Doctoral Student Department of Psychology University of Oregon -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From fromm at andrew.cmu.edu Tue Oct 29 20:56:13 2013 From: fromm at andrew.cmu.edu (Davida Fromm) Date: Tue, 29 Oct 2013 16:56:13 -0400 Subject: CHILDES website In-Reply-To: Message-ID: Thanks. It just got fixed. All is well. Sorry for the disruption. DF On Oct 29, 2013, at 4:49 PM, rose maier wrote: > Hello, > I'm having trouble accessing the CHILDES website (http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/71F5548E-2007-4FED-B307-A1E7D59494EA%40andrew.cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From spektor at andrew.cmu.edu Tue Oct 29 21:00:36 2013 From: spektor at andrew.cmu.edu (Leonid Spektor) Date: Tue, 29 Oct 2013 17:00:36 -0400 Subject: CHILDES website In-Reply-To: Message-ID: Rose, We just finished updating Operating System of our servers and that is why it did not work for you before. It is all up and running now. Leonid. On Oct 29, 2013, at 16:49, rose maier wrote: > Hello, > I'm having trouble accessing the CHILDES website (http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/207CEC1A-41C3-46D1-AD52-B887E4965AEA%40andrew.cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rosie.maier at gmail.com Tue Oct 29 21:21:01 2013 From: rosie.maier at gmail.com (rose maier) Date: Tue, 29 Oct 2013 14:21:01 -0700 Subject: CHILDES website In-Reply-To: <207CEC1A-41C3-46D1-AD52-B887E4965AEA@andrew.cmu.edu> Message-ID: Thank you, Leonid and Davida! Apparently I just picked exactly the wrong moment to try to access it. It's working fine now. Cheers, Rose Rose Maier Doctoral Student Department of Psychology University of Oregon Office: 1715 Franklin, room 214 On Tue, Oct 29, 2013 at 2:00 PM, Leonid Spektor wrote: > Rose, > > We just finished updating Operating System of our servers and that is why > it did not work for you before. It is all up and running now. > > Leonid. > > > > On Oct 29, 2013, at 16:49, rose maier wrote: > > Hello, > I'm having trouble accessing the CHILDES website ( > http://childes.psy.cmu.edu/). It appears that it has been overwritten > with a single file that just says "It works!" Any idea what might be > happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/207CEC1A-41C3-46D1-AD52-B887E4965AEA%40andrew.cmu.edu > . > > 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/CACjLnjCnF1k%2B4f5a_SJ6kmTyHZ5mE6EHUrHxRcfgtK2xWjHn-A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 30 14:17:26 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Oct 2013 10:17:26 -0400 Subject: fun things kids say In-Reply-To: <527016DA.8080800@gmail.com> Message-ID: Bruno and Info-CHILDES, I suppose we could make this into a GoogleDoc and open it to public editing. But I wonder whether it might not just be enough to update the current list on an occasional basis. People could send you examples as they occurred to them and then once in awhile you could send me updates. I’ll added George’s example myself just now. —Brian On Oct 29, 2013, at 4:13 PM, Bruno Estigarribia wrote: > Brian and all, > > I wonder if there is an easy way to keep this list updated online? It might not be worth to do something like that, but here's another fabulous example George Allen just sent me (involving cluster resolution strategies) and I didn't want to pass it up (so I am sending it to the list): > > ___ > Here's another one, which I collected when I worked at UNC and which I think I reported at an Acoustical Society meeting. It involves difficulty with s-plus-stop clusters: > > Some friends had a 2-year-old son, Teddy, who idolized a 4-year-old neighbor, Joey Scott. The problem, for Teddy at least, was that Joey demanded that his name be pronounced correctly: Teddy had not yet mastered s-plus-stop clusters, and Joey did not accept "Cott". Teddy's solution: "/s::::/ Joey Cott". Perhaps equally interesting was Joey's acceptance of Teddy's efforts! > ___ > Thanks > Bruno >> Dear Info-CHILDES, >> Bruno Estigarribia (UNC) has contributed a nice compilation of “fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. >> >> —Brian MacWhinney >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/527016DA.8080800%40gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0060E37E-504C-469E-9674-E826D3CC8A09%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ajowen at gmail.com Thu Oct 31 20:16:31 2013 From: ajowen at gmail.com (Amanda Owen Van Horne) Date: Thu, 31 Oct 2013 15:16:31 -0500 Subject: University of Iowa Child Language Position - Open Rank Message-ID: Please note there was an error in the previous posting of this position - the due date is Nov 15, 2013. Assistant, Associate, or Full Professor Opening Communication Sciences & Disorders University of Iowa Applicants with expertise in the area of Childhood Speech and Language are sought. Expertise in one or more of five target areas is preferred: childhood speech sound disorders, reading and writing disabilities, augmentative and alternative communication systems, autism spectrum disorders, and service delivery to multilingual and culturally diverse populations. A Ph.D. or equivalent in Communication Sciences and Disorders or a related field is required. Postdoctoral experience and/or faculty experience is desired but not required. The successful junior candidate will possess an emerging publication record and strong potential for extramural funding (NIH). A successful mid-career candidate will possess a strong record of publications and extramural funding. Salary is competitive and negotiable, depending upon rank and qualifications. The candidate hired will conduct research, obtain external funding in support of research endeavors, teach undergraduate and graduate courses, advise and direct student theses and dissertations, and engage in professional and collegiate service activities. The University of Iowa offers a rich intellectual environment for scholars in language including a number of established and ongoing interdisciplinary collaborations among communication sciences and disorders, psychology, linguistics and neuroscience groups. The University of Iowa is also home to the DeLTA Center, an interdisciplinary research center dedicated to the study of development and learning. The Iowa City community is a vibrant college town distinguished by recognition as an UNESCO city of literature and by consistently high rankings on quality of life indices (health, safety, education, cost of living). Applicants should apply online at https://jobs.uiowa.edu/ refer to requisition #63305. The applicant should attach a letter describing research and teaching interests, and full curriculum vitae. Three letters of recommendation should be sent to: Amanda Van Horne, Chair of the Search Committee, CSD, 221A WJSHC, University of Iowa, Iowa City, IA 52242-1012 or emailed to: amanda-owen-vanhorne at uiowa.edu *For full consideration, applications must be received by November 15, 2013 but applications are welcome until the position is filled.* The Department and the College of Liberal Arts & Sciences are strongly committed to gender and ethnic diversity; the strategic plans of the University and College reflect this commitment. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Amanda J. Owen Van Horne ajowen at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2BUfwo6fhhRt4LfrYofPHkS7OypgF-nwgZTqZGUCtG6UKX93-Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ympettinato at gmail.com Tue Oct 1 14:45:53 2013 From: ympettinato at gmail.com (=?UTF-8?Q?Mich=C3=A8le_Pettinato?=) Date: Tue, 1 Oct 2013 07:45:53 -0700 Subject: Call for Papers: Workshop on Late Stages in Speech and Communication Development (LSCD 2014) Message-ID: Workshop title: Workshop on Late Stages in Speech and Communication Development (LSCD 2014) Dates: 3-4 April 2014 Location: UCL, London, UK Meeting website: https://www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 Contact email: lscd-2014 at langsci.ucl.ac.uk** Submission deadline: 6 January 2014 Workshop description: Much emphasis in research on speech and communication development has been on the rapid developments that occur in the first five years of life. However, less attention has been given to later stages of development. When, in fact, is development truly complete? Research has shown that even when a child is judged to be consistently producing all speech sounds, production is not adult-like, with more dispersed and variable phoneme categories and motor gestures. Similarly, in speech perception, phoneme categories are less clearly defined until early teens and children are more affected by noise and reverberation. Cognitive, attentional and memory factors may also influence children's ability to use speech effectively; communicative and conversational strategies (such as repair and turn-taking) continue to develop in adolescence. The age at which a given linguistic unit or communicative competence has been acquired and what constitutes the criterion for successful acquisition is therefore a far from trivial question. This will be a particular focus of the workshop, along with the interplay between speech development and cognitive, perceptual and motor systems. The workshop will provide an opportunity for interactions between researchers from areas of developmental research that rarely meet, even though they are linked: speech and communication is often investigated either from a purely phonetic/phonological perspective, or focused on interactional/pragmatic principles. The manner in which the two interact through development is little explored. These questions are relevant for clinical and educational practice, and also inform theories of language processing and levels of representations. Invited speakers include: Sarah-Jayne Blakemore (UCL) tbc Melissa Redford (University of Oregon) Stuart Rosen (UCL) Jack Sidnell (University of Toronto) Bill Wells (University of Sheffield) Natalia Zharkova (Queen Margaret University) Call for papers: We invite submissions, for oral and poster presentations, that deal with the following topics focusing on populations aged 5 years to early adulthood: - Later developments in speech perception in typically-developing children - Later developments in speech production in typically-developing children - Development in discourse: structure, repair strategies, dysfluencies - Speech and communication development in bilinguals and second-language learners - Development in auditory, cognitive, attentional skills and impact on speech and communication development - Development of sociolinguistic variations - Perception and production in adverse listening conditions - Research on speech and communication development in atypical populations that informs on typical development Abstracts (in English) should be submitted by 6 January, 2014, via Easychair (submission site open from 15 November). Submitted abstracts should not include authors and affiliations and must not be longer than two pages of A4-format. References and figures can be on an additional page. Abstracts should be single-spaced and in Calibri 11pt font. Abstracts will be evaluated anonymously by two reviewers. Authors will be requested to submit a final version of the extended abstract after acceptance. Important dates: First call for papers 1 October 2013 Abstract submission opens 15 November 2013 Submission deadline of abstracts 6 January 2014 Notification of acceptance 31 January 2014 Workshop 3-4 April 2014 Local Organising committee: Sonia Granlund Lorna Halliday Valerie Hazan (Chair) Merle Mahon Caroline Newton Mich?le Pettinato Outi Tuomainen * * The workshop is organised under the aegis of the ESRC project on Speaker-controlled Variability in Children's Speech in Interaction based at UCL. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/0a7f4945-7bf9-4b7f-8331-f171e561125e%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dimamalahmeh at yahoo.com Wed Oct 2 02:20:18 2013 From: dimamalahmeh at yahoo.com (Dima Malahmeh) Date: Tue, 1 Oct 2013 19:20:18 -0700 Subject: CDI for Arabic In-Reply-To: <1B6302315CC46C48962C4C1856B583D224DF4B@EX-0-MB2.lancs.local> Message-ID: Many thanks, Katie, for the help. This was really useful. Thanks,? Dima Malahmeh ________________________________ From: "Alcock, Katie" To: "info-childes at googlegroups.com" Sent: Monday, September 9, 2013 2:40 PM Subject: Re: CDI for Arabic For children of this age, a picture vocabulary scale would be more appropriate than a CDI (though an Arabic CDI exists). A quick Google reveals that an Arabic Picture Vocabulary Scale has been developed http://discovery.ucl.ac.uk/20472/1/20472.pdf Your main barriers might be cultural differences in the words and objects children are familiar with but it is usually very easy to get someone to draw locally appropriate pictures, and to change words that are not relevant to the local culture and/or change to dialect words. Katie Alcock Katie Alcock Lecturer Department of Psychology Lancaster University Fylde College Bailrigg Lancaster, LA1 4YF, UK tel: +44 1524 593833 From: Dima Malahmeh Reply-To: "info-childes at googlegroups.com" Date: Monday, 9 September 2013 12:43 To: "info-childes at googlegroups.com" Subject: CDI for Arabic Dear Info-Childes, > > >I am a PhD student working on bilingual children in Jordan (Arabic-English). I would like to ask if any of you have come across a CDI adapted for Arabic? If not, I would be grateful if anyone knows of/developed a similar lexical test that might be used for Arabic (for children aged 4-5 years old) and would allow me to use it.? > > >Your help is highly appreciated! > > >Best, >Dima Malahmeh -- >You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >To unsubscribe from this group and stop receiving emails from 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/1378727027.94821.YahooMailNeo%40web162001.mail.bf1.yahoo.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1B6302315CC46C48962C4C1856B583D224DF4B%40EX-0-MB2.lancs.local. 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/1380680418.1199.YahooMailNeo%40web162005.mail.bf1.yahoo.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From matt-goldrick at northwestern.edu Wed Oct 2 16:22:48 2013 From: matt-goldrick at northwestern.edu (Matt Goldrick) Date: Wed, 2 Oct 2013 11:22:48 -0500 Subject: No subject Message-ID: [apologies for cross-postings] *Tenure-Line Position in Linguistics at Northwestern University* The Department of Linguistics at Northwestern University seeks to fill a tenure-line Assistant Professor position with a start date of September 1, 2014. We are looking for candidates who will enhance Northwestern?s interdisciplinary language science research community. The ideal candidate will have a research program grounded in computational linguistics, psycholinguistics, and/or language variation and change. Although we expect to hire at the rank of assistant professor, more senior candidates will also be considered. Candidates must hold a Ph.D. in Linguistics, Psychology, Cognitive Science, Computer Science, or a related field by the start date. To receive fullest consideration, applications should arrive by December 1, 2013. Please include a CV (including contact information), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references (with their contact information). Please visit http://www.linguistics.northwestern.edu/ for instructions to apply online. E-mail inquiries should be directed to search at ling.northwestern.edu. Northwestern University is an Equal Opportunity/ Affirmative Action Employer. Applications from minority and women candidates are especially welcome. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CADF1R0k9-%3DSFmoXkp0iNTGaf_c_BeyhqqD_cTt66bkLCAD%3Dz%2BQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Oct 2 22:39:31 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 2 Oct 2013 18:39:31 -0400 Subject: Conference Call/ Students Research Day, Graduate Center, NY Message-ID: Speech, Language, Hearing, Communication Sciences Student Research Day Ph.D. Program in Speech-Language-Hearing Sciences Graduate Center, CUNY, Friday, March 28, 2014 10.30 am-2.45 pm *Invited Lecture:* Richard G. Schwartz, Presidential Professor *Processing Language with a Cochlear Implant*** High-school, undergraduate and MA-students who work with a mentor on any research project in Speech, Language, Hearing, and Communication Sciences are welcome to present a poster at the Student Research Day . The project may be completed, or it may be in progress. The poster may have been presented and/or be subsequently presented at another conference. The event will be held at the CUNY Graduate Center, 365 Fifth Avenue, between 34th and 35th Streets, Manhattan, New York and will include lunch and a tour of the research laboratories. Telephone: 212 817-8800. ABSTRACTS DUE FEBRUARY 1st 2014 Please send a single-spaced abstract of no more than 250 words summarizing the research question, methods, results and conclusions, in a Word document. At the top of the same page, put the authors? names, affiliations, and the e-mail address(es) of the contact person(s). Please underline the name(s) of the Faculty Mentor(s)/Project Supervisor(s) and contact email. We will only use email-addresses for further notices concerning the event. If the faculty mentor is not a co-author, please write their name(s) and e-mail address(es) at the bottom of the page. Also, please write at the bottom who among the authors and mentor(s) will attend the March 28 conference. Send abstracts and contact information to speechlanguagehearingsciconf at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2YruJsik3GdwEfiQ2%3DhVzS6tKvk3BYtVaoq86CFbYA2rw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hstorkel at gmail.com Thu Oct 3 14:21:05 2013 From: hstorkel at gmail.com (Holly Storkel) Date: Thu, 3 Oct 2013 07:21:05 -0700 Subject: Assistant/Associate/Full Professor -- University of Kansas -- Speech-Language-Hearing Message-ID: The Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas seeks to hire an Assistant/Associate/Full Professor with expertise in Developmental Communication Disorders. This position is part of a new College initiative in the area of *Biobehavioral Approaches to Neurodevelopmental Disorders*. KU is looking for highly talented people to develop innovative breakthroughs in etiological mechanisms, preventive approaches, and intervention methods to reduce the challenges for individuals with neurodevelopmental disorders. This initiative recognizes historical and emerging strengths at KU that contribute to new directions of discovery, and is being mounted to forge bridges across academic disciplines for front line collaborative research projects and next generation training. As part of this position, multiple new faculty will be hired and placed in highly competitive and well ranked academic and research units with long histories of research excellence. You may learn more about the *Biobehavioral Approaches to Neurodevelopmental Disorders*initiative and positions at *lsi.ku.edu/band_initiative* . Individuals who want to engage in our effort to enhance human health and development locally and across the globe are encouraged to apply. KU is committed to promoting well-being and finding cures through research that spans pharmaceutical science and neurological studies, age-related health needs, speech and language, cancer therapies, and more. Due to the interdisciplinary and collaborative nature of this new initiative, applicants for one position will be considered for a position in all three departments (Clinical Child Psychology/Life Span Institute, Child Language Program, and Speech-Language-Hearing). Ranks vary from assistant professor to Foundation Professor, depending on experience and program needs. KU is vigorously investing in its future by creating 64 new Foundation Professor positions for faculty who will join our drive to the top among our fellow AAU institutions. More information about Foundation Professors at KU may be found at *www.foundation.ku.edu* . The position is expected to begin as early as August 18, 2014. The successful candidate will contribute to this new initiative, conduct research leading to publications and external funding; teach courses and mentor students in his/her specialty; perform academic advising responsibilities; and engage in departmental, College, University, and national service. The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences, including a diversity of scholarly approaches, and four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Harnessing Information, Multiplying Knowledge; and (4) Building Communities, Expanding Opportunities. See *www.provost.ku.edu/planning/themes/*for more information. ** Qualifications: For all ranks, (1) expertise in communication disorders that complements those of the existing faculty and contributes to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) Ph.D. in Communication Sciences and Disorders, or a related discipline, is expected by the start date of appointment. For information about qualifications for appointment at the rank of Assistant, Associate or Full Professor, a complete announcement, or to apply online, go to *https://employment.ku.edu* and click ?Search Faculty Jobs?; search openings by ?Biobehavioral?. A complete, electronic application will include: (1) letter of application addressing expertise in communication disorders and potential to contribute to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) CV; (3) research statement and representative publications; (4) teaching statement and representative teaching materials such as sample course syllabi, teaching portfolio, or student or peer evaluations of teaching; and, (5) names and contact information for three references. Questions may be directed to Holly Storkel, Chair, Department of Speech-Language-Hearing, University of Kansas, 1000 Sunnyside Ave., 3001 Dole Center, Lawrence, KS 66045-7555, e-mail *hstorkel at ku.edu* ; 785-864-0497 (voice), 785-864-3974 (fax). Initial review of applications will begin on November 1, 2013, and continue as long as needed to identify a qualified pool. EOE M/F/D/V. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/d35dc306-5d2c-4225-80b6-15e90b8eb3e8%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Thu Oct 3 20:15:04 2013 From: cam47 at psu.edu (Carol Miller) Date: Thu, 3 Oct 2013 13:15:04 -0700 Subject: Assistant Professor of Communication Sciences and Disorders Message-ID: Please share this announcement with colleagues as appropriate. Thank you, Carol Miller Title: *Assistant Professor of Communication Sciences and Disorders (tenure-track)* Vacancy#: *39996* Department: *Communication Sciences and Disorders (CSD)* Campus Location: *UP* Number of Jobs: *1 * Affirmative Action Search Number: *023-126* Announce Start Date: *07/16/2013* Closing End Date: *Until Filled* The Department of Communication Sciences and Disorders (CSD) ( http://csd.hhdev.psu.edu/), College of Health and Human Development at The Pennsylvania State University seeks candidates for a full-time continuing (36-week) tenure-track position of Assistant Professor to begin Spring 2014 or Fall 2014. The responsibilities of this position will be to establish or continue a line of research in a specialty area(s) related to adult speech and language or phonology. Specialty interests in aphasia, apraxia, neuroscience, neurogenics, neuromotor disorders and/or aging considered a plus. In addition, will teach undergraduate and graduate courses in area of specialty; supervise undergraduate and graduate (M.S./Ph.D.) research; be actively involved in enhancing and building the Ph.D. program; provide service to the Department, College, and University; and contribute to the clinical aspects of the program. Opportunities exist for interdisciplinary collaborations across the University Park and Hershey Medical Center campuses. These collaborations include the Penn State Social Science Research Institute, the Center for Healthy Aging, the Social, Life, and Engineering Sciences Imaging Center (which houses a human electrophysiology facility and a 3 Tesla fMR unit), the Penn State Center for Language Science, the Huck Institutes of the Life Sciences, and numerous departments including Biobehavioral Health, Psychology, Kinesiology, Bioengineering, and departments in the College of Medicine. Candidates must have an earned Ph.D., with an active research and scholarship plan. Previous teaching experience and/or post-doctoral experience desired. CCC-SLP is highly desirable. Review of credentials will begin immediately and continue to be accepted until the position is filled. Interested candidates should submit a letter of application including a personal statement addressing vision and interests regarding research and teaching, current curriculum vitae, copies of relevant research articles or presentations, Ingrid M. Blood, Ph.D., ASHA Fellow Chair of the Search Committee Communication Sciences and Disorders; c/o Sharon Nyman, Administrative Assistant; Department of Communication Sciences and Disorders; The Pennsylvania State University; 308 Ford Building; University Park, PA 16802. Materials may be submitted electronically to: SAN5 at psu.edu Please indicate ?Assistant Professor position? in subject line of email correspondence. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/bee1c23a-e1f3-4e82-9763-affd5dba1665%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tlacaelel at gmail.com Sun Oct 6 23:47:41 2013 From: tlacaelel at gmail.com (Lorenzo Lambertino) Date: Sun, 6 Oct 2013 16:47:41 -0700 Subject: unsuscribe Message-ID: -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAPfLxxySgGfhPKPPVLsK3CGSHHwz65bc6LURBOUUzRdBwSAwBA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Mon Oct 7 08:23:07 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 7 Oct 2013 04:23:07 -0400 Subject: Fwd: [DIVISION] POSITION ANNOUNCEMENT -- Assistant Professor in Mathematics Education, University of Delaware In-Reply-To: <133098521977AD4692EFB0524954FE1AAB45FA13@UM-MBX-N02.um.umsystem.edu> Message-ID: *Please share! *We are looking for someone at the University of Delaware who can work in the area of Math Education! Thanks! Roberta Golinkoff *Assistant Professor in Mathematics Education * * School of Education* * University of Delaware* The Mathematics Education specialization area in the School of Education at the University of Delaware (http://www.education.udel.edu/) seeks an ambitious and creative colleague with broad interests in improving education to fill a new tenure-track Assistant Professor position, available September 1, 2014. We are internationally known for our research in learning, teaching, and teacher education, and we received a recent American Educational Research Association-sponsored award for excellence in teacher preparation. A doctorate in Mathematics Education or a related field, such as the Learning Sciences, Educational or Developmental Psychology, is required. Preference will be given to candidates with a strong and innovative research program, current funding or potential for obtaining external funding, a strong mathematics background, and teaching experience. Responsibilities include sustaining a ground-breaking and vigorous research program in mathematics learning or teaching, supervising doctoral research, and teaching effectively in the undergraduate and graduate programs. Teaching responsibilities include graduate courses in mathematics learning and teaching and undergraduate courses in mathematics and mathematics methods for elementary and middle school education majors. Housed on a beautiful campus enriched by enviable research and instructional resources, the University of Delaware is one of the oldest institutions of higher education in the country. We are a privately endowed land-grant, sea-grant, space-grant, and urban-grant institution that receives public support. The University is located in Newark, a town of about 30,000, situated midway between Philadelphia and Baltimore. Newark and Wilmington, Delaware, host many performing arts and cultural venues. The University of Delaware boasts a supportive and innovative environment for excellent research. The comparatively small (50 tenure-track faculty members) but dynamic School of Education was ranked 37th among 1200 graduate schools of education in the 2013 U.S. News and World Report rankings. Faculty pursue a variety of research agendas funded by the National Science Foundation, the Institute of Education Sciences, the National Institute of Child Health and Human Development, state agencies, and private foundations. Applications received by November 15, 2013 will receive first consideration. Applications should include a letter describing the candidate?s research interests, teaching experience, and mathematics background; a curriculum vitae; and three letters of reference addressing qualifications relevant for the position. The curriculum vitae and application materials will be shared with School faculty. Submit curriculum vitae and letter of interest online at www.udel.edu/udjobs. Ask letters of reference to be sent electronically to Joanne FitzPatrick (jofitz at udel.edu). Direct questions to James Hiebert, Search Committee Chair, hiebert at udel.edu. The University and the College are committed to creating an educational community that is intellectually, ethnically, culturally, and socially diverse enriched by the contributions and full participation of persons from many different backgrounds. Deadline: 11/15/2013. Applications will be considered until the position is filled. ----- View this and other job posts on APA Division 7's website at http://www.apadivisions.org/division-7/ Automatically created and sent from the Div7Online--Job Post Request website -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7%2BRr2H0g-nFPCFYbW4CoOEvJn%3D0kDJ5ut%2BYKOoRsuFv7A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 7 17:01:37 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 7 Oct 2013 13:01:37 -0400 Subject: message from Eve Clark Message-ID: ============================================================================== International Association for the Study of Child Language Call for nominations for the Triennial Roger Brown award The Officers and Executive Committee of IASCL have set up a triennial ?Roger Brown award?, first presented at the Congress of the Association in 2011. The award is for outstanding contributions to the field of child language acquisition, particularly those that have advanced knowledge through methodological innovation (experimental or analytical) and/or those that have helped the research community to work together effectively. The award will consist of an engraved shield to be presented at the Triennial Congress by the President, and the Congress fee. Additional travel/accommodation support to allow the recipient to attend the Congress will be considered if necessary, to be decided by the selection committee Nominations should reach the President (Eve V. Clark, eclark at stanford.edu) by no later than 9am, Central European Time, on Tuesday 3rd December, 2013. Nominations: (1) The reasons for the nomination should be stated in a paragraph of no more than 500 words, should be accompanied by the CV of the nominee and by the signatures of the nominators. (2) Nominations must be supported by at least 5 members of IASCL with not more than one coming from the same institution as the nominee and not more than two from the same country. The decision will be taken by a 3-person selection committee consisting of the President and two people from the elected representatives to be chosen by the President. The three members of this committee must be from different countries and institutions. Eve V. Clark President, IASCL -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/4DC11B3A-2A14-4ADE-B0B4-8CC04948E33E%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gerlind.Grosse at eva.mpg.de Tue Oct 8 07:46:02 2013 From: Gerlind.Grosse at eva.mpg.de (=?UTF-8?B?R2VybGluZCBHcm/vv71l?=) Date: Tue, 8 Oct 2013 09:46:02 +0200 Subject: Analysing =?UTF-8?Q?=E2=80=9Cstarting_points=E2=80=9D_?=in complex sentences In-Reply-To: Message-ID: Dear colleagues, We would like to analyze a corpus of children?s stories (5 year olds) regarding the type of starting points. We depart from the Perspective Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that ??given a choice between two starting points, speakers and listeners prefer the starting point closest to the one they assume or which to assume in their own interactions with the world.? Now, our current question is about how to determine starting points in complex sentences or sentence fragments. Does each sub-clause indicate a new starting point? Is the starting point always the very first element or the first main functional element, i.e. (SVO)? We are dealing with German which has a flexible word order. Any ideas, references or advices are welcome. Many thanks! Lars White, and Gerlind Grosse (Leipzig) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. For more options, visit https://groups.google.com/groups/opt_out. From roeper at linguist.umass.edu Tue Oct 8 13:22:12 2013 From: roeper at linguist.umass.edu (Tom Roeper) Date: Tue, 8 Oct 2013 09:22:12 -0400 Subject: Analysing =?windows-1252?Q?=93starting_points=94_?=in complex sentences In-Reply-To: <18367_1381218370_5253B842_18367_6812_1_5253B83A.2050904@eva.mpg.de> Message-ID: You might want to look at this paper on Point of View which I think could be relevant. It is certainly relevant to the broad issue of perspective-taking. Tom Roeper On Tue, Oct 8, 2013 at 3:46 AM, Gerlind Gro?e wrote: > Dear colleagues, > > We would like to analyze a corpus of children?s stories (5 year olds) > regarding the type of starting points. We depart from the Perspective > Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that > ??given a choice between two starting points, speakers and listeners prefer > the starting point closest to the one they assume or which to assume in > their own interactions with the world.? Now, our current question is about > how to determine starting points in complex sentences or sentence > fragments. Does each sub-clause indicate a new starting point? Is the > starting point always the very first element or the first main functional > element, i.e. (SVO)? We are dealing with German which has a flexible word > order. > Any ideas, references or advices are welcome. > > > Many thanks! > > Lars White, and Gerlind Grosse > (Leipzig) > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe@**googlegroups.com > . > 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/5253B83A.**2050904%40eva.mpg.de > . > For more options, visit https://groups.google.com/**groups/opt_out > . > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CABkofSmPaijGP4Xjo2hPyV_N2CqT7wbugeOgZTOTJnMsLjkByQ%40mail.gmail.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: GPOV GU_Roeper Apr11.pdf Type: application/pdf Size: 348364 bytes Desc: not available URL: From macw at cmu.edu Tue Oct 8 19:29:57 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 8 Oct 2013 15:29:57 -0400 Subject: Analysing =?windows-1252?Q?=93starting_points=94_?=in complex sentences In-Reply-To: <5253B83A.2050904@eva.mpg.de> Message-ID: Dear Lars (and Tom), Good question. Unfortunately, my answer will be rather long-winded. My 1977 version of the Perspective Hypothesis, as well as the experimental evidence from Gernsbacher (1990), focuses mainly on the forces determining selection of the subject of the main clause. However, it was already clear then that only nominals constitute real starting points. So, in the Adv-V-S order of German as in "Hier kommt der Mann" there is no real sense in which the initial element is a perspective. It is an attentional focus but not the fundamental structural building block of Gernsbacher 1990. A fuller answer to your question involves a discussion of perspective shifting or switching. In 1977, I saw that the data from Herb Clark's (1969) sentence-picture verification task could be addressed in terms of something close to perspective-shifting operations. Then, in MacWhinney and Pleh (Cognition, 1988), we found that it was necessary to extend the item of perspective-shifting still further to get a fuller understanding of the dynamics of processing for relative clauses in Hungarian (as well as related data for relative clauses in other languages). Also, in MacWhinney (1975), which eventually surfaced as MacWhinney and Bates (1978) we provided evidence for online perspective-shifting from marked verb forms like "get" to unmarked forms like "get" along with retracing and pausing in picture descriptions by both children and adults. Returning to these issues much later in these two papers, I tried to explain in greater detail how perspective shifts between clauses: MacWhinney, Brian. (1999). The emergence of language from embodiment. In B. MacWhinney (Ed.), The emergence of language (pp. 213-256). Mahwah, NJ: Lawrence Erlbaum. MacWhinney, Brian. (2008). How mental models encode embodied linguistic perspectives. In R. Klatzky, B. MacWhinney & M. Behrmann (Eds.), Embodiment, Ego-Space, and Action (pp. 369-410). Mahwah: Lawrence Erlbaum. Your best reference would be the 2008 paper. For English, my claim is that the subject (which is nearly always preverbal) is the initial perspective and must be referential. However, if there is a preceding PP or subordinate clause, then specific cues within that phrase can set up cataphoric expectations for a following referential perspective. More generally, I have become increasingly convinced that the primary function of grammatical markings is to signal perspective shift and maintenance. There are far too many constructions and cues involved here to capture in a brief email message and even the 2008 paper is just a sketch of this territory. In regard to freer word order languages like German, Russian, or Hungarian, the placement of an NP with accusative marking before the verb does not establish a true perspective. It does serve the role of "placing an actor on stage" as Chafe (1974) argued, but if the accusative marking is clear then the NP is not processed as a perspective, and the processor holds that role open, but as in the case of preposed cataphoric subordinates. This is perhaps clearest in Hungarian and Japanese where case marking is far less ambiguous than in German. Sanako Mitsugi and I have various eye movement and self-paced reading studies in Japanese demonstrating this. Ina Bornkessel-Schlesewsky and Matthias Schlesewsky have also done wonderful crosslinguistic work demonstrating similar principles using ERP methodology. The basic idea is that the whole system of starting points exists as a general default overlay on the more item-based system of grammatical role marking. Apart from cues found in preposed clauses, there are a myriad of interesting perspective shift effects in deictics (here, now) and the anaphoric systems studied by government-and-binding theory. There are also crucial perspective-shifting effects within the clause as attention shifts from the starting point to the direct and indirect objects. Basically, the Perspective Hypothesis offers a pragmatic explanation for the various principles alternatively formulated through c-command. Some of the effects regarding GPOV that Tom mentions interact with clausal syntax, as in the processing of control verbs such as "easy to see" vs. "eager to see". Peggy Speas, Carol Tenny, and others have studied a variety of perspective-shifting emotion words and expressions such as "happily" or "that darned ..." that do not touch clausal syntax that much. I would like to think of perspective-shifting as a high-level frontal lobe function based on role assignment and scene construction that then connects with syntax and lexicon as interactive inputs. Maybe this is what Jackendoff means about interfaces? In terms of practical application for your work, the default assumption is one of perspective continuation across clauses. However, to tell a story effectively, perspectives must be frequently shifted. As MacWhinney and Bates (1978) showed, young children do not seem to have full control over the use of grammatical marking to mark these shifts. So this is what often makes it hard to follow their stories. --Brian MacWhinney On Oct 8, 2013, at 3:46 AM, Gerlind Gro?e wrote: > Dear colleagues, > > We would like to analyze a corpus of children?s stories (5 year olds) regarding the type of starting points. We depart from the Perspective Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that ??given a choice between two starting points, speakers and listeners prefer the starting point closest to the one they assume or which to assume in their own interactions with the world.? Now, our current question is about how to determine starting points in complex sentences or sentence fragments. Does each sub-clause indicate a new starting point? Is the starting point always the very first element or the first main functional element, i.e. (SVO)? We are dealing with German which has a flexible word order. > Any ideas, references or advices are welcome. > > > Many thanks! > > Lars White, and Gerlind Grosse > (Leipzig) > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. > 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/B79EDB7D-31D5-436A-8EC8-A8C8D83A5C98%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ghada.khattab at ncl.ac.uk Tue Oct 8 19:59:34 2013 From: ghada.khattab at ncl.ac.uk (Ghada Khattab) Date: Tue, 8 Oct 2013 12:59:34 -0700 Subject: Call for papers: New West Asia Journal of Speech-Language Pathology Message-ID: *LAUNCHING IN 2014* *Editors:* Dr Ghada Khattab, Newcastle University, Newcastle-upon-tyne, UK Professor Reza Nilipour, University of Welfare and Rehabilitation Sciences, Iran Professor Seyhun Topba?, Anadolu University, Turkey *Associate Editor:* Professor Martin Ball, University of Louisiana at Lafayette, USA This new journal aims to provide a forum for academic discussion and progress in all areas of communication disorders, as related to the West Asia region (a region taken to include the Arabian Peninsula, the Levant, Iraq, Iran, Turkey and Egypt). It will publish peer-reviewed studies of all aspects of communication disorders and the provision of therapeutic intervention. Studies that explore theoretical developments and their applications, as well as more directly applied articles on specific therapeutic techniques, will be welcomed. *To submit a paper to be considered for publication in this journal, or to find out how to subscribe, please send an email to Rachael Wilkie, Publisher: **rachael_jrpress at btinternet.com* *ISSN 2052-8744* Further information about the author guidelines go to: * http://www.jr-press.co.uk/wajslp-author-guidelines.html* Ghada ---------------------- Ghada Khattab Speech and Language Sciences Section King George VI bldg Newcastle University Newcastle upon Tyne NE1 7RU, UK e-mail: ghada.khattab at newcastle.ac.uk *http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/a1346d9f-64c1-4f90-9cc2-aecee9e1a08e%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gerlind.Grosse at eva.mpg.de Thu Oct 10 12:17:10 2013 From: Gerlind.Grosse at eva.mpg.de (=?UTF-8?B?R2VybGluZCBHcm/vv71l?=) Date: Thu, 10 Oct 2013 14:17:10 +0200 Subject: Analysing =?UTF-8?Q?=E2=80=9Cstarting_points=E2=80=9D_?=in complex sentences In-Reply-To: Message-ID: Dear colleagues, thank you for the helpful feedback and the many references. We will have a close look at everything. However, from what we've got now it seems that we can't use the measure for what we wanted it to use: to test whether children identify more with one character in their narrative than with another. And if you have any other suggestion of what feature of grammar (in the widest sense) could be informative for this purpose, please let us know. Best, Lars, and Gerlind On 10/8/2013 9:29 PM, Brian MacWhinney wrote: > Dear Lars (and Tom), > Good question. Unfortunately, my answer will be rather long-winded. > > My 1977 version of the Perspective Hypothesis, as well as the > experimental evidence from Gernsbacher (1990), focuses mainly on the > forces determining selection of the subject of the main clause. > However, it was already clear then that only nominals constitute real > starting points. So, in the Adv-V-S order of German as in "Hier kommt > der Mann" there is no real sense in which the initial element is a > perspective. It is an attentional focus but not the fundamental > structural building block of Gernsbacher 1990. > > A fuller answer to your question involves a discussion of perspective > shifting or switching. In 1977, I saw that the data from Herb Clark's > (1969) sentence-picture verification task could be addressed in terms > of something close to perspective-shifting operations. Then, in > MacWhinney and Pleh (Cognition, 1988), we found that it was necessary > to extend the item of perspective-shifting still further to get a > fuller understanding of the dynamics of processing for relative > clauses in Hungarian (as well as related data for relative clauses in > other languages). > > Also, in MacWhinney (1975), which eventually surfaced as MacWhinney > and Bates (1978) we provided evidence for online perspective-shifting > from marked verb forms like "get" to unmarked forms like "get" along > with retracing and pausing in picture descriptions by both children > and adults. > > Returning to these issues much later in these two papers, I tried to > explain in greater detail how perspective shifts between clauses: > MacWhinney, Brian. (1999). The emergence of language from embodiment. > In B. MacWhinney (Ed.), /The emergence of language/ (pp. 213-256). > Mahwah, NJ: Lawrence Erlbaum. > MacWhinney, Brian. (2008). How mental models encode embodied > linguistic perspectives. In R. Klatzky, B. MacWhinney & M. Behrmann > (Eds.), /Embodiment, Ego-Space, and Action/ (pp. 369-410). Mahwah: > Lawrence Erlbaum. > Your best reference would be the 2008 paper. For English, my claim is > that the subject (which is nearly always preverbal) is the initial > perspective and must be referential. However, if there is a preceding > PP or subordinate clause, then specific cues within that phrase can > set up cataphoric expectations for a following referential > perspective. More generally, I have become increasingly convinced > that the primary function of grammatical markings is to signal > perspective shift and maintenance. There are far too many > constructions and cues involved here to capture in a brief email > message and even the 2008 paper is just a sketch of this territory. > > In regard to freer word order languages like German, Russian, or > Hungarian, the placement of an NP with accusative marking before the > verb does not establish a true perspective. It does serve the role of > "placing an actor on stage" as Chafe (1974) argued, but if the > accusative marking is clear then the NP is not processed as a > perspective, and the processor holds that role open, but as in the > case of preposed cataphoric subordinates. This is perhaps clearest in > Hungarian and Japanese where case marking is far less ambiguous than > in German. Sanako Mitsugi and I have various eye movement and > self-paced reading studies in Japanese demonstrating this. Ina > Bornkessel-Schlesewsky and Matthias Schlesewsky have also done > wonderful crosslinguistic work demonstrating similar principles using > ERP methodology. The basic idea is that the whole system of starting > points exists as a general default overlay on the more item-based > system of grammatical role marking. > Apart from cues found in preposed clauses, there are a myriad of > interesting perspective shift effects in deictics (here, now) and the > anaphoric systems studied by government-and-binding theory. There are > also crucial perspective-shifting effects within the clause as > attention shifts from the starting point to the direct and indirect > objects. Basically, the Perspective Hypothesis offers a pragmatic > explanation for the various principles alternatively formulated > through c-command. > > Some of the effects regarding GPOV that Tom mentions interact with > clausal syntax, as in the processing of control verbs such as "easy to > see" vs. "eager to see". Peggy Speas, Carol Tenny, and others have > studied a variety of perspective-shifting emotion words and > expressions such as "happily" or "that darned ..." that do not touch > clausal syntax that much. I would like to think of > perspective-shifting as a high-level frontal lobe function based on > role assignment and scene construction that then connects with syntax > and lexicon as interactive inputs. Maybe this is what Jackendoff means > about interfaces? > > In terms of practical application for your work, the default > assumption is one of perspective continuation across clauses. > However, to tell a story effectively, perspectives must be frequently > shifted. As MacWhinney and Bates (1978) showed, young children do not > seem to have full control over the use of grammatical marking to mark > these shifts. So this is what often makes it hard to follow their > stories. > > --Brian MacWhinney > > On Oct 8, 2013, at 3:46 AM, Gerlind Gro?e > wrote: > >> Dear colleagues, >> >> We would like to analyze a corpus of children?s stories (5 year olds) >> regarding the type of starting points. We depart from the Perspective >> Hypothesis (MacWinney, 1977, 2008, Gernsbacher 1990) which holds that >> ??given a choice between two starting points, speakers and listeners >> prefer the starting point closest to the one they assume or which to >> assume in their own interactions with the world.? Now, our current >> question is about how to determine starting points in complex >> sentences or sentence fragments. Does each sub-clause indicate a new >> starting point? Is the starting point always the very first element >> or the first main functional element, i.e. (SVO)? We are dealing with >> German which has a flexible word order. >> Any ideas, references or advices are welcome. >> >> >> Many thanks! >> >> Lars White, and Gerlind Grosse >> (Leipzig) >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from 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/5253B83A.2050904%40eva.mpg.de. >> 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/B79EDB7D-31D5-436A-8EC8-A8C8D83A5C98%40cmu.edu. > 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/52569AC6.1090301%40eva.mpg.de. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mats.andren at ling.lu.se Mon Oct 14 12:41:39 2013 From: mats.andren at ling.lu.se (=?UTF-8?B?TWF0cyBBbmRyw6lu?=) Date: Mon, 14 Oct 2013 14:41:39 +0200 Subject: CfP: First International Association for Cognitive Semiotics (IACS) Conference, IACS-2014 Message-ID: First Call for Papers First International Association for Cognitive Semiotics (IACS) Conference, IACS-2014 September 25-27, 2014 Lund, Sweden http://conference.sol.lu.se/en/iacs-2014 IACS-2014 at semiotik.lu.se The First International Association for Cognitive Semiotics (IACS) Conference (IACS-2014) will be held in September 25-27, at Lund University, Sweden. Founded in Aarhus, Denmark, on May 29, 2013, The International Association for Cognitive Semiotics aims at the further establishment of Cognitive Semiotics as the trans-disciplinary study of meaning, combining concepts, theories and methods from the humanities and the social and natural sciences. Central topics are the evolution, development of, and interaction between different semiotic resources such as language, gestures and pictorial representations. Plenary speakers * S?ren Brier, Copenhagen Business School http://cybersemiotics.com/ * Merlin Donald, Queens University http://www.queensu.ca/psychology/MerlinDonald.html * Brian MacWhinney, Carnegie Mellon University http://psyling.psy.cmu.edu/ * Cornelia M?ller, European University Viadrina Frankfurt (Oder) http://www.europa-uni.de/en/forschung/vcgs/dmc/Graduiertenschule/0_Professoren/mueller/index.html * Raymond Tallis, University of Manchester http://www.raymondtallis.com/ Theme of the conference: Establishing Cognitive Semiotics Over the past two decades or so, a number of researchers from semiotics, linguistics, cognitive science and related fields, from several European and North American research centres, have experienced the needs to combine theoretical knowledge and methodological expertise in order to be able to tackle challenging questions concerning the nature of meaning, the role of consciousness, the unique cognitive features of mankind, the interaction of nature and nurture in development, and the interplay of biological and cultural evolution in phylogeny. The product of these collaborations has been the emergence of the field of Cognitive Semiotics, with its own journal (http://www.degruyter.com/view/j/cogsem) and academic association. The conference aims both to celebrate this, and to look forward into possibilities for further development. We invite the submission of 400 word abstracts for one of the three categories: 1. Oral presentations (20 min presentation + 5 minute discussion) 2. Posters (at a dedicated poster session) 3. Theme sessions (3 to 6 thematically linked oral presentations, introduced by a discussant. The individual abstracts should be preceded by an abstract for the theme session as a whole. In case the theme session is not accepted, individual abstracts will be reviewed as submissions for oral presentations.) The abstracts can be related, though need not be restricted, to the following topics: ? Biological and cultural evolution of human cognitive specificity ? Cognitive linguistics and phenomenology ? Communication across cultural barriers ? Cross-species comparative semiotics ? Evolutionary perspectives on altruism ? Experimental semiotics ? Iconicity in language and other semiotic resources ? Intersubjectivity and mimesis in evolution and development ? Multimodality ? Narrativity across different media ? Semantic typology and linguistic relativity ? Semiosis (sense-making) in social interaction ? Semiotic and cognitive development in children ? Sign use and cognition ? Signs, affordances, and other meanings ? Speech and gesture ? The comparative semiotics of iconicity and indexicality ? The evolution of language Abstracts should be submitted at the site: http://conference.sol.lu.se/en/iacs-2014 Important dates ? Deadline for abstract submission (theme sessions): 31 Dec 2013 ? Deadline for abstract submission (oral presentations, posters): 1 Feb 2014 ? Notification of acceptance (theme sessions): 15 Feb 2014 ? Notification of acceptance (oral presentations, posters): 1 April 2014 ? Last date for early registration: 1 July 2014 Local organizing committee ? Mats Andr?n ? Johan Blomberg ? Anna Redei Cabak ? Sara Lenninger ? G?ran Sonesson ? Jordan Zlatev -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/525BE683.7050104%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. From stephanie.ciappara at gmail.com Wed Oct 16 15:27:54 2013 From: stephanie.ciappara at gmail.com (stephanie.ciappara at gmail.com) Date: Wed, 16 Oct 2013 08:27:54 -0700 Subject: using CLAN to find the frequency of nouns and verbs Message-ID: Hi, I'm new to the CHILDES community. I've been reading the CLAN Manual but I would like to ask a question. I would like to analyse the frequency of nouns and verbs. I do not seem to be using the correct command and I cannot seem to find it. Could you please guide me when I should look please? Could you also tell me where I should download MOR please as if I understood I need to download it separately and it is needed to analysis the nouns and verbs. Thank you for your help Stephanie -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/378b4439-6551-473c-bc8d-7ed81bb85a1a%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 16 18:36:44 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 16 Oct 2013 14:36:44 -0400 Subject: using CLAN to find the frequency of nouns and verbs In-Reply-To: <378b4439-6551-473c-bc8d-7ed81bb85a1a@googlegroups.com> Message-ID: Dear Stephanie, Good question. However, we try to confine discussions of the mechanics of the CLAN programs to the chibolts at googlegroup.com list. We'll answer you in a bit directly with a copy to the chibolts list and then we could continue any further questions over on that list. Best regards, -- Brian MacWhinney On Oct 16, 2013, at 11:27 AM, stephanie.ciappara at gmail.com wrote: > Hi, > > I'm new to the CHILDES community. I've been reading the CLAN Manual but I would like to ask a question. I would like to analyse the frequency of nouns and verbs. I do not seem to be using the correct command and I cannot seem to find it. Could you please guide me when I should look please? > > Could you also tell me where I should download MOR please as if I understood I need to download it separately and it is needed to analysis the nouns and verbs. > > Thank you for your help > > Stephanie > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/378b4439-6551-473c-bc8d-7ed81bb85a1a%40googlegroups.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5D9108F6-1A65-4596-9BFE-E1145543ACF6%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephanie.ciappara at gmail.com Wed Oct 16 20:50:16 2013 From: stephanie.ciappara at gmail.com (stephanie.ciappara at gmail.com) Date: Wed, 16 Oct 2013 13:50:16 -0700 Subject: using CLAN to find the frequency of nouns and verbs In-Reply-To: <5D9108F6-1A65-4596-9BFE-E1145543ACF6@cmu.edu> Message-ID: Thank you very much. Your help is greatly appreciated :) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/679de995-f822-4618-a94e-725665b48762%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From Serratrice at manchester.ac.uk Thu Oct 17 13:51:04 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 17 Oct 2013 06:51:04 -0700 Subject: CLS2013/2015 Message-ID: Dear all, Thank you all for your role in making the Child Language Seminar 2013 such a stimulating, enjoyable and interesting conference. We would like to thank delegates for their feedback and suggestions regarding changing the name of the Child Language Seminar. Overall, delegates agreed that the term ?seminar? did not reflect the importance and impact of the event. We are therefore proposing to change the name to the ?Child Language Symposium? which we hope is a more appropriate name for the event and allows us to keep the familiar acronym ?CLS?. The next ?Child Language Symposium? will take place in 2015. The Language Development and Disorders research group at the University of Manchester are very happy to organise and host CLS once again in 2015. However, in the interest of democracy we are emailing to ask if any other Universities were hoping to organising it instead. As planning for 2015 will need to begin fairly soon, please email us (via Jenny Freed Jenny.Freed at Manchester.ac.uk) by Friday 8th November if you wish to express an interest in hosting the next conference. Best wishes Jenny Freed, Catherine Adams and Elena Lieven, on behalf of the 2013 Child Language Seminar organising committee -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/71d49412-01f1-4fdd-a760-66d56599cdbd%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Oct 19 17:30:56 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 19 Oct 2013 13:30:56 -0400 Subject: thanks Message-ID: Dear Info-CHILDES, I would like to thank all of you who submitted letters of support for the NIH CHILDES renewal proposal. We received 144 letters stretching providing 292 pages of documentation of the use of CHILDES programs and data. This was the strongest set of letters for any of the CHILDES proposals over the last 28 years, and it is great testimony to the value of the community data in CHILDES and the health of the field of child language. In the course of writing the proposal, I found that Google provides a great method for tracking the use of CHILDES data. If one just goes to scholar.google.com and searches for "Brian MacWhinney" and then looks up the four core papers documenting the system (which people were asked to cite), you can find all of the literature that used CHILDES. Using this method, I learned the following. Since 1987, the productivity of the project in terms of articles published in a given year has increased each year. There are now well over 6000 articles based in whole or part on the use of CHILDES data. One can find 863 citations of MacWhinney and Snow (1985), 473 citations of MacWhinney and Snow (1990), 1427 citations of MacWhinney (1991) and 2259 citations of MacWhinney (2000). Because Google does not thoroughly index non-English publications, this total of 5022 citations is missing many of the publications in other languages that use CHILDES. A more accurate count would be close to 6500. A graph of the number of articles published each year (non-cumulative) shows a continual straight-line slope of increasing productivity with a few dozen articles published each year during the early years and 250-300 published per year in recent years. I have finished writing the proposal. If you are curious about what we hope to do in the next five years, you can download the proposal from http://talkbank.org/3strategy.pdf And once the United States of America gets a government again, I may even be able to submit the proposal! Best, -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sat Oct 19 17:46:03 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sat, 19 Oct 2013 13:46:03 -0400 Subject: thanks In-Reply-To: <74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2@cmu.edu> Message-ID: Thank you Brian. You have had a huge impact on the field and we all very much appreciate that CHILDES exists. Roberta Golinkoff On Sat, Oct 19, 2013 at 1:30 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > I would like to thank all of you who submitted letters of support for > the NIH CHILDES renewal proposal. We received 144 letters stretching > providing 292 pages of documentation of the use of CHILDES programs and > data. This was the strongest set of letters for any of the CHILDES > proposals over the last 28 years, and it is great testimony to the value of > the community data in CHILDES and the health of the field of child language. > > In the course of writing the proposal, I found that Google provides a > great method for tracking the use of CHILDES data. If one just goes to > scholar.google.com and searches for "Brian MacWhinney" and then looks up > the four core papers documenting the system (which people were asked to > cite), you can find all of the literature that used CHILDES. Using this > method, I learned the following. > > Since 1987, the productivity of the project in terms of articles published > in a given year has increased each year. There are now well over 6000 > articles based in whole or part on the use of CHILDES data. One can find > 863 citations of MacWhinney and Snow (1985<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_36> > ), 473 citations of MacWhinney and Snow (1990<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_37> > ), 1427 citations of MacWhinney (1991<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_29> > ) and 2259 citations of MacWhinney (2000<#141d1d28da80ae0d_141d1c50c56539e1__ENREF_30> > ). Because Google does not thoroughly index non-English publications, > this total of 5022 citations is missing many of the publications in other > languages that use CHILDES. A more accurate count would be close to 6500. > A graph of the number of articles published each year (non-cumulative) > shows a continual straight-line slope of increasing productivity with a few > dozen articles published each year during the early years and 250-300 > published per year in recent years. > > I have finished writing the proposal. If you are curious about what we > hope to do in the next five years, you can download the proposal from > http://talkbank.org/3strategy.pdf And once the United States of America > gets a government again, I may even be able to submit the proposal! > > Best, > > -- Brian MacWhinney > > > **** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7%2BwouGidPuT%3DNk1ssubQMiKAj0VsgfkTsU9UfKADQPE7w%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Sat Oct 19 19:25:58 2013 From: pul8 at psu.edu (Ping Li) Date: Sat, 19 Oct 2013 15:25:58 -0400 Subject: thanks In-Reply-To: <74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2@cmu.edu> Message-ID: Dear Brian, Sorry for being late on this one -- I had hoped to send this to you before my trip to China but wasn't able to do so. I hope the enclosed letter will still be useful. Thanks, Ping On Sat, Oct 19, 2013 at 1:30 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > I would like to thank all of you who submitted letters of support for > the NIH CHILDES renewal proposal. We received 144 letters stretching > providing 292 pages of documentation of the use of CHILDES programs and > data. This was the strongest set of letters for any of the CHILDES > proposals over the last 28 years, and it is great testimony to the value of > the community data in CHILDES and the health of the field of child language. > > In the course of writing the proposal, I found that Google provides a > great method for tracking the use of CHILDES data. If one just goes to > scholar.google.com and searches for "Brian MacWhinney" and then looks up > the four core papers documenting the system (which people were asked to > cite), you can find all of the literature that used CHILDES. Using this > method, I learned the following. > > Since 1987, the productivity of the project in terms of articles published > in a given year has increased each year. There are now well over 6000 > articles based in whole or part on the use of CHILDES data. One can find > 863 citations of MacWhinney and Snow (1985 <#141d1c5026f558be__ENREF_36>), > 473 citations of MacWhinney and Snow (1990 <#141d1c5026f558be__ENREF_37>), > 1427 citations of MacWhinney (1991 <#141d1c5026f558be__ENREF_29>) and > 2259 citations of MacWhinney (2000 <#141d1c5026f558be__ENREF_30>).Because Google does not thoroughly index non-English publications, this > total of 5022 citations is missing many of the publications in other > languages that use CHILDES. A more accurate count would be close to 6500. > A graph of the number of articles published each year (non-cumulative) > shows a continual straight-line slope of increasing productivity with a few > dozen articles published each year during the early years and 250-300 > published per year in recent years. > > I have finished writing the proposal. If you are curious about what we > hope to do in the next five years, you can download the proposal from > http://talkbank.org/3strategy.pdf And once the United States of America > gets a government again, I may even be able to submit the proposal! > > Best, > > -- Brian MacWhinney > > > **** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/74B9FCC7-4F31-4AA6-9710-E77F5DE9B2A2%40cmu.edu > . > 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/CAHwziKuWmXYFsJG9nM59XnT4eWghEcZ7piFaBTXwfW1Gy7VVMw%40mail.gmail.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: letter_childes.pdf Type: application/pdf Size: 126603 bytes Desc: not available URL: From Roberta at udel.edu Sun Oct 20 11:58:08 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 20 Oct 2013 07:58:08 -0400 Subject: POSITION OPEN AT THE UNIVERSITY OF DELAWARE! Message-ID: *Assistant Professor in Special Education* *School of Education* *University of Delaware* Appointment effective September 1, 2014 An innovative leader in research and teaching, the University of Delaware combines a rich historic legacy with a commitment to undergraduate education and the creation of new knowledge. The University ranks 50th in the nation for receipt of grant funding and boasts a supportive and innovative environment for excellent research. The School of Education, despite its relatively small size of 50 tenure-track faculty, is a dynamic community of scholars that was ranked 37th among graduate schools of education in the 2013 U.S. News and World Report rankings. The main campus in Newark, Delaware, provides the amenities of a vibrant college town with convenient access to the major cities of the East Coast. The School of Education in the College of Education & Human Development invites applications for a tenure-track Assistant Professor position in Special Education. We are looking for individuals who will be the thought leaders of their disciplines. Applicants should have an earned doctorate in Special Education or a related field and a research focus on children or adolescents with disabilities or students at risk for disabilities. Specific areas of research interest may include, but are not limited to, literacy, mathematics, assessment, content area learning, behavior disorders, or culturally and linguistically diverse learners with disabilities. The School seeks a dynamic scholar to join a productive faculty who have received research grants from the National Science Foundation, the Institute of Education Sciences, the National Institute of Child Health and Human Development, state agencies, and private foundations. Our faculty are currently funded for research and model demonstration activities in the areas of first-grade writing instruction, basic writing instruction at the college level, a number sense intervention for at-risk kindergarten children, postsecondary programs for students with intellectual disabilities, and supporting teachers of young English learners. The individual hired for this position will engage in a systematic program of research on topics of national importance, teach undergraduate and graduate courses, and advise master?s and doctoral students. At the undergraduate and masters levels, we are particularly interested in candidates with the ability to teach courses on evidence-based instructional practices. At the doctoral level, faculty can participate in PhD specializations such as Literacy and Learning Problems, Learning Sciences, and Sociocultural and Community Approaches. We welcome individuals who have an interdisciplinary approach that will foster collaboration with other faculty in the School, College, or an affiliated research and service center, such as the Center for Disabilities Studies. The University and the College are committed to creating an educational community that is intellectually, ethnically, culturally, and socially diverse enriched by the contributions and full participation of persons from many different backgrounds. To apply: Submit a curriculum vitae and a letter of interest describing qualifications, experience, and research interests online at www.udel.edu/udjobs. In addition, three references from individuals who can specifically comment upon your research expertise, teaching ability, and relevant experiences can be sent to Joanne Fitzpatrick either electronically (jofitz at udel.edu) or by mail: Joanne Fitzpatrick, Special Education Search, School of Education, University of Delaware, Newark DE 19716. Direct questions to Charles MacArthur, Search Committee Chair, macarthu at udel.edu. Deadline: Review of applications will begin on November 15, 2013 and will continue until the position is filled. -- Roberta Michnick Golinkoff, Ph. D. Unidel 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7J1_rmU62YuaCkTSMScJ5XYjNtc4RzHJ0MCxdUpBrD4ow%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Mon Oct 21 03:41:42 2013 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Sun, 20 Oct 2013 20:41:42 -0700 Subject: Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction Message-ID: ***Message on behalf of the conference organizers. Apologies for cross-posting*** Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction Dear colleagues, The International Society for Gesture Studies (ISGS) is pleased to announce the Sixth Conference of the International Society for Gesture Studies: Gesture in Interaction. It will be held on the campus of the University of California, San Diego, July 8-11, 2014. *The deadline for abstract submission is November 15, 2013.* The conference website is: isgs.ucsd.edu Devoted to the study of multimodality in communication, the ISGS is an interdisciplinary group of researchers including anthropologists, cognitive scientists, computer scientists, linguists, neuroscientists, psychologists, and semioticians. The Society convenes for a major international conference every two years, and the 2014 meeting will be the 6th. We invite abstracts that address any aspect of the study of gesture and multimodality, including but not limited to: the relationship between sign and gesture; the cognitive and neural underpinnings of gesture; the contribution of gesture to language production and comprehension; the role of gesture in situated language use; and how gesture mediates interaction in the social, cultural, and technological world. We welcome papers on any aspect of bodily communication and are open to all theoretical and disciplinary perspectives. *Plenary Speakers* Herbert Clark, Stanford University Susan Wagner Cook, University of Iowa Marjorie H. Goodwin, UCLA Marianne Gullberg, Lund University Asli ?zy?rek, MPI Nijmegen and Radboud University Andy Wilson, Microsoft Research *Abstract Submission* We invite abstracts of no more than 500 words. Abstracts must report previously unpublished work. Three kinds of presentation are available: Paper presentations: Paper presentations will be 25 minutes, with 20 minutes for presentation and 5 minutes for discussion. Thematic Panels: Papers that address a common theme may be submitted as a Thematic Panel. Panels should consist of four talks, which must be submitted individually as Paper Presentations. Each individual abstract should indicate the name of the proposed Thematic Panel. Poster presentation: Poster presentations are an opportunity for more extended interaction. Posters will be displayed during poster sessions, with ample opportunity for discussion. *Please submit your abstracts at the following site: http://linguistlist.org/easyabs/ISGS2014* * * *For more information, please see the conference website: isgs.ucsd.edu* * * *Important Dates* September 1, 2013: Submission Opens November 15, 2013: Submission Deadline December 15, 2013: Notification of Acceptance January 15, 2014: Registration Opens July 8 - 11, 2014: Conference *Conference Language* The conference language will be English. American Sign Language (ASL) interpreters will be available. *Organization and Coordination Committee* Carol Padden, Department of Communication, UC San Diego Seana Coulson, Department of Cognitive Science, UC San Diego John Haviland, Department of Anthropology, UC San Diego Tyler Marghetis, Department of Cognitive Science, UC San Diego Sharon Seegers, Center for Research in Language, UC San Diego -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/cf06ce18-e88d-47f3-8140-49b6da000c62%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Tue Oct 22 13:40:01 2013 From: michael at georgetown.edu (Michael Ullman) Date: Tue, 22 Oct 2013 21:40:01 +0800 Subject: Novel objects Message-ID: Hi all, We're developing a new task and we need lots of pictures of novel objects/thingies (probably around 100). That is, reasonably non-nameable thingies. Any and all suggestions would be appreciated. Best, Michael -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid. For more options, visit https://groups.google.com/groups/opt_out. From melissa.e.kline at gmail.com Tue Oct 22 13:47:34 2013 From: melissa.e.kline at gmail.com (Melissa Kline) Date: Tue, 22 Oct 2013 09:47:34 -0400 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: Jessica Horst's Novel Object, Unusual Name database might be useful - below is a message she sent to to the Cognitive Development Society listserv a little while ago. ---- Dear colleagues, Recently, there has been an increase in interest in my Novel Object, Unusual Name (NOUN) Database, so I am sending a new link to the database on our new server: http://www.sussex.ac.uk/wordlab/noun (the link to the file as toward the bottom). I hope you will find this resource helpful. To remind you (or let you know if you have joined CDS since the last time I emailed about this): The NOUN Database is a collection of color photographs of novel objects and a list of commonly (?) used novel names in the literature. I am interested in sharing these materials. If you need pictures of novel objects, please feel free to browse this database and I will be happy to send you the electronic files for these pictures. Each picture is of a real 3D object. I hope to revise the database in 2013 (by including many more photos and adding more names). If you have suggestions for things you would like to see or other recommendations, please email me (no need to reply-all). I'm thinking about including some pictures of familiar/known objects as well. These would also be pictures of real 3D toys (e.g., stuffed dog, matchbox car, doll chair, etc; would this be helpful?). Once the database has been revised I'll share version 2.0 with everyone. Meanwhile, if you require more pictures than what is currently included or have an idea of something you need (e.g., a red novel object) please feel free to contact me and if I already have that item waiting for the next version I will be happy to also share that with you. Best wishes, -Jessica ~~~~~~~~~~~~~~~~~~~~~~~ Dr. Jessica S. Horst http://www.sussex.ac.uk/wordlab University of Sussex School of Psychology Brighton BN1 9QH United Kingdom Tel: +44 (0)1273.87.3084 jessica at sussex.ac.uk Affiliate Member, Delta Center http://www.delta-center.org On Tue, Oct 22, 2013 at 9:40 AM, Michael Ullman wrote: > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > 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/CAF%3DPoJN6eKb_hxUeaiHOjAds_HLNDdc68YdpMvRt%2BNc4-50bFw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Tue Oct 22 15:03:41 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Tue, 22 Oct 2013 10:03:41 -0500 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: we used plastic plummer pipes with colored puffs at each end. We had different pipe forms. They are the same as those used in the Bates et al pink book. Donna Jackson-Maldonado 2013/10/22 Michael Ullman > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Donna Jackson-Maldonado Centro de Estudios Ling??sticos y Literarios Facultad de Lenguas y Letras, Universidad Aut?noma de Quer?taro Campus Aeropuerto, Circuito Fray Jun?pero Serra Km 8 Santiago de Quer?taro, Qro., M?xico 76140 web: http://www.donnajackson.weebly.com e-mail: djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 o 61140 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bh6wCpU85dce1N2h-kQTKuA-Zwz2COmLo1QtLTH1KuXaC2yvA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tamm.anne at gmail.com Tue Oct 22 15:30:49 2013 From: tamm.anne at gmail.com (Anne Tamm) Date: Tue, 22 Oct 2013 17:30:49 +0200 Subject: Novel objects In-Reply-To: <-2365571579053674577@unknownmsgid> Message-ID: Hey, try the google picture search with blickets and wugs. The following searches will give you at least 100 usable thingies among the really weird objects: novel objects novel gadgets novel tools novel inventions weird tools weird gadgets weird inventions Our lab has a lot of pictures with weird objects in the publications, like banana healers. Best, Anne 2013/10/22 Michael Ullman > Hi all, > > We're developing a new task and we need lots of pictures of novel > objects/thingies (probably around 100). That is, reasonably > non-nameable thingies. Any and all suggestions would be appreciated. > > Best, > > Michael > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/-2365571579053674577%40unknownmsgid > . > 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/CAJX6WJ6%3Du%2BQpRrWLxmVHOBNebKEERmQ_-PzVrn7efLx2qcy56Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsantelmann66 at gmail.com Wed Oct 23 18:19:07 2013 From: lsantelmann66 at gmail.com (Lynn Santelmann) Date: Wed, 23 Oct 2013 11:19:07 -0700 Subject: Tenure-Track Assistant Professor Position, Language Education, Portland State University Message-ID: *Tenure-track Assistant Professor: language education* *Department of Applied Linguistics, Portland state university* *Position Summary* The Department of Applied Linguistics, Portland State University, invites applications for a full-time tenure-track position at the Assistant Professor level. The department offers an undergraduate major and minor in applied linguistics, a one-year TESL certificate, and an MA in TESOL; a proposal for a PhD in Applied Linguistics is under discussion. The department is also home to the Intensive English Language Program, one of the largest and oldest academic English programs on the West coast, and houses the Literacy, Language & Technology Research (LLTR) group. The ideal candidate will be an applied linguist with expertise in language education and one or more of the following: intercultural communication, corpus linguistics, or grammar (from a grammar-in-use or functional perspective). We seek someone who is committed to the development of pre-service language educators and enthusiastic about supervising MA-level teaching-related projects and theses. Candidates should have experience teaching a second or foreign language (preferably English). They should also have experience with the use of technology in language education and demonstrate familiarity with a range of research methods. Candidates must be comfortable in an Applied Linguistics program committed to excellence in research, teaching, and student mentoring. They must likewise be comfortable linking research, theory, and practice in applied linguistics. *Responsibilities* Responsibilities include teaching two courses per quarter (three terms/year), advising students, and supervising graduate students as well as maintaining an active research agenda, including a plan for seeking external funding. Service to the department, the institution, and the discipline are also expected. *Required Qualifications* ? Ph.D. in applied linguistics or a related field in hand by start date, September 16, 2014. Candidates whose degree is not in applied linguistics should make explicit in their application how their research and teaching relate directly to applied linguistics. ? The ability to teach two or more of the following courses? Understanding the International Experience , Corpus Linguistics in Language Teaching, Structure of English, and/or Grammar for TESOL?as well as other language education courses in the curriculum. ? The ability to teach and mentor students in both quantitative and qualitative research methods, based on training and experience in research. ? An active research agenda that includes publishing in respected venues and a plan for seeking external funding. ? Experience teaching a second or foreign language (preferably English) and familiarity with the types of programs that generally employ MA TESOL graduates. ? Experience with technology in language education. ? The ability to link research, theory, and practice in applied linguistics. *Preferred qualifications* ? The ability to apply intercultural communication theory for language education purposes ? The ability to teach grammar courses from a grammar-in-use or functional perspective ? Experience with online instruction *Compensation * Compensation is competitive with an excellent benefits package including 95% premium paid healthcare; a generous retirement and vacation package; and reduced tuition rates for employee, spouse or dependent at any of the Oregon University System schools. *To apply* Please apply online at: https://jobs.hrc.pdx.edu/postings/11015. Please arrange to have teaching evaluations, if not electronic, and three letters of reference sent directly to Search Committee, Department of Applied Linguistics, Portland State University, PO Box 751, Portland OR 97207-0751, USA. Online applications preferred; hard copies will be accepted at the address above. Deadline for applications is November 22, 2013. For more detailed information about the department, please visit our website at * www.ling.pdx.edu* or call 503.725.4098. *Portland State University is an Affirmative Action, Equal Opportunity Institution and welcomes applications from diverse candidates and candidates who support diversity.* Discrimination or harassment on the basis of age, disability, national origin, race, color, marital status, veteran status, religion, sex, sexual orientation, genetic information or in the use of Worker's Compensation, Federal Family Medical Leave Act, or the Oregon Medical Leave Act is strictly prohibited by PSU policy. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAM-t%2BDzgRqxeGWS79KR4RpZM7DYzLCD9MS-tFi%2BZP4Xh8L-N4w%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From leah.gedalyovich at gmail.com Thu Oct 24 17:55:21 2013 From: leah.gedalyovich at gmail.com (leah gedalyovich) Date: Thu, 24 Oct 2013 19:55:21 +0200 Subject: position in communications disorders Message-ID: Dear all I have been asked to post the following position for Achva Academic College in Israel. Achva Academic College is seeking applications for a lecturer or senior lecturer level tenure-track faculty position for an academic course in communication disorders which is currently being actively developed. Primary criteria are excellence in research and in teaching, and candidates from all areas of specialization are encouraged to apply. Ph.D. is required in speech, language, or hearing sciences or a related field. Essential duties include teaching at the undergraduate level. *We are especially seeking candidates specializing in audiology.* * *To be assured full consideration, complete applications should be received by November 25, 2013. A curriculum vitae, letter of application, selected publications, and letter of recommendation that address the applicant's potential in both research and teaching should be e-mailed as attachments to *adi_k at achva.ac.il* -- Leah R. Paltiel-Gedalyovich ??? ?. ??????-???????? Tel/Fax ??/??? 0775060053 Mobile ???? 0527204631 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CAPNKyiJ4E28NpTga6Wtu6mJYTDue5oUv_W2CWAKyBrAnkDTELQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 28 13:36:08 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 28 Oct 2013 09:36:08 -0400 Subject: new multilingual corpus, Sachs linked Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus from Megan Devlin and colleagues at the University of Ulster. This corpus, called ProjectS, is a study of a girl in Ulster learning English. Although the transcripts are largely in English, she is also learning Italian and Scottish Gaelic and those languages figure in the transcripts on occasion. I would also like to announce that we have now linked the transcripts for the Sachs corpus to the corresponding audio. The Sachs corpus has been used in many analyses of the acquisitioin of English and having these transcripts linked to audio may make additional types of analyses easier. Best regards, ?Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/27F6F528-4C1F-434A-9904-BA9C998767A4%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From macw at cmu.edu Mon Oct 28 14:00:20 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 28 Oct 2013 10:00:20 -0400 Subject: fun things kids say Message-ID: Dear Info-CHILDES, Bruno Estigarribia (UNC) has contributed a nice compilation of ?fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. ?Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0BB3C087-9BC8-4BA8-AC02-6D58916B2412%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- A non-text attachment was scrubbed... Name: sayings.pdf Type: application/pdf Size: 151847 bytes Desc: not available URL: From lise.menn at Colorado.EDU Mon Oct 28 16:15:50 2013 From: lise.menn at Colorado.EDU (Lise Menn) Date: Mon, 28 Oct 2013 10:15:50 -0600 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Thanks, Bruno! and you too, Brian. Lise On Oct 28, 2013, at 8:00 AM, Brian MacWhinney wrote: Dear Info-CHILDES, Bruno Estigarribia (UNC) has contributed a nice compilation of ?fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. ?Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0BB3C087-9BC8-4BA8-AC02-6D58916B2412%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. Lise Menn Home Office: 303-444-4274 1625 Mariposa Ave Boulder CO 80302 Professor Emerita of Linguistics Fellow, Institute of Cognitive Science University of Colorado -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/760258B9-ECA3-4928-82C0-4D7E92BE6AAD%40colorado.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Oct 28 18:30:55 2013 From: dalep at unm.edu (Philip Dale) Date: Mon, 28 Oct 2013 12:30:55 -0600 Subject: CDI norming database now publicly available Message-ID: MacArthur-Bates Communicative Development Inventory norming database now publicly available The norming study for the CDI instruments was one of the first large-sample studies of early language development. The data have proven highly useful for both clinical and research purposes. There have been two primary formats for those data. The norms provided in the Fenson, Marchman, Thal, Dale, Reznick & Bates (2007) MacArthur-Bates Communicative Development Inventories: User's Guide and Technical Manual - Second Edition aggregate across words (or grammatical items, or gestures) to provide a reliable and valid index of individual children's development relative to their gender and age. Alternatively, data can be aggregated across children for individual words, grammatical items, or gestures to provide information on the development of individual items. These data are available on the CLEX website http://www.cdi-clex.org along with comparable data from an ever-growing set of other languages (10 to this point). However, for still other research questions, investigators will need data at the most basic level, that is, responses for individual children on individual items. On a number of occasions we have made the entire dataset available to researchers on an individual basis, but we realize that others might find it of use now, and in the future. For this reason, and to mark the 25th anniversary of the work of the CDI Advisory Board, we have decided to place the entire norming dataset in the public domain, in the CHILDES system. This dataset, available in both SPSS and Excel formats, is that used for the 2007 revised User's Guide and Technical Manual, and is expanded relative to the original dataset, with the goal of being more representative of the population of the US. The total sample size is 2550 children. Users should read carefully the relevant section of the User's Guide (pp 50-56) to understand exclusion criteria, measures, and other issues for defining appropriate samples. The files may be found at http://childes.psy.cmu.edu/tools/CDI/ We are especially pleased to take this step in honor of the memory of our colleague, friend and inspiration Elizabeth Bates. Liz was deeply committed to the public exchange of instruments, data, theories and ideas. We hope that the availability of these data will contribute to ongoing discussions and development of our understanding of early language development. The CDI Advisory Board Larry Fenson, Chair Dorthe Bleses Philip Dale Virginia Marchman Judy Reilly J. Steven Reznick Donna Thal -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/001301ced40b%24d87f6740%24897e35c0%24%40unm.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Oct 28 20:38:18 2013 From: dalep at unm.edu (Philip Dale) Date: Mon, 28 Oct 2013 14:38:18 -0600 Subject: Errtum re: CDI norming database now publicly available Message-ID: The name of longtime CDI Advisory Board member Donna Jackson-Maldonado was inadvertently left off the Board list in my earlier message; corrected here with my apologies. Philip Dale MacArthur-Bates Communicative Development Inventory norming database now publicly available The norming study for the CDI instruments was one of the first large-sample studies of early language development. The data have proven highly useful for both clinical and research purposes. There have been two primary formats for those data. The norms provided in the Fenson, Marchman, Thal, Dale, Reznick & Bates (2007) MacArthur-Bates Communicative Development Inventories: User's Guide and Technical Manual ? Second Edition aggregate across words (or grammatical items, or gestures) to provide a reliable and valid index of individual children's development relative to their gender and age. Alternatively, data can be aggregated across children for individual words, grammatical items, or gestures to provide information on the development of individual items. These data are available on the CLEX website http://www.cdi-clex.org along with comparable data from an ever-growing set of other languages (10 to this point). However, for still other research questions, investigators will need data at the most basic level, that is, responses for individual children on individual items. On a number of occasions we have made the entire dataset available to researchers on an individual basis, but we realize that others might find it of use now, and in the future. For this reason, and to mark the 25th anniversary of the work of the CDI Advisory Board, we have decided to place the entire norming dataset in the public domain, in the CHILDES system. This dataset, available in both SPSS and Excel formats, is that used for the 2007 revised User's Guide and Technical Manual, and is expanded relative to the original dataset, with the goal of being more representative of the population of the US. The total sample size is 2550 children. Users should read carefully the relevant section of the User's Guide (pp 50-56) to understand exclusion criteria, measures, and other issues for defining appropriate samples. The files may be found at http://childes.psy.cmu.edu/tools/CDI/ We are especially pleased to take this step in honor of the memory of our colleague, friend and inspiration Elizabeth Bates. Liz was deeply committed to the public exchange of instruments, data, theories and ideas. We hope that the availability of these data will contribute to ongoing discussions and development of our understanding of early language development. The CDI Advisory Board Larry Fenson, Chair Dorthe Bleses Philip Dale Donna Jackson-Maldonado Virginia Marchman Judy Reilly J. Steven Reznick Donna Thal -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/001301ced40b%24d87f6740%24897e35c0%24%40unm.edu. 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/006101ced41d%24a3f11930%24ebd34b90%24%40unm.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From csilva at usc.edu Tue Oct 29 15:27:30 2013 From: csilva at usc.edu (Silva-Corvalan, Carmen: USC) Date: Tue, 29 Oct 2013 08:27:30 -0700 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Great summary, Bruno. Many thanks. Thanks talso to Brian! On Monday, October 28, 2013 7:00:20 AM UTC-7, Brian MacWhinney wrote: > Dear Info-CHILDES, > Bruno Estigarribia (UNC) has contributed a nice compilation of ?fun > things kids say" from info-childes messages about a month ago. The > compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And > it is also attached to this email. Thanks to Bruno for putting this > together. > > ?Brian MacWhinney > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1bebfdf0-ef62-4e89-bec4-025b06b9dc9a%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue Oct 29 20:13:14 2013 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 29 Oct 2013 16:13:14 -0400 Subject: fun things kids say In-Reply-To: <0BB3C087-9BC8-4BA8-AC02-6D58916B2412@cmu.edu> Message-ID: Brian and all, I wonder if there is an easy way to keep this list updated online? It might not be worth to do something like that, but here's another fabulous example George Allen just sent me (involving cluster resolution strategies) and I didn't want to pass it up (so I am sending it to the list): ___ Here's another one, which I collected when I worked at UNC and which I think I reported at an Acoustical Society meeting. It involves difficulty with s-plus-stop clusters: Some friends had a 2-year-old son, Teddy, who idolized a 4-year-old neighbor, Joey Scott. The problem, for Teddy at least, was that Joey demanded that his name be pronounced correctly: Teddy had not yet mastered s-plus-stop clusters, and Joey did not accept "Cott". Teddy's solution: "/s::::/ Joey Cott". Perhaps equally interesting was Joey's acceptance of Teddy's efforts! ___ Thanks Bruno > Dear Info-CHILDES, > Bruno Estigarribia (UNC) has contributed a nice compilation of ?fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. > > ?Brian MacWhinney > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/527016DA.8080800%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rosie.maier at gmail.com Tue Oct 29 20:49:41 2013 From: rosie.maier at gmail.com (rose maier) Date: Tue, 29 Oct 2013 13:49:41 -0700 Subject: CHILDES website Message-ID: Hello, I'm having trouble accessing the CHILDES website ( http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? Thanks, Rose Maier Doctoral Student Department of Psychology University of Oregon -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From fromm at andrew.cmu.edu Tue Oct 29 20:56:13 2013 From: fromm at andrew.cmu.edu (Davida Fromm) Date: Tue, 29 Oct 2013 16:56:13 -0400 Subject: CHILDES website In-Reply-To: Message-ID: Thanks. It just got fixed. All is well. Sorry for the disruption. DF On Oct 29, 2013, at 4:49 PM, rose maier wrote: > Hello, > I'm having trouble accessing the CHILDES website (http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/71F5548E-2007-4FED-B307-A1E7D59494EA%40andrew.cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From spektor at andrew.cmu.edu Tue Oct 29 21:00:36 2013 From: spektor at andrew.cmu.edu (Leonid Spektor) Date: Tue, 29 Oct 2013 17:00:36 -0400 Subject: CHILDES website In-Reply-To: Message-ID: Rose, We just finished updating Operating System of our servers and that is why it did not work for you before. It is all up and running now. Leonid. On Oct 29, 2013, at 16:49, rose maier wrote: > Hello, > I'm having trouble accessing the CHILDES website (http://childes.psy.cmu.edu/). It appears that it has been overwritten with a single file that just says "It works!" Any idea what might be happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/207CEC1A-41C3-46D1-AD52-B887E4965AEA%40andrew.cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rosie.maier at gmail.com Tue Oct 29 21:21:01 2013 From: rosie.maier at gmail.com (rose maier) Date: Tue, 29 Oct 2013 14:21:01 -0700 Subject: CHILDES website In-Reply-To: <207CEC1A-41C3-46D1-AD52-B887E4965AEA@andrew.cmu.edu> Message-ID: Thank you, Leonid and Davida! Apparently I just picked exactly the wrong moment to try to access it. It's working fine now. Cheers, Rose Rose Maier Doctoral Student Department of Psychology University of Oregon Office: 1715 Franklin, room 214 On Tue, Oct 29, 2013 at 2:00 PM, Leonid Spektor wrote: > Rose, > > We just finished updating Operating System of our servers and that is why > it did not work for you before. It is all up and running now. > > Leonid. > > > > On Oct 29, 2013, at 16:49, rose maier wrote: > > Hello, > I'm having trouble accessing the CHILDES website ( > http://childes.psy.cmu.edu/). It appears that it has been overwritten > with a single file that just says "It works!" Any idea what might be > happening here? > Thanks, > Rose Maier > Doctoral Student > Department of Psychology > University of Oregon > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CACjLnjDw_2-x0ZHpOxB001tRNdAZ9tg8wCHGo41kjZ9q%2BWM3EA%40mail.gmail.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. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/207CEC1A-41C3-46D1-AD52-B887E4965AEA%40andrew.cmu.edu > . > > 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/CACjLnjCnF1k%2B4f5a_SJ6kmTyHZ5mE6EHUrHxRcfgtK2xWjHn-A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 30 14:17:26 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Oct 2013 10:17:26 -0400 Subject: fun things kids say In-Reply-To: <527016DA.8080800@gmail.com> Message-ID: Bruno and Info-CHILDES, I suppose we could make this into a GoogleDoc and open it to public editing. But I wonder whether it might not just be enough to update the current list on an occasional basis. People could send you examples as they occurred to them and then once in awhile you could send me updates. I?ll added George?s example myself just now. ?Brian On Oct 29, 2013, at 4:13 PM, Bruno Estigarribia wrote: > Brian and all, > > I wonder if there is an easy way to keep this list updated online? It might not be worth to do something like that, but here's another fabulous example George Allen just sent me (involving cluster resolution strategies) and I didn't want to pass it up (so I am sending it to the list): > > ___ > Here's another one, which I collected when I worked at UNC and which I think I reported at an Acoustical Society meeting. It involves difficulty with s-plus-stop clusters: > > Some friends had a 2-year-old son, Teddy, who idolized a 4-year-old neighbor, Joey Scott. The problem, for Teddy at least, was that Joey demanded that his name be pronounced correctly: Teddy had not yet mastered s-plus-stop clusters, and Joey did not accept "Cott". Teddy's solution: "/s::::/ Joey Cott". Perhaps equally interesting was Joey's acceptance of Teddy's efforts! > ___ > Thanks > Bruno >> Dear Info-CHILDES, >> Bruno Estigarribia (UNC) has contributed a nice compilation of ?fun things kids say" from info-childes messages about a month ago. The compilation is now at http://childes.talkbank.org/teach/sayings.pdf. And it is also attached to this email. Thanks to Bruno for putting this together. >> >> ?Brian MacWhinney >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/527016DA.8080800%40gmail.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0060E37E-504C-469E-9674-E826D3CC8A09%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ajowen at gmail.com Thu Oct 31 20:16:31 2013 From: ajowen at gmail.com (Amanda Owen Van Horne) Date: Thu, 31 Oct 2013 15:16:31 -0500 Subject: University of Iowa Child Language Position - Open Rank Message-ID: Please note there was an error in the previous posting of this position - the due date is Nov 15, 2013. Assistant, Associate, or Full Professor Opening Communication Sciences & Disorders University of Iowa Applicants with expertise in the area of Childhood Speech and Language are sought. Expertise in one or more of five target areas is preferred: childhood speech sound disorders, reading and writing disabilities, augmentative and alternative communication systems, autism spectrum disorders, and service delivery to multilingual and culturally diverse populations. A Ph.D. or equivalent in Communication Sciences and Disorders or a related field is required. Postdoctoral experience and/or faculty experience is desired but not required. The successful junior candidate will possess an emerging publication record and strong potential for extramural funding (NIH). A successful mid-career candidate will possess a strong record of publications and extramural funding. Salary is competitive and negotiable, depending upon rank and qualifications. The candidate hired will conduct research, obtain external funding in support of research endeavors, teach undergraduate and graduate courses, advise and direct student theses and dissertations, and engage in professional and collegiate service activities. The University of Iowa offers a rich intellectual environment for scholars in language including a number of established and ongoing interdisciplinary collaborations among communication sciences and disorders, psychology, linguistics and neuroscience groups. The University of Iowa is also home to the DeLTA Center, an interdisciplinary research center dedicated to the study of development and learning. The Iowa City community is a vibrant college town distinguished by recognition as an UNESCO city of literature and by consistently high rankings on quality of life indices (health, safety, education, cost of living). Applicants should apply online at https://jobs.uiowa.edu/ refer to requisition #63305. The applicant should attach a letter describing research and teaching interests, and full curriculum vitae. Three letters of recommendation should be sent to: Amanda Van Horne, Chair of the Search Committee, CSD, 221A WJSHC, University of Iowa, Iowa City, IA 52242-1012 or emailed to: amanda-owen-vanhorne at uiowa.edu *For full consideration, applications must be received by November 15, 2013 but applications are welcome until the position is filled.* The Department and the College of Liberal Arts & Sciences are strongly committed to gender and ethnic diversity; the strategic plans of the University and College reflect this commitment. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Amanda J. Owen Van Horne ajowen at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2BUfwo6fhhRt4LfrYofPHkS7OypgF-nwgZTqZGUCtG6UKX93-Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: