From hkasuya at gmail.com Sat Feb 1 09:49:15 2014 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 1 Feb 2014 18:49:15 +0900 Subject: JSLS 2014 2nd CFP Abstract Deadline Feb 10th Message-ID: The Japanese Society for Language Sciences 16th Annual International Conference (JSLS2014) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Sixteenth Annual International Conference (JSLS2014). JSLS2014 will be held at Bunkyo University, Koshigaya Campus, Saitama. Bunkyo University, Koshigaya Campus is located close to Tokyo, 90 minutes from Narita International Airport, and 50 minutes from Tokyo Station. We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. Submissions are invited in any area related to language sciences. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Please be aware that the Conference Handbook abstracts will be accessible in pdf form on the JSLS homepage. This is a new service exclusively for JSLS members. Conference Dates: June 28th (Sat) – June 29th (Sun), 2014 Place: Bunkyo University, Koshigaya Campus, Saitama, Japan Our plenary speakers will be: Silvina Montrul (University of Illinois at Urbana-Champaign) “Language attrition and heritage language reversal” Kazumi Matsuoka (Keio University) “Current Issues in Sign Language Linguistics: Syntax and Semantics” [in Jpn] Invited symposium: Limited input in language acquisition:　What role does limited input play in the language skills among returnees and language learners? John Matthews (Chuo University) Neal Snape (Gunma Prefectural Women's University) Makiko Hirakawa (Bunkyo University, Japan) The deadline for submission of abstracts is February 10th (Mon), 2014 (Japan Standard Time). For more detailed information on the submission process, please visit the conference webpage, http://www.jslsweb.sakura.ne.jp/jsls2014/ JSLS2014 Conference Committee Chair Makiko Hirakawa (Bunkyo University, Japan) For inquiries, please contact us at jsls-conf at googlegroups.com JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJcy38ZANGd0orOXxAAzP8ENac%3DDMXHgv-s5-e-%2BuaFZ_JMcgQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From miquel.serra at ub.edu Mon Feb 3 09:18:44 2014 From: miquel.serra at ub.edu (MIQUEL SERRA RAVENTOS) Date: Mon, 3 Feb 2014 09:18:44 +0000 Subject: new spanish book in psychology of language Message-ID: Dear info-childes people, with special reference to the spanish speakers We are pleased to announce the publication of a new Spanish textbook on Communication and Language for psychologists, speech therapist and clinical linguists: Comunicación y lenguaje: La neuropsicología cognitiva, by Miquel Serra (2013, 2 vols., 900 pages). This book offers a framework to develop our understanding about the biological and social bases of human communication. In its theoretical approach, language is considered to be a natural but symbolic system of organizing information in well interconnected components, as the cognitive linguistics suggests. Two volumes textbook are planned for graduate level students or final year undergraduates. They provide experimental data and examples from a number of studies, directs students to personal work, and provides web addresses for further in-depth study as well. I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf Cruz Artidiello www.publicacions.ub.edu Aquest correu electrònic i els annexos poden contenir informació confidencial o protegida legalment i està adreçat exclusivament a la persona o entitat destinatària. Si no sou el destinatari final o la persona encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu rebut aquest correu electrònic per error, us preguem que n'informeu al remitent i que elimineu del sistema el missatge i el material annex que pugui contenir. Gràcies per la vostra col·laboració. Este correo electrónico y sus anexos pueden contener información confidencial o legalmente protegida y está exclusivamente dirigido a la persona o entidad destinataria. Si usted no es el destinatario final o la persona encargada de recibirlo, no está autorizado a leerlo, retenerlo, modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha recibido este mensaje electrónico por error, le rogamos que informe al remitente y elimine del sistema el mensaje y el material anexo que pueda contener. Gracias por su colaboración. This email message and any documents attached to it may contain confidential or legally protected material and are intended solely for the use of the individual or organization to whom they are addressed. We remind you that if you are not the intended recipient of this email message or the person responsible for processing it, then you are not authorized to read, save, modify, send, copy or disclose any of its contents. If you have received this email message by mistake, we kindly ask you to inform the sender of this and to eliminate both the message and any attachments it carries from your account. Thank you for your collaboration. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrayas18 at gmail.com Mon Feb 3 18:36:06 2014 From: mrayas18 at gmail.com (Martha Rayas) Date: Mon, 3 Feb 2014 11:36:06 -0700 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Is this in electronic version too? I am interested in having the complete version. Thank you very much! Martha On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS wrote: > Dear info-childes people, with special reference to the spanish speakers > > > We are pleased to announce the publication of a new Spanish textbook on > Communication and Language for psychologists, speech therapist and clinical > linguists: *Comunicación y lenguaje: La neuropsicología cognitiva*, by > Miquel Serra (2013, 2 vols., 900 pages). > > > > This book offers a framework to develop our understanding about the > biological and social bases of human communication. In its theoretical > approach, language is considered to be a natural but symbolic system of > organizing information in well interconnected components, as the cognitive > linguistics suggests. > > > > Two volumes textbook are planned for graduate level students or final year > undergraduates. They provide experimental data and examples from a number > of studies, directs students to personal work, and provides web addresses > for further in-depth study as well. > > > > I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 > > 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf > > > http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf > > > > > Cruz Artidiello > > www.publicacions.ub.edu > > > > > > > > > > > Aquest correu electrònic i els annexos poden contenir informació > confidencial o protegida legalment i està adreçat exclusivament a la > persona o entitat destinatària. Si no sou el destinatari final o la persona > encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, > modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu > rebut aquest correu electrònic per error, us preguem que n'informeu al > remitent i que elimineu del sistema el missatge i el material annex que > pugui contenir. Gràcies per la vostra col·laboració. > > Este correo electrónico y sus anexos pueden contener información > confidencial o legalmente protegida y está exclusivamente dirigido a la > persona o entidad destinataria. Si usted no es el destinatario final o la > persona encargada de recibirlo, no está autorizado a leerlo, retenerlo, > modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha > recibido este mensaje electrónico por error, le rogamos que informe al > remitente y elimine del sistema el mensaje y el material anexo que pueda > contener. Gracias por su colaboración. > > This email message and any documents attached to it may contain > confidential or legally protected material and are intended solely for the > use of the individual or organization to whom they are addressed. We remind > you that if you are not the intended recipient of this email message or the > person responsible for processing it, then you are not authorized to read, > save, modify, send, copy or disclose any of its contents. If you have > received this email message by mistake, we kindly ask you to inform the > sender of this and to eliminate both the message and any attachments it > carries from your account. Thank you for your collaboration. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From miquel.serra at ub.edu Tue Feb 4 11:14:46 2014 From: miquel.serra at ub.edu (MIQUEL SERRA RAVENTOS) Date: Tue, 4 Feb 2014 11:14:46 +0000 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Dear Martha and subscribers I'm sorry, but the e-version of the book is not ready yet . You can see the index and the presentation in the web of volume one and two in the publishers page. Cordially Miquel Serra i Raventós Catedràtic de Psicologia Bàsica Facultat de Psicologia [Descripción: AF-firmaelectronica] Miquel Serra De: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] En nom de Martha Rayas Enviat: dilluns, 3 / febrer / 2014 19:36 Per a: info-childes at googlegroups.com Tema: Re: new spanish book in psychology of language Is this in electronic version too? I am interested in having the complete version. Thank you very much! Martha On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS > wrote: Dear info-childes people, with special reference to the spanish speakers We are pleased to announce the publication of a new Spanish textbook on Communication and Language for psychologists, speech therapist and clinical linguists: Comunicación y lenguaje: La neuropsicología cognitiva, by Miquel Serra (2013, 2 vols., 900 pages). This book offers a framework to develop our understanding about the biological and social bases of human communication. In its theoretical approach, language is considered to be a natural but symbolic system of organizing information in well interconnected components, as the cognitive linguistics suggests. Two volumes textbook are planned for graduate level students or final year undergraduates. They provide experimental data and examples from a number of studies, directs students to personal work, and provides web addresses for further in-depth study as well. I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf Cruz Artidiello www.publicacions.ub.edu Aquest correu electrònic i els annexos poden contenir informació confidencial o protegida legalment i està adreçat exclusivament a la persona o entitat destinatària. Si no sou el destinatari final o la persona encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu rebut aquest correu electrònic per error, us preguem que n'informeu al remitent i que elimineu del sistema el missatge i el material annex que pugui contenir. Gràcies per la vostra col·laboració. Este correo electrónico y sus anexos pueden contener información confidencial o legalmente protegida y está exclusivamente dirigido a la persona o entidad destinataria. Si usted no es el destinatario final o la persona encargada de recibirlo, no está autorizado a leerlo, retenerlo, modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha recibido este mensaje electrónico por error, le rogamos que informe al remitente y elimine del sistema el mensaje y el material anexo que pueda contener. Gracias por su colaboración. This email message and any documents attached to it may contain confidential or legally protected material and are intended solely for the use of the individual or organization to whom they are addressed. We remind you that if you are not the intended recipient of this email message or the person responsible for processing it, then you are not authorized to read, save, modify, send, copy or disclose any of its contents. If you have received this email message by mistake, we kindly ask you to inform the sender of this and to eliminate both the message and any attachments it carries from your account. Thank you for your collaboration. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%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/F38BC4DF1C3E24479B0090B10AF05C5D4573FCA8%40daumbpro01.da.ub.edu. 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: image001.jpg Type: image/jpeg Size: 15915 bytes Desc: image001.jpg URL: From macw at cmu.edu Wed Feb 5 00:37:57 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 4 Feb 2014 19:37:57 -0500 Subject: new %mor line and the CONNL format Message-ID: Dear Info-CHILDES, Over the last week, Davida, Andrew and I retrained the POST program to work with the current version of English MOR. Once this was done, I ran MOR and POST across all of the files in Clinical-MOR, Eng-NA-MOR, and Eng-UK-MOR. Now, all of these many corpora have new %mor lines that align properly with current versions of DSS, KidEVAL, and the manual. The last time I did a full run like this was over a year ago. In the meantime, there have been changes to MOR that improve the detail of analysis for derivational forms and overall accuracy of tagging. In addition, the new format aligns more accurately with the MEGRASP program. We are turning our attention next to retraining MEGRASP for the creation of the %gra grammatical dependency tier for all the corpora with %mor lines. We expect to have that work done in the next week or so. In addition, we have been reconfiguring the system to allow for the usage of the CONNL format which is now a standard for both morphological and syntactic analysis. This is being done by the creation of a %cnl tier that abstracts away from the details of the %mor line and creates a single atomic part-of-speech tag for each word. The %cnl line does not replace the %mor line, because the %mor line has a lot more detailed morphological analysis than the %cnl line. However, the %cnl line provides a cleaner and general interface for training and operation of dependency parsers. -- 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/83AEA7AA-3FF2-4802-9245-E85388FEC264%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From mats.andren at ling.lu.se Wed Feb 5 12:01:33 2014 From: mats.andren at ling.lu.se (=?UTF-8?B?TWF0cyBBbmRyw6lu?=) Date: Wed, 5 Feb 2014 13:01:33 +0100 Subject: IACS-2014 Extended deadline 20/2 Message-ID: Extended Deadline: Feb 20, 2014 First Conference of the International Association for Cognitive Semiotics (IACS) September 25-27, 2014 Lund, Sweden http://conference.sol.lu.se/en/iacs-2014 IACS-2014 at semiotik.lu.se Plenary speakers * Søren Brier, Copenhagen Business School * Merlin Donald, Queens University * Brian MacWhinney, Carnegie Mellon University * Cornelia Müller, European University Viadrina Frankfurt (Oder) * Raymond Tallis, University of Manchester Theme: 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 need to combine theoretical knowledge and methodological expertise in order 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 International Association for Cognitive Semiotics (IACS) 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. Abstracts We invite the submission of 400 word abstracts (excluding title and references) for either an oral presentation (20 min presentation + 5 minute discussion) or poster (at a dedicated poster session), by uploading to the EasyChair website. 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 Important dates • Deadline for submission of theme sessions: 31 Dec 2013(past) • Deadline for abstract submission (oral presentations, posters): 20 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 • Joel Parthemore • 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/52F2281D.8090906%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. From mrayas18 at gmail.com Wed Feb 5 21:21:10 2014 From: mrayas18 at gmail.com (Martha Rayas) Date: Wed, 5 Feb 2014 14:21:10 -0700 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Thank you Miquel. Looking forward to read it! Martha On Tue, Feb 4, 2014 at 4:14 AM, MIQUEL SERRA RAVENTOS wrote: > Dear Martha and subscribers > > I'm sorry, but the e-version of the book is not ready yet . You can see > the index and the presentation in the web of volume one and two in the > publishers page. > > Cordially > > > > Miquel Serra i Raventós > > Catedràtic de Psicologia Bàsica > > Facultat de Psicologia > > > > [image: Descripción: AF-firmaelectronica] > > > > > > > > > > > > Miquel Serra > > > > > > > > *De:* info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > *En nom de *Martha Rayas > *Enviat:* dilluns, 3 / febrer / 2014 19:36 > *Per a:* info-childes at googlegroups.com > *Tema:* Re: new spanish book in psychology of language > > > > Is this in electronic version too? I am interested in having the complete > version. > > > > Thank you very much! > > > > Martha > > > > On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS > wrote: > > Dear info-childes people, with special reference to the spanish speakers > > > > > > We are pleased to announce the publication of a new Spanish textbook on > Communication and Language for psychologists, speech therapist and clinical > linguists: *Comunicación y lenguaje: La neuropsicología cognitiva*, by > Miquel Serra (2013, 2 vols., 900 pages). > > > > This book offers a framework to develop our understanding about the > biological and social bases of human communication. In its theoretical > approach, language is considered to be a natural but symbolic system of > organizing information in well interconnected components, as the cognitive > linguistics suggests. > > > > Two volumes textbook are planned for graduate level students or final year > undergraduates. They provide experimental data and examples from a number > of studies, directs students to personal work, and provides web addresses > for further in-depth study as well. > > > > I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 > > 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf > > > > http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf > > > > > > Cruz Artidiello > > www.publicacions.ub.edu > > > > > > > > > > > > > > Aquest correu electrònic i els annexos poden contenir informació > confidencial o protegida legalment i està adreçat exclusivament a la > persona o entitat destinatària. Si no sou el destinatari final o la persona > encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, > modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu > rebut aquest correu electrònic per error, us preguem que n'informeu al > remitent i que elimineu del sistema el missatge i el material annex que > pugui contenir. Gràcies per la vostra col·laboració. > > Este correo electrónico y sus anexos pueden contener información > confidencial o legalmente protegida y está exclusivamente dirigido a la > persona o entidad destinataria. Si usted no es el destinatario final o la > persona encargada de recibirlo, no está autorizado a leerlo, retenerlo, > modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha > recibido este mensaje electrónico por error, le rogamos que informe al > remitente y elimine del sistema el mensaje y el material anexo que pueda > contener. Gracias por su colaboración. > > This email message and any documents attached to it may contain > confidential or legally protected material and are intended solely for the > use of the individual or organization to whom they are addressed. We remind > you that if you are not the intended recipient of this email message or the > person responsible for processing it, then you are not authorized to read, > save, modify, send, copy or disclose any of its contents. If you have > received this email message by mistake, we kindly ask you to inform the > sender of this and to eliminate both the message and any attachments it > carries from your account. Thank you for your collaboration. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%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/F38BC4DF1C3E24479B0090B10AF05C5D4573FCA8%40daumbpro01.da.ub.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/CABPkk1O2qQEOVaZZP4fBH4rC_4pYhnSBFxyFK6wommR5BDU%2B8g%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: image001.jpg Type: image/jpeg Size: 15915 bytes Desc: not available URL: From kridge at udel.edu Mon Feb 10 15:46:01 2014 From: kridge at udel.edu (Katherine Ridge) Date: Mon, 10 Feb 2014 10:46:01 -0500 Subject: IES-Funded Postdoctoral Training Program at the University of Delaware Message-ID: *Postdoctoral Fellow * *IES-Funded Postdoctoral Training Program in Education Science * *School of Education * *College of Education and Human Development * *The University of Delaware * POSITION ANNOUNCEMENT We are seeking an outstanding postdoctoral fellow to participate in our Institute of Education Sciences (IES) postdoctoral training program, funded by the U.S. Department of Education. Candidates must have a solid background in an education content area (e.g., literacy, math, early childhood, special education, education policy, education psychology) and an interest in cognitive science. We are particularly interested in candidates with proficiency in advanced statistics (e.g., multilevel and longitudinal modeling, structural equation modeling, item response theory). The program brings together a multi-disciplinary research team, including faculty members with expertise in mathematics development and learning disabilities, spatial learning, language and literacy, intervention design, and quantitative methods. The core team includes Dr. Nancy Jordan, Dr. Roberta Michnick Golinkoff, and Dr. Henry May, who will serve as primary mentors for the fellows, as well as other faculty in areas as diverse as Education, Psychology, and Linguistics. Specific research projects will be based upon the joint interests of the fellow and the faculty mentor(s). The appointment will begin in September 2014 and continue for 2 years, pending satisfactory progress. Applicants must possess their doctoral degree before that date. All qualified U.S. citizens and permanent residents with doctoral degrees in relevant disciplines (e.g., education, psychology, human development, cognitive science, quantitative research methods) will be considered. Salary is set by IES at $52,500 annually plus excellent benefits. Additionally, each fellow will receive an annual research and travel allowance. *To Apply: *Applications must be submitted via email to Dr. Henry May at hmay at udel.edu AND also through the University's online system at http://www.udel.edu/udjobs/ under Job ID 101911. Applicants should submit the following materials as soon as possible: (1) a letter of interest detailing the applicant's graduation date, research interests, and areas of competence along with short- and long-term career goals; (2) curriculum vitae; (3) contact information for three references; and (4) reprints, preprints, or other scholarly writing samples. Questions about the position can be directed to Dr. Henry May at hmay at udel.edu The University of Delaware is an Equal Opportunity Employer and encourages applications from minority group members and women. The University's Notice of Non-Discrimination can be found at http://www.udel.edu/aboutus/legalnotices.html -- Katherine Ridge Lab Coordinator Infant Language Project School of Education Willard Hall Education Building University of Delaware Newark, DE 19716-2920 (302) 831-2073 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CADryr3X%2BcH1QmigXHE8O9MBDmEpLs2rc4Y-Dcd-u4Ot7V8MOpw%40mail.gmail.com. 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Name: IESpostdoc ad UD_2014.pdf Type: application/pdf Size: 79030 bytes Desc: not available URL: From editor.iascl.clbulletin at gmail.com Tue Feb 11 03:44:59 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 10 Feb 2014 19:44:59 -0800 Subject: BUCLD39 Call for Symposium Proposals: April 15, 2014 (deadline) Message-ID: *** Message on behalf of BUCLD 39 organizers*** THE 39th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 7-9 Keynote Speaker: Richard Aslin, University of Rochester Plenary Speaker: Katherine Demuth, Macquarie University CALL FOR SYMPOSIUM PROPOSALS We are soliciting proposals for 90-minute symposia for the Boston University Conference on Language Development on any topic likely to be of broad interest to the conference attendees. The symposium format is open, but has frequently included 2-3 speakers presenting research from differing angles on a common theme. We anticipate including two such symposia in the schedule, one being the Saturday lunchtime symposium, the other closing the conference on Sunday. Proposals should include a list of the participants and a specification of the format, and should name at least one organizer who will be able to work with the BUCLD organizing committee in setting up the symposium. Submissions can be sent by email to langconf at bu.edu with "Symposium proposal" indicated in the subject line. Please limit symposium proposals to 1000 words or fewer. DEADLINE: April 15, 2014 Decisions on symposia will be made by June. NOTE: Submissions of abstracts for 20-minute talks and poster presentations are not being solicited at this time. The deadline for those will be 8:00 PM EST, May 15, 2014. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld Questions about symposia should be sent to langconf at bu.edu. Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/2811dc3f-aae1-46d1-9516-2243d6d229d3%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 Feb 15 23:18:34 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 Feb 2014 18:18:34 -0500 Subject: fixed streaming Message-ID: Dear Info-CHILDES, Beginning about 8 days ago, the CHILDES and TalkBank "browsable database" function for streaming media became unresponsive. On Thursday, we found and fixed the problem. Hopefully it will continue functioning well now. -- 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/6C2B3629-1F26-45F3-B74A-02BECA2BD1F3%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From Roberta at udel.edu Mon Feb 17 21:01:29 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 17 Feb 2014 16:01:29 -0500 Subject: ANOTHER JOB AT THE UNIVERSITY OF DELAWARE: SCIENCE EDUCATION Message-ID: Please share with colleagues and friends! -- 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/CAFWLa7LCyw2VE7HD25uDBtY7o-VLfOAFKe2tLcKgDUGXcT%3DgWw%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: Science_Ad.doc Type: application/msword Size: 281088 bytes Desc: not available URL: From Serratrice at manchester.ac.uk Tue Feb 18 12:41:04 2014 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Tue, 18 Feb 2014 04:41:04 -0800 Subject: IASCL membership database Message-ID: Dear colleagues, can I please remind those of you who are IASCL members to contact me (serratrice at manchester.ac.uk) if they need to update their contact details on the database? Many thanks for your collaboration. Best wishes, Ludovica Serratrice IASCL Secretary -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/9ff88e49-6df2-4b6b-bdf0-eaf3f4262560%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mccune at rci.rutgers.edu Tue Feb 18 14:22:53 2014 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Tue, 18 Feb 2014 09:22:53 -0500 Subject: IASCL membership database In-Reply-To: <9ff88e49-6df2-4b6b-bdf0-eaf3f4262560@googlegroups.com> Message-ID: Dear Ludovica, I do not believe I am a member, but I would like to be. I will be presenting at the conference this summer. Thanks, Lorraine On Tue, Feb 18, 2014 at 7:41 AM, Ludovica Serratrice < Serratrice at manchester.ac.uk> wrote: > Dear colleagues, > > can I please remind those of you who are IASCL members to contact me ( > serratrice at manchester.ac.uk) if they need to update their contact details > on the database? > > Many thanks for your collaboration. > > Best wishes, > > Ludovica Serratrice > IASCL Secretary > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/9ff88e49-6df2-4b6b-bdf0-eaf3f4262560%40googlegroups.com > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Lorraine McCune, EdD Professor, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CABwFkf4DeHNcaOqG%2BxJO%2B%3Dp%2BHbznvVuQ%3DBTdTf3VBDL%3DcUFtAA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mcfrank at stanford.edu Fri Feb 21 16:30:02 2014 From: mcfrank at stanford.edu (Michael C Frank) Date: Fri, 21 Feb 2014 08:30:02 -0800 Subject: Stanford CSLI Summer Program 2014 Message-ID: Dear all, I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! Thanks very much, Mike --- Michael C. Frank Assistant Professor Department of Psychology Stanford University 450 Serra Mall (Room 420-278) Stanford, CA 94305 650-724-4003 http://langcog.stanford.edu ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** Join us at Stanford for a research-based summer program in the cognitive sciences! In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.edu. For more options, visit https://groups.google.com/groups/opt_out. From jedwards2 at wisc.edu Fri Feb 21 20:17:44 2014 From: jedwards2 at wisc.edu (Jan Edwards) Date: Fri, 21 Feb 2014 14:17:44 -0600 Subject: Stanford CSLI Summer Program 2014 In-Reply-To: <76a0eff581664.5307b434@wiscmail.wisc.edu> Message-ID: Dear Mike, This looks like a great program. I don't have any students here who would want to do it this summer, but I sent it to my daughter at Williams to pass it around. She has a lot of Psych/PreMed friends and it would be a good summer program for them. Hope all is well -- congrats on the baby!!! I follow your blog, as does a grad student in my lab (Tristan Mahr -- who should do a post-doc with you in a few years). We got onto github before you did, so we're feeling ahead of the curve :> Yours, Jan On 02/21/14, Michael C Frank wrote: > Dear all, > > I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! > > Thanks very much, > > Mike > > --- > Michael C. Frank > Assistant Professor > Department of Psychology > Stanford University > 450 Serra Mall (Room 420-278) > Stanford, CA 94305 > 650-724-4003 > http://langcog.stanford.edu > > ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** > > Join us at Stanford for a research-based summer program in the cognitive sciences! > > In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. > > The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). > > The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.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/7790cf0384039.53076008%40wiscmail.wisc.edu. For more options, visit https://groups.google.com/groups/opt_out. From jedwards2 at wisc.edu Fri Feb 21 20:42:33 2014 From: jedwards2 at wisc.edu (Jan Edwards) Date: Fri, 21 Feb 2014 14:42:33 -0600 Subject: Stanford CSLI Summer Program 2014 In-Reply-To: <7790cf0384039.53076008@wiscmail.wisc.edu> Message-ID: Oops, sorry for sending this to everyone. Jan On 02/21/14, Jan Edwards wrote: > Dear Mike, > > This looks like a great program. I don't have any students here who would want to do it this summer, but I sent it to my daughter at Williams to pass it around. She has a lot of Psych/PreMed friends and it would be a good summer program for them. > > Hope all is well -- congrats on the baby!!! I follow your blog, as does a grad student in my lab (Tristan Mahr -- who should do a post-doc with you in a few years). We got onto github before you did, so we're feeling ahead of the curve :> > > Yours, > Jan > > On 02/21/14, Michael C Frank wrote: > > Dear all, > > > > I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! > > > > Thanks very much, > > > > Mike > > > > --- > > Michael C. Frank > > Assistant Professor > > Department of Psychology > > Stanford University > > 450 Serra Mall (Room 420-278) > > Stanford, CA 94305 > > 650-724-4003 > > http://langcog.stanford.edu > > > > ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** > > > > Join us at Stanford for a research-based summer program in the cognitive sciences! > > > > In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. > > > > The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). > > > > The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 > > > > -- > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > > To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.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/7790cf0384039.53076008%40wiscmail.wisc.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/77809f4c871f2.530765d9%40wiscmail.wisc.edu. For more options, visit https://groups.google.com/groups/opt_out. From todonnell at gmail.com Mon Feb 24 10:31:07 2014 From: todonnell at gmail.com (Timothy O'Donnell) Date: Mon, 24 Feb 2014 02:31:07 -0800 Subject: 3rd Call For Papers: Cognitive Modeling and Computational Linguistics 2014 Message-ID: THIRD CALL FOR PAPERS Cognitive Modeling and Computational Linguistics 2014 (CMCL-2014) -------------------------------------------------------------------------------------------- A workshop to be held June 26, 2014 at the Annual Meeting of the Association for Computational Linguistics (ACL) in Baltimore, Maryland, USA http://cmcl.mit.edu/ Workshop Description ----------------------------- This workshop provides a venue for work in computational psycholinguistics: the computational and mathematical modeling of linguistic generalization, development, and processing. We invite contributions that apply methods from computational linguistics to problems in the cognitive modeling of any and all natural language abilities. The 2014 workshop follows in the tradition of earlier CMCL meetings at ACL 2010, ACL 2011, NAACL-HLT 2012, ACL 2013. Scope and Topics ------------------------ The workshop invites a broad spectrum of work in the cognitive science of language, at all levels of analysis from sounds to discourse and on both learning and processing. Topics include, but are not limited to: - incremental parsers for diverse grammar formalisms - derivations of quantitative measures of comprehension difficulty, or predictions regarding generalization in language learning - stochastic models of factors encouraging one production or interpretation over its competitors - models of semantic/pragmatic interpretation, including psychologically realistic notions of word meaning, phrase meaning, composition, and pragmatic inference - models and empirical analysis of the relationship between mechanistic psycholinguistic principles and pragmatic or semantic adaptation - models of human language acquisition and/or adaptation in a changing linguistic environment - models of linguistic information propagation and language change in communication networks - models of lexical acquisition, including phonology, morphology, and semantics - psychologically motivated models of grammar induction or semantic learning Submissions are especially welcomed that combine computational modeling work with empirical data (e.g., corpora or experiments) to test theoretical questions about the nature of human language acquisition, comprehension, and/or production. Submissions ----------------- This call solicits full papers reporting original and unpublished research that combines cognitive modeling and computational linguistics. Accepted papers are expected to be presented at the workshop and will be published in the workshop proceedings. They should emphasize obtained results rather than intended work, and should indicate clearly the state of completion of the reported results. A paper accepted for presentation at the workshop must not be presented or have been presented at any other meeting with publicly available proceedings. If essentially identical papers are submitted to other conferences or workshops as well, this fact must be indicated at submission time. No submission should be longer than necessary, up to a maximum 8 pages plus two additional pages containing references. To facilitate double-blind reviewing, submitted manuscripts should not include any identifying information about the authors. Submissions must be formatted using ACL 2014 style files available at http://www.cs.jhu.edu/ACL2014/CallforPapers.htm Contributions should be submitted in PDF via the submission site: https://www.softconf.com/acl2014/CMCL/ The submission deadline is 11:59PM Pacific Time on March 15, 2014. Important Dates --------------------- Submission deadline: 15 March 2014 Notification of acceptance: 11 April 2014 Camera-ready versions due: 28 April 2014 Workshop: June 26, 2014 Workshop Chairs ----------------------- Vera Demberg Multimodal Computing and Interaction Cluster of Excellence, Saarland University, Germany Tim O’Donnell Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA Program Committee --------------------------- Afra Alishahi, Tilburg University Klinton Bicknell, University of Rochester Alexander Clark, King's College London Jennifer Culbertson, George Mason Afsaneh Fazly, University of Toronto Bob Frank, Yale Stefan Frank, Radboud University Nijmegen Stella Frank, University of Edinburgh John T. Hale, Cornell University Frank Keller, University of Edinburgh Anna Korhonen, Cambridge University Shalom Lappin, King's College Richard L. Lewis, University of Michigan Sebastian Padó, Stuttgart University David Reitter, Penn State University William Schuler, The Ohio State University Nathaniel Smith, University of Edinburgh Ed Stabler, UCLA Mark Steedman, University of Edinburgh Charles Yang, University of Pennsylvania Jelle Zuidema, University of Amsterdam -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/4c609219-cfd5-4ac4-978b-dcb306e1c858%40googlegroups.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 Tue Feb 25 01:39:50 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 24 Feb 2014 20:39:50 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? Many thanks! Roberta On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < gisela.szagun at googlemail.com> wrote: > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join > this exchange somewhat belatedly. I would like to make two points regarding > language development in children with CI and draw a conclusion as to why > sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language > in children with CI is characterized by an enormous variability. Individual > children vary to an extent which is not observed in typical development > (although variability is large there, as well). This holds irrespective of > age at implantation. Children implanted before the age of 24 months may - > as a group - have a slight advantage over children implanted thereafter, > but they display the same variability. This also applies to children > implanted in the first year of life. > > We do not know enough about the many different factors which influence the > spoken language development of children with CI over time to make reliable > predictions about outcomes at the time of implantation. Typically, only > around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a > linear relationship between age at implantation and progress in language > according to "the earlier the better" typically have not controlled for all > the other known factors influencing the children's language development. In > particular, they have not looked at the influence of the children's > linguistic environment/input. We found in one study that, if one looks at > the relative influence of age at implantation (when this is between 6 and > 34 months) and parental language input, the quality of parental language > input explains a far greater proportion of the variance in outcomes than > age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age > at implantation, social and linguistic environment on language development > in children with cochlear implants. *Journal of Speech, Language, and > Hearing Research, 55, *1640-1654*.* > > In view of the uncertainty facing parents about their child's spoken > language development, it seems wise to give the child the opportunity to > grow up with signed and spoken language, if parents wish to choose this > path. In my 15 years of research on spoken language development in children > with CI in Germany I have seen too many children who at the age of five > years still had not gone beyond two word utterances (despite early > implantation). I have also seen many who were almost indistinguishable from > children with typical language development at the age of four years. The > point is: we cannot predict. Young children need a symbolic system. There > should - and there does not have to be - a single child with only two word > utterances at five years of age. The modality of this system is not of > concern, but the lack of it is. Children with CI cannot lose out if they > are bilingual/bimodal, but they can lose out severely if the development of > a symbolic system is hampered. This is why, in my view, parents have every > right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < > aliyah.morgenstern at gmail.com> wrote: > >> Thank you Denis! >> Best, >> Aliyah >> Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : >> >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants >> know the meanings of many common nouns. Proceedings of the National Academy >> of Science. PNAS Early Edition, >> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >> http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of >> the first year goes beyond the acquisition of sound structure. The fact >> that even 6- to 7-mo-olds learn words suggests that conceptual and >> linguistic categories may influence one an- other in development from the >> beginning (36) and that aspects of meaning are available to guide other >> linguistic inferences cur- rently thought to depend only on distributional >> analysis of pho- nological regularities (37, 38). Understanding word >> meaning could also support the acquisition of syntax by guiding infants’ >> inferences about how nouns and words from other word classes are placed in >> sentences. Precocious word learning also helps explain why hearing-impaired >> infants identified for fitting with cochlear implants before 6 mo reveal >> better language skills at 2 y than children identified just a few months >> later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >> thanks a lot! >> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >> >> Salut Aliyah, >> >> Here you are: >> >> deborah.pichler at gallaudet.edu >> >> Isabelle >> >> >> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >> >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year >>> that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear >>> implants >>> >>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>> >>> >>> *Their results show that children exposed to ASL from birth do not >>> suffer from lg and cognitive delay observed in children with CI without ASL >>> exposure. * >>> >>> *Isabelle Barriere, PhD* >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to >>>> me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that >>>> your cochlear implant will not work or be tolerable, and then you will be >>>> deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>> help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> >>>>> Hi Aliyah! >>>>> >>>>> Sorry to be late in joining the party! >>>>> >>>>> For your first question, here are 3 papers that make the clear case >>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>> is done early, the use of sign may become moot -- children are also offered >>>>> therapy. However, if implantation is done later, it would seem clear that >>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>> to turn off their devices, a practice I have heard of. >>>>> >>>>> For your second questions, there will be an SRCD Social Policy report: >>>>> >>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>> children: Beyond myths and towards best practices. *Social Policy >>>>> Report, *Society for Research in Child Development. It will >>>>> hopefully come out early in 2014. >>>>> >>>>> We addressed four questions: >>>>> >>>>> 1. What are the broad social and historical contexts of multilingual >>>>> learners in the United States? >>>>> >>>>> 2. What does a multilingual family look like? >>>>> >>>>> 3. What lessons learned with monolingual children can be applied to >>>>> multilingual children? >>>>> >>>>> 4. What contexts support learning multiple languages? >>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>> >>>>> All best and happy holidays to you and all my other language friends! >>>>> Roberta >>>>> >>>>> >>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>> eileen.graf at googlemail.com> wrote: >>>>> >>>>>> Dear Aliyah, >>>>>> >>>>>> You might find these helpful: >>>>>> >>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>>>>> Development: >>>>>> >>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>> >>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>> press). Spoken English language measures of native signing children with >>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>> .* >>>>>> Best, >>>>>> Eileen >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>> >>>>>>> Dear Aliyah, >>>>>>> >>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>> sign language, although there are probably some. >>>>>>> >>>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>>> professionals to parents of bilingual children with autism to speak only >>>>>>> one language (usually English in the North American context): >>>>>>> >>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>>>> Research Journal, 34, 185-200. >>>>>>> >>>>>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>>>> bilingualism in autism spectrum disorders. International Journal of >>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>> >>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>> >>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>> 22, 10-24. >>>>>>> >>>>>>> I hope those are of use to you. >>>>>>> Best, >>>>>>> Stefka >>>>>>> >>>>>>> >>>>>>> -----Original Message----- >>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>> To: info-childes at googlegroups.com >>>>>>> Subject: Help: let them speak or sign their language >>>>>>> >>>>>>> Dear info-childes, >>>>>>> I need to find good scientific proof it you think it is relevant and >>>>>>> exists that >>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>> 2) it is better for immigrant parents to speak their native language >>>>>>> to their children (unless they are strong psychological or other reasons >>>>>>> not to) rather than a language they are not experts in and for primary >>>>>>> school teachers not to put pressure on the parents for them to only speak >>>>>>> the language of the country they live in; >>>>>>> >>>>>>> Any good papers (if possible the actual paper) or references welcome >>>>>>> especially if they treat both those issues together! >>>>>>> >>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>>> don't know about other holidays coming up in the next few days! >>>>>>> Best, >>>>>>> Aliyah >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>> . >>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>> . >>>>>> >>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. > Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com > . > > 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Tue Feb 25 07:40:46 2014 From: lofa4 at hotmail.com (lofa) Date: Tue, 25 Feb 2014 08:40:46 +0100 Subject: let them speak or sign their language In-Reply-To: Message-ID: Hello, There are an awful lot of people in France with more experience than I have in this. But I have seen it done by experienced signers: signing on top of oral French and it bears a different name, it’s no longer sign language, but signed French because the syntax is different ( and true sign language involves more bodily expression). Otherwise, signs are being used to reinforce names or verbs (singly signed in a sentence), as with hearing children presenting language delay. Kind regards, Véronique Devianne From: Roberta Golinkoff Sent: Tuesday, February 25, 2014 2:39 AM To: info-childes at googlegroups.com Subject: Re: Help: let them speak or sign their language Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? Many thanks! Roberta On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun wrote: Hi Aliyah, reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. Best wishes, Gisela On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: Thank you Denis! Best, Aliyah Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : Actually, 3 years may be VERY VERY late. Consider: Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). Best, Denis Donovan Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: thanks a lot! Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : Salut Aliyah, Here you are: deborah.pichler at gallaudet.edu Isabelle On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: Spoken language development in native signing children with cochlear implants K. Davidson, D. Lillo-Martin, D. Chen Pichler Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. Isabelle Barriere, PhD On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: Dear all, I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because (a) when you take your implant off to swim, shower, etc. you are deaf. (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. Erika Hoff On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: Hi Aliyah! Sorry to be late in joining the party! For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. For your second questions, there will be an SRCD Social Policy report: McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. We addressed four questions: 1. What are the broad social and historical contexts of multilingual learners in the United States? 2. What does a multilingual family look like? 3. What lessons learned with monolingual children can be applied to multilingual children? 4. What contexts support learning multiple languages? I think this will be very helpful to you Aliyah, when it emerges. All best and happy holidays to you and all my other language friends! Roberta On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: Dear Aliyah, You might find these helpful: [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. Best, Eileen On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: Dear Aliyah, I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. I hope those are of use to you. Best, Stefka -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN Sent: November 26, 2013 1:55 PM To: info-childes at googlegroups.com Subject: Help: let them speak or sign their language Dear info-childes, I need to find good scientific proof it you think it is relevant and exists that 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! Best, Aliyah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. 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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%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/DUB114-DS3160607930C047E21379E7FF810%40phx.gbl. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Tue Feb 25 09:39:56 2014 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Tue, 25 Feb 2014 09:39:56 +0000 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Roberta, until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now. Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent. However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings. It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out! Best wishes, Gisela On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > Gisela - just getting back to this thread which I find very illuminating. > May I ask how you recommend kids get the bilingual input? Is there a way > to do this simultaneously -- offering sign and oral input at the same time? > > Many thanks! > Roberta > > > On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < > gisela.szagun at googlemail.com> wrote: > >> Hi Aliyah, >> >> reading and feeling inspired by Ignazio's message, I would like to join >> this exchange somewhat belatedly. I would like to make two points regarding >> language development in children with CI and draw a conclusion as to why >> sign language may be useful for these children. >> >> 1) For some time now we have known that the development of spoken >> language in children with CI is characterized by an enormous variability. >> Individual children vary to an extent which is not observed in typical >> development (although variability is large there, as well). This holds >> irrespective of age at implantation. Children implanted before the age of >> 24 months may - as a group - have a slight advantage over children >> implanted thereafter, but they display the same variability. This also >> applies to children implanted in the first year of life. >> >> We do not know enough about the many different factors which influence >> the spoken language development of children with CI over time to make >> reliable predictions about outcomes at the time of implantation. Typically, >> only around 50% of the variance in outcomes is explained. >> >> 2) Studies which emphasize the effect of age at implantation claiming a >> linear relationship between age at implantation and progress in language >> according to "the earlier the better" typically have not controlled for all >> the other known factors influencing the children's language development. In >> particular, they have not looked at the influence of the children's >> linguistic environment/input. We found in one study that, if one looks at >> the relative influence of age at implantation (when this is between 6 and >> 34 months) and parental language input, the quality of parental language >> input explains a far greater proportion of the variance in outcomes than >> age at implantation: >> >> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age >> at implantation, social and linguistic environment on language development >> in children with cochlear implants. *Journal of Speech, Language, and >> Hearing Research, 55, *1640-1654*.* >> >> In view of the uncertainty facing parents about their child's spoken >> language development, it seems wise to give the child the opportunity to >> grow up with signed and spoken language, if parents wish to choose this >> path. In my 15 years of research on spoken language development in children >> with CI in Germany I have seen too many children who at the age of five >> years still had not gone beyond two word utterances (despite early >> implantation). I have also seen many who were almost indistinguishable from >> children with typical language development at the age of four years. The >> point is: we cannot predict. Young children need a symbolic system. There >> should - and there does not have to be - a single child with only two word >> utterances at five years of age. The modality of this system is not of >> concern, but the lack of it is. Children with CI cannot lose out if they >> are bilingual/bimodal, but they can lose out severely if the development of >> a symbolic system is hampered. This is why, in my view, parents have every >> right to enable bilinguality for their children. >> >> Best wishes, >> Gisela >> >> >> >> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < >> aliyah.morgenstern at gmail.com> wrote: >> >>> Thank you Denis! >>> Best, >>> Aliyah >>> Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : >>> >>> Actually, 3 years may be VERY VERY late. Consider: >>> >>> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants >>> know the meanings of many common nouns. Proceedings of the National Academy >>> of Science. PNAS Early Edition, >>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >>> http://www.pnas.org/content/109/9/3253 (120913). >>> >>> Our findings indicate that native-language learning in the second half >>> of the first year goes beyond the acquisition of sound structure. The fact >>> that even 6- to 7-mo-olds learn words suggests that conceptual and >>> linguistic categories may influence one an- other in development from the >>> beginning (36) and that aspects of meaning are available to guide other >>> linguistic inferences cur- rently thought to depend only on distributional >>> analysis of pho- nological regularities (37, 38). Understanding word >>> meaning could also support the acquisition of syntax by guiding infants’ >>> inferences about how nouns and words from other word classes are placed in >>> sentences. Precocious word learning also helps explain why hearing-impaired >>> infants identified for fitting with cochlear implants before 6 mo reveal >>> better language skills at 2 y than children identified just a few months >>> later: 6-mo-olds who can hear are already learning words (39). >>> >>> Best, >>> >>> Denis Donovan >>> >>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>> Director, EOCT Institute >>> >>> Medical Director, 1983 - 2006 >>> The Children's Center for Developmental Psychiatry >>> St. Petersburg, Florida >>> >>> P.O Box 47576 >>> St. Petersburg, FL 33743-7576 >>> Phone: 727-641-8905 >>> DenisDonovan at EOCT-Institute.org >>> dmdonovan1937 at gmail.com >>> >>> >>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>> >>> thanks a lot! >>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >>> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this >>>> year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear >>>> implants >>>> >>>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>>> >>>> >>>> *Their results show that children exposed to ASL from birth do not >>>> suffer from lg and cognitive delay observed in children with CI without ASL >>>> exposure. * >>>> >>>> *Isabelle Barriere, PhD* >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> >>>>> Dear all, >>>>> >>>>> I am replying by repeating what deaf acquaintances of mine have said >>>>> to me. To wit, If you are deaf you should learn sign because >>>>> >>>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>>> (b) someday you may have an infection or something may happen so that >>>>> your cochlear implant will not work or be tolerable, and then you will be >>>>> deaf. >>>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>>> help when the auditory signal doesn't quite do it. >>>>> >>>>> Erika Hoff >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>>> >>>>>> Hi Aliyah! >>>>>> >>>>>> Sorry to be late in joining the party! >>>>>> >>>>>> For your first question, here are 3 papers that make the clear case >>>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>>> is done early, the use of sign may become moot -- children are also offered >>>>>> therapy. However, if implantation is done later, it would seem clear that >>>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>>> to turn off their devices, a practice I have heard of. >>>>>> >>>>>> For your second questions, there will be an SRCD Social Policy report: >>>>>> >>>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>>> children: Beyond myths and towards best practices. *Social Policy >>>>>> Report, *Society for Research in Child Development. It will >>>>>> hopefully come out early in 2014. >>>>>> >>>>>> We addressed four questions: >>>>>> >>>>>> 1. What are the broad social and historical contexts of multilingual >>>>>> learners in the United States? >>>>>> >>>>>> 2. What does a multilingual family look like? >>>>>> >>>>>> 3. What lessons learned with monolingual children can be applied to >>>>>> multilingual children? >>>>>> >>>>>> 4. What contexts support learning multiple languages? >>>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>>> >>>>>> All best and happy holidays to you and all my other language friends! >>>>>> Roberta >>>>>> >>>>>> >>>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>>> eileen.graf at googlemail.com> wrote: >>>>>> >>>>>>> Dear Aliyah, >>>>>>> >>>>>>> You might find these helpful: >>>>>>> >>>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>>>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>>>>>> Development: >>>>>>> >>>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>>> >>>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>>> press). Spoken English language measures of native signing children with >>>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>>> .* >>>>>>> Best, >>>>>>> Eileen >>>>>>> >>>>>>> >>>>>>> >>>>>>> >>>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>>> >>>>>>>> Dear Aliyah, >>>>>>>> >>>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>>> sign language, although there are probably some. >>>>>>>> >>>>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>>>> professionals to parents of bilingual children with autism to speak only >>>>>>>> one language (usually English in the North American context): >>>>>>>> >>>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children >>>>>>>> with autism: Perspectives of South Asian Muslim immigrant parents on >>>>>>>> raising a child with a communicative disorder in multilingual contexts. >>>>>>>> Bilingual Research Journal, 34, 185-200. >>>>>>>> >>>>>>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey >>>>>>>> of bilingualism in autism spectrum disorders. International Journal of >>>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>>> >>>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>>> >>>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>>> 22, 10-24. >>>>>>>> >>>>>>>> I hope those are of use to you. >>>>>>>> Best, >>>>>>>> Stefka >>>>>>>> >>>>>>>> >>>>>>>> -----Original Message----- >>>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>>> To: info-childes at googlegroups.com >>>>>>>> Subject: Help: let them speak or sign their language >>>>>>>> >>>>>>>> Dear info-childes, >>>>>>>> I need to find good scientific proof it you think it is relevant >>>>>>>> and exists that >>>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>>> 2) it is better for immigrant parents to speak their native >>>>>>>> language to their children (unless they are strong psychological or other >>>>>>>> reasons not to) rather than a language they are not experts in and for >>>>>>>> primary school teachers not to put pressure on the parents for them to only >>>>>>>> speak the language of the country they live in; >>>>>>>> >>>>>>>> Any good papers (if possible the actual paper) or references >>>>>>>> welcome especially if they treat both those issues together! >>>>>>>> >>>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>>>> don't know about other holidays coming up in the next few days! >>>>>>>> Best, >>>>>>>> Aliyah >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>>> . >>>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>>> . >>>>>>> >>>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Erika Hoff, Professor >>>>> Department of Psychology >>>>> Florida Atlantic University >>>>> 3200 College Ave. >>>>> Davie, FL 33314 >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Prof Gisela Szagun PhD BSc >> >> www.giselaszagun.com >> >> >> Vertraulichkeitshinweis: >> Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. >> Jede Veröffentlichung ist ausdrücklich untersagt. >> >> Confidentiality: >> This message is intended exclusively for the persons it is addressed to. >> Publication is prohibited. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com >> . >> >> 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Feb 25 16:48:21 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 25 Feb 2014 17:48:21 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you very much Gisela for this testimony! It is extremely valuable to us! Best, Aliyah Le 25 févr. 2014 à 10:39, Gisela Szagun a écrit : > Hi Roberta, > > until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now. > > Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent. > > However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). > > Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. > > To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. > > Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. > > All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings. > > It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out! > > Best wishes, > Gisela > > > > On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? > > Many thanks! > Roberta > > > On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun wrote: > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. > > We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. > > > In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: > Thank you Denis! > Best, > Aliyah > Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : > >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >>> thanks a lot! >>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear implants >>>> >>>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>>> >>>> >>>> >>>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>>> >>>> Isabelle Barriere, PhD >>>> >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>>> >>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and exists that >>>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>> >>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. > > 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%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/8A1EA730-4783-47A8-8809-A11CE13E881F%40gmail.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 Thu Feb 27 14:16:50 2014 From: ympettinato at gmail.com (=?UTF-8?Q?Mich=C3=A8le_Pettinato?=) Date: Thu, 27 Feb 2014 06:16:50 -0800 Subject: Workshop on Late Stages in Speech and Communication Development: Early-Bird closing soon Message-ID: *****************EARLY-BIRD REGISTRATION CLOSING SOON***************************** *Workshop on Late Stages in Speech and Communication Development (LSCD 2014)* Thursday-Friday 3-4 April 2014, UCL, London, UK Meeting website: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 Invited speakers: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 /invited-speakers List of accepted abstracts: www.ucl.ac.uk/psychlangsci/research/speech/lscd- 2014/accepted_abstracts *Register HERE*: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 /registration -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/9fa04d89-4834-4ea1-ae0e-42f54297994c%40googlegroups.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 Fri Feb 28 13:54:06 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Fri, 28 Feb 2014 08:54:06 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: I find your eloquent insights very helpful Gisela as I am struggling with this issue myself because of our local situation. It makes sense to have children become bilingual in sign and spoken language and recent research shows that it is useful to have it begin early, even before cochlear implants can occur (Davidson paper) as exposure to a symbolic system is important. I like the way you describe what takes place in Germany. There is no mention, in what you write, of turning off children's CI's to teach sign or of routinely offering CI kids the services of an SLP. For CIs to work, kids need massive language input to make up for the time when they had no input. The attached paper suggests that parental involvement of specific types makes a big difference in kids' outcomes and that families can be helped to provide the quality of language that children with CIs need. For people just breaking into this area, I attach a document that gives citations and that offers some "facts". However, in that document there is the claim - based on a presentation and not publications - that sign is hurtful to kids. I don't know this work and wonder if anyone does: Recent data indicates that introducing sign language prior to cochlear implantation does not enhance outcomes compared to emphasis on spoken language alone. Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA. Recent data indicates that use of sign language was detrimental for the development of spoken langauge for children identified with hearing loss after their first birthday. It further indicates that it is detrimental to the development of spoken language in the control group of typically hearing children. Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA. Thanks all for this great thread! Best, Roberta On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun wrote: > Hi Roberta, > > until recently it has been quite difficult in Germany for kids with CI to > get bilingual/bimodal input. Let me explain a bit about how the system > works in general - as I have experienced this as a researcher at Cochlear > Implant Centers - and then say something about how bilinguality is dealt > with now. > > Generally, the health system is very forthcoming with cochlear > implantation, and children also receive excellent rehabilitation in > specialized rehabilitation centers and in their home towns. This is not > dependent on type of health insurance but is paid for by all insurances. > All this is fine and health care is excellent. > > However, the 'official ideology' has been 'spoken language only'. This has > been very much promoted by medical circles. At conferences evidence from > 'star' children is presented, the rest seem to be ignored. Parents were > (still are?) given vastly exaggerated positive views of what to expect of > their children's spoken language development.This has been my experience > between 1996 and 2006. However, I stopped going to such conferences because > I simply could not bear it any longer. I have presented our evidence again > and again stressing the enormous variability in outcomes and arguing that > for some children it would be benefical to acquire sign language in order > to have a functioning symbolic system at all (see my previous mail in this > discussion). > > Then, things began to change. Parents began to notice that quite a few > children do not fulfil these exaggerated pictures, that there was no point > in waiting and waiting but that something had to be done. It was then that > parents demanded either sign supported speech or sign language as part of > their child's rehabilitation as well. > > To my knowledge, this is how this works at present: A teacher of sign > language (or sign supported speech) visits the family at home and teaches > the child and his/her parents. As such teaching is not part of the > insurance paid rehabilitation programme, parents would have to pay. > However, parents have fought for having the lessons paid for by social > services by taking social services to court when they refused. I have > myself written several expertises supporting parents' demands in court, and > they have won. So, this means, it will become easier and easier to get > these lessons free of costs for the parents. > > Another way is that parents send their child to a Kindergarten which is > bilingual in sign and spoken language. However, such kindergartens do not > exist in each town or village, and kindergarten education does not start > until 3 years of age. Parents often wish for instruction in signed language > earlier. > > All this goes on in individual cases. To my knowledge, there are no > cochlear rehabilitation centres which offer bilinguality on a regular > basis. Individual parents take the decision to want bilinguality for their > child and they act upon it, either from the beginning or when they begin to > have doubts about their child's spoken language development. There is a > Federal Association for parents of hearing-impaired children. They give > advice to parents, they have also invited me for talks and have asked me to > act as an expert in child language acquisition in court hearings. > > It seems, parents were quicker than medicine to understand the importance > of a symbolic system for a developing child and they have fought the case > for their children - when the 'official medical view' has ducked. > Whichever, the main thing is, it is happening.One can only hope that, soon, > instruction in sign language or sign supported speech becomes available > quite generally at the rehabilitation centers. The children cannot lose out! > > Best wishes, > Gisela > > > > On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > >> Gisela - just getting back to this thread which I find very illuminating. >> May I ask how you recommend kids get the bilingual input? Is there a way >> to do this simultaneously -- offering sign and oral input at the same time? >> >> Many thanks! >> Roberta >> >> >> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < >> gisela.szagun at googlemail.com> wrote: >> >>> Hi Aliyah, >>> >>> reading and feeling inspired by Ignazio's message, I would like to join >>> this exchange somewhat belatedly. I would like to make two points regarding >>> language development in children with CI and draw a conclusion as to why >>> sign language may be useful for these children. >>> >>> 1) For some time now we have known that the development of spoken >>> language in children with CI is characterized by an enormous variability. >>> Individual children vary to an extent which is not observed in typical >>> development (although variability is large there, as well). This holds >>> irrespective of age at implantation. Children implanted before the age of >>> 24 months may - as a group - have a slight advantage over children >>> implanted thereafter, but they display the same variability. This also >>> applies to children implanted in the first year of life. >>> >>> We do not know enough about the many different factors which influence >>> the spoken language development of children with CI over time to make >>> reliable predictions about outcomes at the time of implantation. Typically, >>> only around 50% of the variance in outcomes is explained. >>> >>> 2) Studies which emphasize the effect of age at implantation claiming a >>> linear relationship between age at implantation and progress in language >>> according to "the earlier the better" typically have not controlled for all >>> the other known factors influencing the children's language development. In >>> particular, they have not looked at the influence of the children's >>> linguistic environment/input. We found in one study that, if one looks at >>> the relative influence of age at implantation (when this is between 6 and >>> 34 months) and parental language input, the quality of parental language >>> input explains a far greater proportion of the variance in outcomes than >>> age at implantation: >>> >>> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age >>> at implantation, social and linguistic environment on language development >>> in children with cochlear implants. *Journal of Speech, Language, and >>> Hearing Research, 55, *1640-1654*.* >>> >>> In view of the uncertainty facing parents about their child's spoken >>> language development, it seems wise to give the child the opportunity to >>> grow up with signed and spoken language, if parents wish to choose this >>> path. In my 15 years of research on spoken language development in children >>> with CI in Germany I have seen too many children who at the age of five >>> years still had not gone beyond two word utterances (despite early >>> implantation). I have also seen many who were almost indistinguishable from >>> children with typical language development at the age of four years. The >>> point is: we cannot predict. Young children need a symbolic system. There >>> should - and there does not have to be - a single child with only two word >>> utterances at five years of age. The modality of this system is not of >>> concern, but the lack of it is. Children with CI cannot lose out if they >>> are bilingual/bimodal, but they can lose out severely if the development of >>> a symbolic system is hampered. This is why, in my view, parents have every >>> right to enable bilinguality for their children. >>> >>> Best wishes, >>> Gisela >>> >>> >>> >>> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < >>> aliyah.morgenstern at gmail.com> wrote: >>> >>>> Thank you Denis! >>>> Best, >>>> Aliyah >>>> Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : >>>> >>>> Actually, 3 years may be VERY VERY late. Consider: >>>> >>>> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human >>>> infants know the meanings of many common nouns. Proceedings of the National >>>> Academy of Science. PNAS Early Edition, >>>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >>>> http://www.pnas.org/content/109/9/3253 (120913). >>>> >>>> Our findings indicate that native-language learning in the second half >>>> of the first year goes beyond the acquisition of sound structure. The fact >>>> that even 6- to 7-mo-olds learn words suggests that conceptual and >>>> linguistic categories may influence one an- other in development from the >>>> beginning (36) and that aspects of meaning are available to guide other >>>> linguistic inferences cur- rently thought to depend only on distributional >>>> analysis of pho- nological regularities (37, 38). Understanding word >>>> meaning could also support the acquisition of syntax by guiding infants’ >>>> inferences about how nouns and words from other word classes are placed in >>>> sentences. Precocious word learning also helps explain why hearing-impaired >>>> infants identified for fitting with cochlear implants before 6 mo reveal >>>> better language skills at 2 y than children identified just a few months >>>> later: 6-mo-olds who can hear are already learning words (39). >>>> >>>> Best, >>>> >>>> Denis Donovan >>>> >>>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>>> Director, EOCT Institute >>>> >>>> Medical Director, 1983 - 2006 >>>> The Children's Center for Developmental Psychiatry >>>> St. Petersburg, Florida >>>> >>>> P.O Box 47576 >>>> St. Petersburg, FL 33743-7576 >>>> Phone: 727-641-8905 >>>> DenisDonovan at EOCT-Institute.org >>>> dmdonovan1937 at gmail.com >>>> >>>> >>>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>>> >>>> thanks a lot! >>>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >>>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> >>>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this >>>>> year that speaks to this issue: >>>>> >>>>> Spoken language development in native signing children with cochlear >>>>> implants >>>>> >>>>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>>>> >>>>> >>>>> *Their results show that children exposed to ASL from birth do not >>>>> suffer from lg and cognitive delay observed in children with CI without ASL >>>>> exposure. * >>>>> >>>>> *Isabelle Barriere, PhD* >>>>> >>>>> >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>>> >>>>>> Dear all, >>>>>> >>>>>> I am replying by repeating what deaf acquaintances of mine have said >>>>>> to me. To wit, If you are deaf you should learn sign because >>>>>> >>>>>> (a) when you take your implant off to swim, shower, etc. you are >>>>>> deaf. >>>>>> (b) someday you may have an infection or something may happen so that >>>>>> your cochlear implant will not work or be tolerable, and then you will be >>>>>> deaf. >>>>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>>>> help when the auditory signal doesn't quite do it. >>>>>> >>>>>> Erika Hoff >>>>>> >>>>>> >>>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>>>> >>>>>>> Hi Aliyah! >>>>>>> >>>>>>> Sorry to be late in joining the party! >>>>>>> >>>>>>> For your first question, here are 3 papers that make the clear case >>>>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>>>> is done early, the use of sign may become moot -- children are also offered >>>>>>> therapy. However, if implantation is done later, it would seem clear that >>>>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>>>> to turn off their devices, a practice I have heard of. >>>>>>> >>>>>>> For your second questions, there will be an SRCD Social Policy >>>>>>> report: >>>>>>> >>>>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>>>> children: Beyond myths and towards best practices. *Social Policy >>>>>>> Report, *Society for Research in Child Development. It will >>>>>>> hopefully come out early in 2014. >>>>>>> >>>>>>> We addressed four questions: >>>>>>> >>>>>>> 1. What are the broad social and historical contexts of multilingual >>>>>>> learners in the United States? >>>>>>> >>>>>>> 2. What does a multilingual family look like? >>>>>>> >>>>>>> 3. What lessons learned with monolingual children can be applied to >>>>>>> multilingual children? >>>>>>> >>>>>>> 4. What contexts support learning multiple languages? >>>>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>>>> >>>>>>> All best and happy holidays to you and all my other language friends! >>>>>>> Roberta >>>>>>> >>>>>>> >>>>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>>>> eileen.graf at googlemail.com> wrote: >>>>>>> >>>>>>>> Dear Aliyah, >>>>>>>> >>>>>>>> You might find these helpful: >>>>>>>> >>>>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual >>>>>>>> Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>>>>>>> Development: >>>>>>>> >>>>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>>>> >>>>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>>>> press). Spoken English language measures of native signing children with >>>>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>>>> .* >>>>>>>> Best, >>>>>>>> Eileen >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>>>> >>>>>>>>> Dear Aliyah, >>>>>>>>> >>>>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>>>> sign language, although there are probably some. >>>>>>>>> >>>>>>>>> Regarding your second question, there are a few, mostly >>>>>>>>> qualitative studies done on the effect (usually negative) of the >>>>>>>>> recommendation by professionals to parents of bilingual children with >>>>>>>>> autism to speak only one language (usually English in the North American >>>>>>>>> context): >>>>>>>>> >>>>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children >>>>>>>>> with autism: Perspectives of South Asian Muslim immigrant parents on >>>>>>>>> raising a child with a communicative disorder in multilingual contexts. >>>>>>>>> Bilingual Research Journal, 34, 185-200. >>>>>>>>> >>>>>>>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey >>>>>>>>> of bilingualism in autism spectrum disorders. International Journal of >>>>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>>>> >>>>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: >>>>>>>>> Autistic children from multilingual families. In J. Cohen, K. T. McAlister, >>>>>>>>> K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>>>> >>>>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>>>> 22, 10-24. >>>>>>>>> >>>>>>>>> I hope those are of use to you. >>>>>>>>> Best, >>>>>>>>> Stefka >>>>>>>>> >>>>>>>>> >>>>>>>>> -----Original Message----- >>>>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>>>> To: info-childes at googlegroups.com >>>>>>>>> Subject: Help: let them speak or sign their language >>>>>>>>> >>>>>>>>> Dear info-childes, >>>>>>>>> I need to find good scientific proof it you think it is relevant >>>>>>>>> and exists that >>>>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>>>> 2) it is better for immigrant parents to speak their native >>>>>>>>> language to their children (unless they are strong psychological or other >>>>>>>>> reasons not to) rather than a language they are not experts in and for >>>>>>>>> primary school teachers not to put pressure on the parents for them to only >>>>>>>>> speak the language of the country they live in; >>>>>>>>> >>>>>>>>> Any good papers (if possible the actual paper) or references >>>>>>>>> welcome especially if they treat both those issues together! >>>>>>>>> >>>>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah >>>>>>>>> to our Jewish colleagues (and whoever celebrates those holidays). Sorry if >>>>>>>>> I don't know about other holidays coming up in the next few days! >>>>>>>>> Best, >>>>>>>>> Aliyah >>>>>>>>> >>>>>>>>> -- >>>>>>>>> You received this message because you are subscribed to the Google >>>>>>>>> Groups "Info-CHILDES" group. >>>>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>>>> . >>>>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>>>> . >>>>>>>> >>>>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>>>> . >>>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Erika Hoff, Professor >>>>>> Department of Psychology >>>>>> Florida Atlantic University >>>>>> 3200 College Ave. >>>>>> Davie, FL 33314 >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >>>> . >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Prof Gisela Szagun PhD BSc >>> >>> www.giselaszagun.com >>> >>> >>> Vertraulichkeitshinweis: >>> Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert >>> ist. Jede Veröffentlichung ist ausdrücklich untersagt. >>> >>> Confidentiality: >>> This message is intended exclusively for the persons it is addressed to. >>> Publication is prohibited. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com >>> . >>> >>> 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. > Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%40mail.gmail.com > . > > 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/CAFWLa7KvR8T%2BQdXU05AW_FOAEOn07%2BSb30SqdDYqAtCDER5o6w%40mail.gmail.com. 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Name: Documented-Facts-on-Hearing-Loss-in-Children.pdf Type: application/pdf Size: 135933 bytes Desc: not available URL: From hkasuya at gmail.com Sat Feb 1 09:49:15 2014 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 1 Feb 2014 18:49:15 +0900 Subject: JSLS 2014 2nd CFP Abstract Deadline Feb 10th Message-ID: The Japanese Society for Language Sciences 16th Annual International Conference (JSLS2014) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Sixteenth Annual International Conference (JSLS2014). JSLS2014 will be held at Bunkyo University, Koshigaya Campus, Saitama. Bunkyo University, Koshigaya Campus is located close to Tokyo, 90 minutes from Narita International Airport, and 50 minutes from Tokyo Station. We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. Submissions are invited in any area related to language sciences. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Please be aware that the Conference Handbook abstracts will be accessible in pdf form on the JSLS homepage. This is a new service exclusively for JSLS members. Conference Dates: June 28th (Sat) ? June 29th (Sun), 2014 Place: Bunkyo University, Koshigaya Campus, Saitama, Japan Our plenary speakers will be: Silvina Montrul (University of Illinois at Urbana-Champaign) ?Language attrition and heritage language reversal? Kazumi Matsuoka (Keio University) ?Current Issues in Sign Language Linguistics: Syntax and Semantics? [in Jpn] Invited symposium: Limited input in language acquisition:?What role does limited input play in the language skills among returnees and language learners? John Matthews (Chuo University) Neal Snape (Gunma Prefectural Women's University) Makiko Hirakawa (Bunkyo University, Japan) The deadline for submission of abstracts is February 10th (Mon), 2014 (Japan Standard Time). For more detailed information on the submission process, please visit the conference webpage, http://www.jslsweb.sakura.ne.jp/jsls2014/ JSLS2014 Conference Committee Chair Makiko Hirakawa (Bunkyo University, Japan) For inquiries, please contact us at jsls-conf at googlegroups.com JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJcy38ZANGd0orOXxAAzP8ENac%3DDMXHgv-s5-e-%2BuaFZ_JMcgQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From miquel.serra at ub.edu Mon Feb 3 09:18:44 2014 From: miquel.serra at ub.edu (MIQUEL SERRA RAVENTOS) Date: Mon, 3 Feb 2014 09:18:44 +0000 Subject: new spanish book in psychology of language Message-ID: Dear info-childes people, with special reference to the spanish speakers We are pleased to announce the publication of a new Spanish textbook on Communication and Language for psychologists, speech therapist and clinical linguists: Comunicaci?n y lenguaje: La neuropsicolog?a cognitiva, by Miquel Serra (2013, 2 vols., 900 pages). This book offers a framework to develop our understanding about the biological and social bases of human communication. In its theoretical approach, language is considered to be a natural but symbolic system of organizing information in well interconnected components, as the cognitive linguistics suggests. Two volumes textbook are planned for graduate level students or final year undergraduates. They provide experimental data and examples from a number of studies, directs students to personal work, and provides web addresses for further in-depth study as well. I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf Cruz Artidiello www.publicacions.ub.edu Aquest correu electr?nic i els annexos poden contenir informaci? confidencial o protegida legalment i est? adre?at exclusivament a la persona o entitat destinat?ria. Si no sou el destinatari final o la persona encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu rebut aquest correu electr?nic per error, us preguem que n'informeu al remitent i que elimineu del sistema el missatge i el material annex que pugui contenir. Gr?cies per la vostra col?laboraci?. Este correo electr?nico y sus anexos pueden contener informaci?n confidencial o legalmente protegida y est? exclusivamente dirigido a la persona o entidad destinataria. Si usted no es el destinatario final o la persona encargada de recibirlo, no est? autorizado a leerlo, retenerlo, modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha recibido este mensaje electr?nico por error, le rogamos que informe al remitente y elimine del sistema el mensaje y el material anexo que pueda contener. Gracias por su colaboraci?n. This email message and any documents attached to it may contain confidential or legally protected material and are intended solely for the use of the individual or organization to whom they are addressed. We remind you that if you are not the intended recipient of this email message or the person responsible for processing it, then you are not authorized to read, save, modify, send, copy or disclose any of its contents. If you have received this email message by mistake, we kindly ask you to inform the sender of this and to eliminate both the message and any attachments it carries from your account. Thank you for your collaboration. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrayas18 at gmail.com Mon Feb 3 18:36:06 2014 From: mrayas18 at gmail.com (Martha Rayas) Date: Mon, 3 Feb 2014 11:36:06 -0700 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Is this in electronic version too? I am interested in having the complete version. Thank you very much! Martha On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS wrote: > Dear info-childes people, with special reference to the spanish speakers > > > We are pleased to announce the publication of a new Spanish textbook on > Communication and Language for psychologists, speech therapist and clinical > linguists: *Comunicaci?n y lenguaje: La neuropsicolog?a cognitiva*, by > Miquel Serra (2013, 2 vols., 900 pages). > > > > This book offers a framework to develop our understanding about the > biological and social bases of human communication. In its theoretical > approach, language is considered to be a natural but symbolic system of > organizing information in well interconnected components, as the cognitive > linguistics suggests. > > > > Two volumes textbook are planned for graduate level students or final year > undergraduates. They provide experimental data and examples from a number > of studies, directs students to personal work, and provides web addresses > for further in-depth study as well. > > > > I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 > > 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf > > > http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf > > > > > Cruz Artidiello > > www.publicacions.ub.edu > > > > > > > > > > > Aquest correu electr?nic i els annexos poden contenir informaci? > confidencial o protegida legalment i est? adre?at exclusivament a la > persona o entitat destinat?ria. Si no sou el destinatari final o la persona > encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, > modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu > rebut aquest correu electr?nic per error, us preguem que n'informeu al > remitent i que elimineu del sistema el missatge i el material annex que > pugui contenir. Gr?cies per la vostra col?laboraci?. > > Este correo electr?nico y sus anexos pueden contener informaci?n > confidencial o legalmente protegida y est? exclusivamente dirigido a la > persona o entidad destinataria. Si usted no es el destinatario final o la > persona encargada de recibirlo, no est? autorizado a leerlo, retenerlo, > modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha > recibido este mensaje electr?nico por error, le rogamos que informe al > remitente y elimine del sistema el mensaje y el material anexo que pueda > contener. Gracias por su colaboraci?n. > > This email message and any documents attached to it may contain > confidential or legally protected material and are intended solely for the > use of the individual or organization to whom they are addressed. We remind > you that if you are not the intended recipient of this email message or the > person responsible for processing it, then you are not authorized to read, > save, modify, send, copy or disclose any of its contents. If you have > received this email message by mistake, we kindly ask you to inform the > sender of this and to eliminate both the message and any attachments it > carries from your account. Thank you for your collaboration. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From miquel.serra at ub.edu Tue Feb 4 11:14:46 2014 From: miquel.serra at ub.edu (MIQUEL SERRA RAVENTOS) Date: Tue, 4 Feb 2014 11:14:46 +0000 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Dear Martha and subscribers I'm sorry, but the e-version of the book is not ready yet . You can see the index and the presentation in the web of volume one and two in the publishers page. Cordially Miquel Serra i Ravent?s Catedr?tic de Psicologia B?sica Facultat de Psicologia [Descripci?n: AF-firmaelectronica] Miquel Serra De: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] En nom de Martha Rayas Enviat: dilluns, 3 / febrer / 2014 19:36 Per a: info-childes at googlegroups.com Tema: Re: new spanish book in psychology of language Is this in electronic version too? I am interested in having the complete version. Thank you very much! Martha On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS > wrote: Dear info-childes people, with special reference to the spanish speakers We are pleased to announce the publication of a new Spanish textbook on Communication and Language for psychologists, speech therapist and clinical linguists: Comunicaci?n y lenguaje: La neuropsicolog?a cognitiva, by Miquel Serra (2013, 2 vols., 900 pages). This book offers a framework to develop our understanding about the biological and social bases of human communication. In its theoretical approach, language is considered to be a natural but symbolic system of organizing information in well interconnected components, as the cognitive linguistics suggests. Two volumes textbook are planned for graduate level students or final year undergraduates. They provide experimental data and examples from a number of studies, directs students to personal work, and provides web addresses for further in-depth study as well. I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf Cruz Artidiello www.publicacions.ub.edu Aquest correu electr?nic i els annexos poden contenir informaci? confidencial o protegida legalment i est? adre?at exclusivament a la persona o entitat destinat?ria. Si no sou el destinatari final o la persona encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu rebut aquest correu electr?nic per error, us preguem que n'informeu al remitent i que elimineu del sistema el missatge i el material annex que pugui contenir. Gr?cies per la vostra col?laboraci?. Este correo electr?nico y sus anexos pueden contener informaci?n confidencial o legalmente protegida y est? exclusivamente dirigido a la persona o entidad destinataria. Si usted no es el destinatario final o la persona encargada de recibirlo, no est? autorizado a leerlo, retenerlo, modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha recibido este mensaje electr?nico por error, le rogamos que informe al remitente y elimine del sistema el mensaje y el material anexo que pueda contener. Gracias por su colaboraci?n. This email message and any documents attached to it may contain confidential or legally protected material and are intended solely for the use of the individual or organization to whom they are addressed. We remind you that if you are not the intended recipient of this email message or the person responsible for processing it, then you are not authorized to read, save, modify, send, copy or disclose any of its contents. If you have received this email message by mistake, we kindly ask you to inform the sender of this and to eliminate both the message and any attachments it carries from your account. Thank you for your collaboration. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%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/F38BC4DF1C3E24479B0090B10AF05C5D4573FCA8%40daumbpro01.da.ub.edu. 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: image001.jpg Type: image/jpeg Size: 15915 bytes Desc: image001.jpg URL: From macw at cmu.edu Wed Feb 5 00:37:57 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 4 Feb 2014 19:37:57 -0500 Subject: new %mor line and the CONNL format Message-ID: Dear Info-CHILDES, Over the last week, Davida, Andrew and I retrained the POST program to work with the current version of English MOR. Once this was done, I ran MOR and POST across all of the files in Clinical-MOR, Eng-NA-MOR, and Eng-UK-MOR. Now, all of these many corpora have new %mor lines that align properly with current versions of DSS, KidEVAL, and the manual. The last time I did a full run like this was over a year ago. In the meantime, there have been changes to MOR that improve the detail of analysis for derivational forms and overall accuracy of tagging. In addition, the new format aligns more accurately with the MEGRASP program. We are turning our attention next to retraining MEGRASP for the creation of the %gra grammatical dependency tier for all the corpora with %mor lines. We expect to have that work done in the next week or so. In addition, we have been reconfiguring the system to allow for the usage of the CONNL format which is now a standard for both morphological and syntactic analysis. This is being done by the creation of a %cnl tier that abstracts away from the details of the %mor line and creates a single atomic part-of-speech tag for each word. The %cnl line does not replace the %mor line, because the %mor line has a lot more detailed morphological analysis than the %cnl line. However, the %cnl line provides a cleaner and general interface for training and operation of dependency parsers. -- 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/83AEA7AA-3FF2-4802-9245-E85388FEC264%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From mats.andren at ling.lu.se Wed Feb 5 12:01:33 2014 From: mats.andren at ling.lu.se (=?UTF-8?B?TWF0cyBBbmRyw6lu?=) Date: Wed, 5 Feb 2014 13:01:33 +0100 Subject: IACS-2014 Extended deadline 20/2 Message-ID: Extended Deadline: Feb 20, 2014 First Conference of the International Association for Cognitive Semiotics (IACS) September 25-27, 2014 Lund, Sweden http://conference.sol.lu.se/en/iacs-2014 IACS-2014 at semiotik.lu.se Plenary speakers * S?ren Brier, Copenhagen Business School * Merlin Donald, Queens University * Brian MacWhinney, Carnegie Mellon University * Cornelia M?ller, European University Viadrina Frankfurt (Oder) * Raymond Tallis, University of Manchester Theme: 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 need to combine theoretical knowledge and methodological expertise in order 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 International Association for Cognitive Semiotics (IACS) 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. Abstracts We invite the submission of 400 word abstracts (excluding title and references) for either an oral presentation (20 min presentation + 5 minute discussion) or poster (at a dedicated poster session), by uploading to the EasyChair website. 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 Important dates ? Deadline for submission of theme sessions: 31 Dec 2013(past) ? Deadline for abstract submission (oral presentations, posters): 20 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 ? Joel Parthemore ? 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/52F2281D.8090906%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. From mrayas18 at gmail.com Wed Feb 5 21:21:10 2014 From: mrayas18 at gmail.com (Martha Rayas) Date: Wed, 5 Feb 2014 14:21:10 -0700 Subject: new spanish book in psychology of language In-Reply-To: Message-ID: Thank you Miquel. Looking forward to read it! Martha On Tue, Feb 4, 2014 at 4:14 AM, MIQUEL SERRA RAVENTOS wrote: > Dear Martha and subscribers > > I'm sorry, but the e-version of the book is not ready yet . You can see > the index and the presentation in the web of volume one and two in the > publishers page. > > Cordially > > > > Miquel Serra i Ravent?s > > Catedr?tic de Psicologia B?sica > > Facultat de Psicologia > > > > [image: Descripci?n: AF-firmaelectronica] > > > > > > > > > > > > Miquel Serra > > > > > > > > *De:* info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > *En nom de *Martha Rayas > *Enviat:* dilluns, 3 / febrer / 2014 19:36 > *Per a:* info-childes at googlegroups.com > *Tema:* Re: new spanish book in psychology of language > > > > Is this in electronic version too? I am interested in having the complete > version. > > > > Thank you very much! > > > > Martha > > > > On Mon, Feb 3, 2014 at 2:18 AM, MIQUEL SERRA RAVENTOS > wrote: > > Dear info-childes people, with special reference to the spanish speakers > > > > > > We are pleased to announce the publication of a new Spanish textbook on > Communication and Language for psychologists, speech therapist and clinical > linguists: *Comunicaci?n y lenguaje: La neuropsicolog?a cognitiva*, by > Miquel Serra (2013, 2 vols., 900 pages). > > > > This book offers a framework to develop our understanding about the > biological and social bases of human communication. In its theoretical > approach, language is considered to be a natural but symbolic system of > organizing information in well interconnected components, as the cognitive > linguistics suggests. > > > > Two volumes textbook are planned for graduate level students or final year > undergraduates. They provide experimental data and examples from a number > of studies, directs students to personal work, and provides web addresses > for further in-depth study as well. > > > > I vol: http://www.publicacions.ub.edu/ficha.aspx?cod=07929 > > 2 vol: http://www.publicacions.ub.edu/hojear.aspx?fichero=07924.pdf > > > > http://www.publicacions.ub.edu/hojear.aspx?fichero=07925.pdf > > > > > > Cruz Artidiello > > www.publicacions.ub.edu > > > > > > > > > > > > > > Aquest correu electr?nic i els annexos poden contenir informaci? > confidencial o protegida legalment i est? adre?at exclusivament a la > persona o entitat destinat?ria. Si no sou el destinatari final o la persona > encarregada de rebre'l, no esteu autoritzat a llegir-lo, retenir-lo, > modificar-lo, distribuir-lo, copiar-lo ni a revelar-ne el contingut. Si heu > rebut aquest correu electr?nic per error, us preguem que n'informeu al > remitent i que elimineu del sistema el missatge i el material annex que > pugui contenir. Gr?cies per la vostra col?laboraci?. > > Este correo electr?nico y sus anexos pueden contener informaci?n > confidencial o legalmente protegida y est? exclusivamente dirigido a la > persona o entidad destinataria. Si usted no es el destinatario final o la > persona encargada de recibirlo, no est? autorizado a leerlo, retenerlo, > modificarlo, distribuirlo, copiarlo ni a revelar su contenido. Si ha > recibido este mensaje electr?nico por error, le rogamos que informe al > remitente y elimine del sistema el mensaje y el material anexo que pueda > contener. Gracias por su colaboraci?n. > > This email message and any documents attached to it may contain > confidential or legally protected material and are intended solely for the > use of the individual or organization to whom they are addressed. We remind > you that if you are not the intended recipient of this email message or the > person responsible for processing it, then you are not authorized to read, > save, modify, send, copy or disclose any of its contents. If you have > received this email message by mistake, we kindly ask you to inform the > sender of this and to eliminate both the message and any attachments it > carries from your account. Thank you for your collaboration. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/F38BC4DF1C3E24479B0090B10AF05C5D4573F761%40daumbpro01.da.ub.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/CABPkk1NE2t4m8qN_krHizktiwQCjfageUH5RntQEmNn_e90yPA%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/F38BC4DF1C3E24479B0090B10AF05C5D4573FCA8%40daumbpro01.da.ub.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/CABPkk1O2qQEOVaZZP4fBH4rC_4pYhnSBFxyFK6wommR5BDU%2B8g%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: image001.jpg Type: image/jpeg Size: 15915 bytes Desc: not available URL: From kridge at udel.edu Mon Feb 10 15:46:01 2014 From: kridge at udel.edu (Katherine Ridge) Date: Mon, 10 Feb 2014 10:46:01 -0500 Subject: IES-Funded Postdoctoral Training Program at the University of Delaware Message-ID: *Postdoctoral Fellow * *IES-Funded Postdoctoral Training Program in Education Science * *School of Education * *College of Education and Human Development * *The University of Delaware * POSITION ANNOUNCEMENT We are seeking an outstanding postdoctoral fellow to participate in our Institute of Education Sciences (IES) postdoctoral training program, funded by the U.S. Department of Education. Candidates must have a solid background in an education content area (e.g., literacy, math, early childhood, special education, education policy, education psychology) and an interest in cognitive science. We are particularly interested in candidates with proficiency in advanced statistics (e.g., multilevel and longitudinal modeling, structural equation modeling, item response theory). The program brings together a multi-disciplinary research team, including faculty members with expertise in mathematics development and learning disabilities, spatial learning, language and literacy, intervention design, and quantitative methods. The core team includes Dr. Nancy Jordan, Dr. Roberta Michnick Golinkoff, and Dr. Henry May, who will serve as primary mentors for the fellows, as well as other faculty in areas as diverse as Education, Psychology, and Linguistics. Specific research projects will be based upon the joint interests of the fellow and the faculty mentor(s). The appointment will begin in September 2014 and continue for 2 years, pending satisfactory progress. Applicants must possess their doctoral degree before that date. All qualified U.S. citizens and permanent residents with doctoral degrees in relevant disciplines (e.g., education, psychology, human development, cognitive science, quantitative research methods) will be considered. Salary is set by IES at $52,500 annually plus excellent benefits. Additionally, each fellow will receive an annual research and travel allowance. *To Apply: *Applications must be submitted via email to Dr. Henry May at hmay at udel.edu AND also through the University's online system at http://www.udel.edu/udjobs/ under Job ID 101911. Applicants should submit the following materials as soon as possible: (1) a letter of interest detailing the applicant's graduation date, research interests, and areas of competence along with short- and long-term career goals; (2) curriculum vitae; (3) contact information for three references; and (4) reprints, preprints, or other scholarly writing samples. Questions about the position can be directed to Dr. Henry May at hmay at udel.edu The University of Delaware is an Equal Opportunity Employer and encourages applications from minority group members and women. The University's Notice of Non-Discrimination can be found at http://www.udel.edu/aboutus/legalnotices.html -- Katherine Ridge Lab Coordinator Infant Language Project School of Education Willard Hall Education Building University of Delaware Newark, DE 19716-2920 (302) 831-2073 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CADryr3X%2BcH1QmigXHE8O9MBDmEpLs2rc4Y-Dcd-u4Ot7V8MOpw%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: IESpostdoc ad UD_2014.pdf Type: application/pdf Size: 79030 bytes Desc: not available URL: From editor.iascl.clbulletin at gmail.com Tue Feb 11 03:44:59 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 10 Feb 2014 19:44:59 -0800 Subject: BUCLD39 Call for Symposium Proposals: April 15, 2014 (deadline) Message-ID: *** Message on behalf of BUCLD 39 organizers*** THE 39th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 7-9 Keynote Speaker: Richard Aslin, University of Rochester Plenary Speaker: Katherine Demuth, Macquarie University CALL FOR SYMPOSIUM PROPOSALS We are soliciting proposals for 90-minute symposia for the Boston University Conference on Language Development on any topic likely to be of broad interest to the conference attendees. The symposium format is open, but has frequently included 2-3 speakers presenting research from differing angles on a common theme. We anticipate including two such symposia in the schedule, one being the Saturday lunchtime symposium, the other closing the conference on Sunday. Proposals should include a list of the participants and a specification of the format, and should name at least one organizer who will be able to work with the BUCLD organizing committee in setting up the symposium. Submissions can be sent by email to langconf at bu.edu with "Symposium proposal" indicated in the subject line. Please limit symposium proposals to 1000 words or fewer. DEADLINE: April 15, 2014 Decisions on symposia will be made by June. NOTE: Submissions of abstracts for 20-minute talks and poster presentations are not being solicited at this time. The deadline for those will be 8:00 PM EST, May 15, 2014. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld Questions about symposia should be sent to langconf at bu.edu. Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/2811dc3f-aae1-46d1-9516-2243d6d229d3%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 Feb 15 23:18:34 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 Feb 2014 18:18:34 -0500 Subject: fixed streaming Message-ID: Dear Info-CHILDES, Beginning about 8 days ago, the CHILDES and TalkBank "browsable database" function for streaming media became unresponsive. On Thursday, we found and fixed the problem. Hopefully it will continue functioning well now. -- 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/6C2B3629-1F26-45F3-B74A-02BECA2BD1F3%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From Roberta at udel.edu Mon Feb 17 21:01:29 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 17 Feb 2014 16:01:29 -0500 Subject: ANOTHER JOB AT THE UNIVERSITY OF DELAWARE: SCIENCE EDUCATION Message-ID: Please share with colleagues and friends! -- 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/CAFWLa7LCyw2VE7HD25uDBtY7o-VLfOAFKe2tLcKgDUGXcT%3DgWw%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: Science_Ad.doc Type: application/msword Size: 281088 bytes Desc: not available URL: From Serratrice at manchester.ac.uk Tue Feb 18 12:41:04 2014 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Tue, 18 Feb 2014 04:41:04 -0800 Subject: IASCL membership database Message-ID: Dear colleagues, can I please remind those of you who are IASCL members to contact me (serratrice at manchester.ac.uk) if they need to update their contact details on the database? Many thanks for your collaboration. Best wishes, Ludovica Serratrice IASCL Secretary -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/9ff88e49-6df2-4b6b-bdf0-eaf3f4262560%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mccune at rci.rutgers.edu Tue Feb 18 14:22:53 2014 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Tue, 18 Feb 2014 09:22:53 -0500 Subject: IASCL membership database In-Reply-To: <9ff88e49-6df2-4b6b-bdf0-eaf3f4262560@googlegroups.com> Message-ID: Dear Ludovica, I do not believe I am a member, but I would like to be. I will be presenting at the conference this summer. Thanks, Lorraine On Tue, Feb 18, 2014 at 7:41 AM, Ludovica Serratrice < Serratrice at manchester.ac.uk> wrote: > Dear colleagues, > > can I please remind those of you who are IASCL members to contact me ( > serratrice at manchester.ac.uk) if they need to update their contact details > on the database? > > Many thanks for your collaboration. > > Best wishes, > > Ludovica Serratrice > IASCL Secretary > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/9ff88e49-6df2-4b6b-bdf0-eaf3f4262560%40googlegroups.com > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Lorraine McCune, EdD Professor, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CABwFkf4DeHNcaOqG%2BxJO%2B%3Dp%2BHbznvVuQ%3DBTdTf3VBDL%3DcUFtAA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mcfrank at stanford.edu Fri Feb 21 16:30:02 2014 From: mcfrank at stanford.edu (Michael C Frank) Date: Fri, 21 Feb 2014 08:30:02 -0800 Subject: Stanford CSLI Summer Program 2014 Message-ID: Dear all, I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! Thanks very much, Mike --- Michael C. Frank Assistant Professor Department of Psychology Stanford University 450 Serra Mall (Room 420-278) Stanford, CA 94305 650-724-4003 http://langcog.stanford.edu ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** Join us at Stanford for a research-based summer program in the cognitive sciences! In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.edu. For more options, visit https://groups.google.com/groups/opt_out. From jedwards2 at wisc.edu Fri Feb 21 20:17:44 2014 From: jedwards2 at wisc.edu (Jan Edwards) Date: Fri, 21 Feb 2014 14:17:44 -0600 Subject: Stanford CSLI Summer Program 2014 In-Reply-To: <76a0eff581664.5307b434@wiscmail.wisc.edu> Message-ID: Dear Mike, This looks like a great program. I don't have any students here who would want to do it this summer, but I sent it to my daughter at Williams to pass it around. She has a lot of Psych/PreMed friends and it would be a good summer program for them. Hope all is well -- congrats on the baby!!! I follow your blog, as does a grad student in my lab (Tristan Mahr -- who should do a post-doc with you in a few years). We got onto github before you did, so we're feeling ahead of the curve :> Yours, Jan On 02/21/14, Michael C Frank wrote: > Dear all, > > I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! > > Thanks very much, > > Mike > > --- > Michael C. Frank > Assistant Professor > Department of Psychology > Stanford University > 450 Serra Mall (Room 420-278) > Stanford, CA 94305 > 650-724-4003 > http://langcog.stanford.edu > > ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** > > Join us at Stanford for a research-based summer program in the cognitive sciences! > > In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. > > The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). > > The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.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/7790cf0384039.53076008%40wiscmail.wisc.edu. For more options, visit https://groups.google.com/groups/opt_out. From jedwards2 at wisc.edu Fri Feb 21 20:42:33 2014 From: jedwards2 at wisc.edu (Jan Edwards) Date: Fri, 21 Feb 2014 14:42:33 -0600 Subject: Stanford CSLI Summer Program 2014 In-Reply-To: <7790cf0384039.53076008@wiscmail.wisc.edu> Message-ID: Oops, sorry for sending this to everyone. Jan On 02/21/14, Jan Edwards wrote: > Dear Mike, > > This looks like a great program. I don't have any students here who would want to do it this summer, but I sent it to my daughter at Williams to pass it around. She has a lot of Psych/PreMed friends and it would be a good summer program for them. > > Hope all is well -- congrats on the baby!!! I follow your blog, as does a grad student in my lab (Tristan Mahr -- who should do a post-doc with you in a few years). We got onto github before you did, so we're feeling ahead of the curve :> > > Yours, > Jan > > On 02/21/14, Michael C Frank wrote: > > Dear all, > > > > I'm writing to announce a new summer program for mentored research in cognitive science at Stanford. Please forward to interested undergraduate students! > > > > Thanks very much, > > > > Mike > > > > --- > > Michael C. Frank > > Assistant Professor > > Department of Psychology > > Stanford University > > 450 Serra Mall (Room 420-278) > > Stanford, CA 94305 > > 650-724-4003 > > http://langcog.stanford.edu > > > > ***** CSLI SUMMER INTERNSHIP PROGRAM 2014 ***** > > > > Join us at Stanford for a research-based summer program in the cognitive sciences! > > > > In the CSLI program, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend a weekly seminar with such topics as reading a scientific paper, introduction to the R data analysis platform, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. > > > > The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the technical skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford including Michael Bernstein (CS), Michael Frank (Psych), Noah Goodman (Psych), Dan Lassiter (Ling), Chris Potts (Ling), and Meghan Sumner (Ling). > > > > The program is 9 weeks, from 6/16/14 - 8/15/14, and is intended for rising college Juniors and Seniors. Applications are due by 5pm on Monday, March 17th, 2014. For more information and an application form, see http://www-csli.stanford.edu/csli-summer-internship-program-2014 > > > > -- > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > > To unsubscribe from this group and stop receiving emails from 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/CCC98B46-2113-4F63-B53C-4328A63F6070%40stanford.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/7790cf0384039.53076008%40wiscmail.wisc.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/77809f4c871f2.530765d9%40wiscmail.wisc.edu. For more options, visit https://groups.google.com/groups/opt_out. From todonnell at gmail.com Mon Feb 24 10:31:07 2014 From: todonnell at gmail.com (Timothy O'Donnell) Date: Mon, 24 Feb 2014 02:31:07 -0800 Subject: 3rd Call For Papers: Cognitive Modeling and Computational Linguistics 2014 Message-ID: THIRD CALL FOR PAPERS Cognitive Modeling and Computational Linguistics 2014 (CMCL-2014) -------------------------------------------------------------------------------------------- A workshop to be held June 26, 2014 at the Annual Meeting of the Association for Computational Linguistics (ACL) in Baltimore, Maryland, USA http://cmcl.mit.edu/ Workshop Description ----------------------------- This workshop provides a venue for work in computational psycholinguistics: the computational and mathematical modeling of linguistic generalization, development, and processing. We invite contributions that apply methods from computational linguistics to problems in the cognitive modeling of any and all natural language abilities. The 2014 workshop follows in the tradition of earlier CMCL meetings at ACL 2010, ACL 2011, NAACL-HLT 2012, ACL 2013. Scope and Topics ------------------------ The workshop invites a broad spectrum of work in the cognitive science of language, at all levels of analysis from sounds to discourse and on both learning and processing. Topics include, but are not limited to: - incremental parsers for diverse grammar formalisms - derivations of quantitative measures of comprehension difficulty, or predictions regarding generalization in language learning - stochastic models of factors encouraging one production or interpretation over its competitors - models of semantic/pragmatic interpretation, including psychologically realistic notions of word meaning, phrase meaning, composition, and pragmatic inference - models and empirical analysis of the relationship between mechanistic psycholinguistic principles and pragmatic or semantic adaptation - models of human language acquisition and/or adaptation in a changing linguistic environment - models of linguistic information propagation and language change in communication networks - models of lexical acquisition, including phonology, morphology, and semantics - psychologically motivated models of grammar induction or semantic learning Submissions are especially welcomed that combine computational modeling work with empirical data (e.g., corpora or experiments) to test theoretical questions about the nature of human language acquisition, comprehension, and/or production. Submissions ----------------- This call solicits full papers reporting original and unpublished research that combines cognitive modeling and computational linguistics. Accepted papers are expected to be presented at the workshop and will be published in the workshop proceedings. They should emphasize obtained results rather than intended work, and should indicate clearly the state of completion of the reported results. A paper accepted for presentation at the workshop must not be presented or have been presented at any other meeting with publicly available proceedings. If essentially identical papers are submitted to other conferences or workshops as well, this fact must be indicated at submission time. No submission should be longer than necessary, up to a maximum 8 pages plus two additional pages containing references. To facilitate double-blind reviewing, submitted manuscripts should not include any identifying information about the authors. Submissions must be formatted using ACL 2014 style files available at http://www.cs.jhu.edu/ACL2014/CallforPapers.htm Contributions should be submitted in PDF via the submission site: https://www.softconf.com/acl2014/CMCL/ The submission deadline is 11:59PM Pacific Time on March 15, 2014. Important Dates --------------------- Submission deadline: 15 March 2014 Notification of acceptance: 11 April 2014 Camera-ready versions due: 28 April 2014 Workshop: June 26, 2014 Workshop Chairs ----------------------- Vera Demberg Multimodal Computing and Interaction Cluster of Excellence, Saarland University, Germany Tim O?Donnell Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA Program Committee --------------------------- Afra Alishahi, Tilburg University Klinton Bicknell, University of Rochester Alexander Clark, King's College London Jennifer Culbertson, George Mason Afsaneh Fazly, University of Toronto Bob Frank, Yale Stefan Frank, Radboud University Nijmegen Stella Frank, University of Edinburgh John T. Hale, Cornell University Frank Keller, University of Edinburgh Anna Korhonen, Cambridge University Shalom Lappin, King's College Richard L. Lewis, University of Michigan Sebastian Pad?, Stuttgart University David Reitter, Penn State University William Schuler, The Ohio State University Nathaniel Smith, University of Edinburgh Ed Stabler, UCLA Mark Steedman, University of Edinburgh Charles Yang, University of Pennsylvania Jelle Zuidema, University of Amsterdam -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/4c609219-cfd5-4ac4-978b-dcb306e1c858%40googlegroups.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 Tue Feb 25 01:39:50 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 24 Feb 2014 20:39:50 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? Many thanks! Roberta On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < gisela.szagun at googlemail.com> wrote: > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join > this exchange somewhat belatedly. I would like to make two points regarding > language development in children with CI and draw a conclusion as to why > sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language > in children with CI is characterized by an enormous variability. Individual > children vary to an extent which is not observed in typical development > (although variability is large there, as well). This holds irrespective of > age at implantation. Children implanted before the age of 24 months may - > as a group - have a slight advantage over children implanted thereafter, > but they display the same variability. This also applies to children > implanted in the first year of life. > > We do not know enough about the many different factors which influence the > spoken language development of children with CI over time to make reliable > predictions about outcomes at the time of implantation. Typically, only > around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a > linear relationship between age at implantation and progress in language > according to "the earlier the better" typically have not controlled for all > the other known factors influencing the children's language development. In > particular, they have not looked at the influence of the children's > linguistic environment/input. We found in one study that, if one looks at > the relative influence of age at implantation (when this is between 6 and > 34 months) and parental language input, the quality of parental language > input explains a far greater proportion of the variance in outcomes than > age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age > at implantation, social and linguistic environment on language development > in children with cochlear implants. *Journal of Speech, Language, and > Hearing Research, 55, *1640-1654*.* > > In view of the uncertainty facing parents about their child's spoken > language development, it seems wise to give the child the opportunity to > grow up with signed and spoken language, if parents wish to choose this > path. In my 15 years of research on spoken language development in children > with CI in Germany I have seen too many children who at the age of five > years still had not gone beyond two word utterances (despite early > implantation). I have also seen many who were almost indistinguishable from > children with typical language development at the age of four years. The > point is: we cannot predict. Young children need a symbolic system. There > should - and there does not have to be - a single child with only two word > utterances at five years of age. The modality of this system is not of > concern, but the lack of it is. Children with CI cannot lose out if they > are bilingual/bimodal, but they can lose out severely if the development of > a symbolic system is hampered. This is why, in my view, parents have every > right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < > aliyah.morgenstern at gmail.com> wrote: > >> Thank you Denis! >> Best, >> Aliyah >> Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : >> >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants >> know the meanings of many common nouns. Proceedings of the National Academy >> of Science. PNAS Early Edition, >> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >> http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of >> the first year goes beyond the acquisition of sound structure. The fact >> that even 6- to 7-mo-olds learn words suggests that conceptual and >> linguistic categories may influence one an- other in development from the >> beginning (36) and that aspects of meaning are available to guide other >> linguistic inferences cur- rently thought to depend only on distributional >> analysis of pho- nological regularities (37, 38). Understanding word >> meaning could also support the acquisition of syntax by guiding infants? >> inferences about how nouns and words from other word classes are placed in >> sentences. Precocious word learning also helps explain why hearing-impaired >> infants identified for fitting with cochlear implants before 6 mo reveal >> better language skills at 2 y than children identified just a few months >> later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >> thanks a lot! >> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >> >> Salut Aliyah, >> >> Here you are: >> >> deborah.pichler at gallaudet.edu >> >> Isabelle >> >> >> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >> >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year >>> that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear >>> implants >>> >>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>> >>> >>> *Their results show that children exposed to ASL from birth do not >>> suffer from lg and cognitive delay observed in children with CI without ASL >>> exposure. * >>> >>> *Isabelle Barriere, PhD* >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to >>>> me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that >>>> your cochlear implant will not work or be tolerable, and then you will be >>>> deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>> help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> >>>>> Hi Aliyah! >>>>> >>>>> Sorry to be late in joining the party! >>>>> >>>>> For your first question, here are 3 papers that make the clear case >>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>> is done early, the use of sign may become moot -- children are also offered >>>>> therapy. However, if implantation is done later, it would seem clear that >>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>> to turn off their devices, a practice I have heard of. >>>>> >>>>> For your second questions, there will be an SRCD Social Policy report: >>>>> >>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>> children: Beyond myths and towards best practices. *Social Policy >>>>> Report, *Society for Research in Child Development. It will >>>>> hopefully come out early in 2014. >>>>> >>>>> We addressed four questions: >>>>> >>>>> 1. What are the broad social and historical contexts of multilingual >>>>> learners in the United States? >>>>> >>>>> 2. What does a multilingual family look like? >>>>> >>>>> 3. What lessons learned with monolingual children can be applied to >>>>> multilingual children? >>>>> >>>>> 4. What contexts support learning multiple languages? >>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>> >>>>> All best and happy holidays to you and all my other language friends! >>>>> Roberta >>>>> >>>>> >>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>> eileen.graf at googlemail.com> wrote: >>>>> >>>>>> Dear Aliyah, >>>>>> >>>>>> You might find these helpful: >>>>>> >>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>>>>> Development: >>>>>> >>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>> >>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>> press). Spoken English language measures of native signing children with >>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>> .* >>>>>> Best, >>>>>> Eileen >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>> >>>>>>> Dear Aliyah, >>>>>>> >>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>> sign language, although there are probably some. >>>>>>> >>>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>>> professionals to parents of bilingual children with autism to speak only >>>>>>> one language (usually English in the North American context): >>>>>>> >>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>>>> Research Journal, 34, 185-200. >>>>>>> >>>>>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>>>> bilingualism in autism spectrum disorders. International Journal of >>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>> >>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>> >>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>> 22, 10-24. >>>>>>> >>>>>>> I hope those are of use to you. >>>>>>> Best, >>>>>>> Stefka >>>>>>> >>>>>>> >>>>>>> -----Original Message----- >>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>> To: info-childes at googlegroups.com >>>>>>> Subject: Help: let them speak or sign their language >>>>>>> >>>>>>> Dear info-childes, >>>>>>> I need to find good scientific proof it you think it is relevant and >>>>>>> exists that >>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>> 2) it is better for immigrant parents to speak their native language >>>>>>> to their children (unless they are strong psychological or other reasons >>>>>>> not to) rather than a language they are not experts in and for primary >>>>>>> school teachers not to put pressure on the parents for them to only speak >>>>>>> the language of the country they live in; >>>>>>> >>>>>>> Any good papers (if possible the actual paper) or references welcome >>>>>>> especially if they treat both those issues together! >>>>>>> >>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>>> don't know about other holidays coming up in the next few days! >>>>>>> Best, >>>>>>> Aliyah >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>> . >>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>> . >>>>>> >>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. > Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com > . > > 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Tue Feb 25 07:40:46 2014 From: lofa4 at hotmail.com (lofa) Date: Tue, 25 Feb 2014 08:40:46 +0100 Subject: let them speak or sign their language In-Reply-To: Message-ID: Hello, There are an awful lot of people in France with more experience than I have in this. But I have seen it done by experienced signers: signing on top of oral French and it bears a different name, it?s no longer sign language, but signed French because the syntax is different ( and true sign language involves more bodily expression). Otherwise, signs are being used to reinforce names or verbs (singly signed in a sentence), as with hearing children presenting language delay. Kind regards, V?ronique Devianne From: Roberta Golinkoff Sent: Tuesday, February 25, 2014 2:39 AM To: info-childes at googlegroups.com Subject: Re: Help: let them speak or sign their language Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? Many thanks! Roberta On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun wrote: Hi Aliyah, reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. Best wishes, Gisela On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: Thank you Denis! Best, Aliyah Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : Actually, 3 years may be VERY VERY late. Consider: Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). Best, Denis Donovan Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: thanks a lot! Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : Salut Aliyah, Here you are: deborah.pichler at gallaudet.edu Isabelle On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: Spoken language development in native signing children with cochlear implants K. Davidson, D. Lillo-Martin, D. Chen Pichler Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. Isabelle Barriere, PhD On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: Dear all, I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because (a) when you take your implant off to swim, shower, etc. you are deaf. (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. Erika Hoff On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: Hi Aliyah! Sorry to be late in joining the party! For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. For your second questions, there will be an SRCD Social Policy report: McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. We addressed four questions: 1. What are the broad social and historical contexts of multilingual learners in the United States? 2. What does a multilingual family look like? 3. What lessons learned with monolingual children can be applied to multilingual children? 4. What contexts support learning multiple languages? I think this will be very helpful to you Aliyah, when it emerges. All best and happy holidays to you and all my other language friends! Roberta On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: Dear Aliyah, You might find these helpful: [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. Best, Eileen On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: Dear Aliyah, I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. I hope those are of use to you. Best, Stefka -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN Sent: November 26, 2013 1:55 PM To: info-childes at googlegroups.com Subject: Help: let them speak or sign their language Dear info-childes, I need to find good scientific proof it you think it is relevant and exists that 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! Best, Aliyah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. 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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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 mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to mailto:info-childes%2Bunsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%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/DUB114-DS3160607930C047E21379E7FF810%40phx.gbl. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Tue Feb 25 09:39:56 2014 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Tue, 25 Feb 2014 09:39:56 +0000 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Roberta, until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now. Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent. However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings. It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out! Best wishes, Gisela On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > Gisela - just getting back to this thread which I find very illuminating. > May I ask how you recommend kids get the bilingual input? Is there a way > to do this simultaneously -- offering sign and oral input at the same time? > > Many thanks! > Roberta > > > On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < > gisela.szagun at googlemail.com> wrote: > >> Hi Aliyah, >> >> reading and feeling inspired by Ignazio's message, I would like to join >> this exchange somewhat belatedly. I would like to make two points regarding >> language development in children with CI and draw a conclusion as to why >> sign language may be useful for these children. >> >> 1) For some time now we have known that the development of spoken >> language in children with CI is characterized by an enormous variability. >> Individual children vary to an extent which is not observed in typical >> development (although variability is large there, as well). This holds >> irrespective of age at implantation. Children implanted before the age of >> 24 months may - as a group - have a slight advantage over children >> implanted thereafter, but they display the same variability. This also >> applies to children implanted in the first year of life. >> >> We do not know enough about the many different factors which influence >> the spoken language development of children with CI over time to make >> reliable predictions about outcomes at the time of implantation. Typically, >> only around 50% of the variance in outcomes is explained. >> >> 2) Studies which emphasize the effect of age at implantation claiming a >> linear relationship between age at implantation and progress in language >> according to "the earlier the better" typically have not controlled for all >> the other known factors influencing the children's language development. In >> particular, they have not looked at the influence of the children's >> linguistic environment/input. We found in one study that, if one looks at >> the relative influence of age at implantation (when this is between 6 and >> 34 months) and parental language input, the quality of parental language >> input explains a far greater proportion of the variance in outcomes than >> age at implantation: >> >> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age >> at implantation, social and linguistic environment on language development >> in children with cochlear implants. *Journal of Speech, Language, and >> Hearing Research, 55, *1640-1654*.* >> >> In view of the uncertainty facing parents about their child's spoken >> language development, it seems wise to give the child the opportunity to >> grow up with signed and spoken language, if parents wish to choose this >> path. In my 15 years of research on spoken language development in children >> with CI in Germany I have seen too many children who at the age of five >> years still had not gone beyond two word utterances (despite early >> implantation). I have also seen many who were almost indistinguishable from >> children with typical language development at the age of four years. The >> point is: we cannot predict. Young children need a symbolic system. There >> should - and there does not have to be - a single child with only two word >> utterances at five years of age. The modality of this system is not of >> concern, but the lack of it is. Children with CI cannot lose out if they >> are bilingual/bimodal, but they can lose out severely if the development of >> a symbolic system is hampered. This is why, in my view, parents have every >> right to enable bilinguality for their children. >> >> Best wishes, >> Gisela >> >> >> >> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < >> aliyah.morgenstern at gmail.com> wrote: >> >>> Thank you Denis! >>> Best, >>> Aliyah >>> Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : >>> >>> Actually, 3 years may be VERY VERY late. Consider: >>> >>> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants >>> know the meanings of many common nouns. Proceedings of the National Academy >>> of Science. PNAS Early Edition, >>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >>> http://www.pnas.org/content/109/9/3253 (120913). >>> >>> Our findings indicate that native-language learning in the second half >>> of the first year goes beyond the acquisition of sound structure. The fact >>> that even 6- to 7-mo-olds learn words suggests that conceptual and >>> linguistic categories may influence one an- other in development from the >>> beginning (36) and that aspects of meaning are available to guide other >>> linguistic inferences cur- rently thought to depend only on distributional >>> analysis of pho- nological regularities (37, 38). Understanding word >>> meaning could also support the acquisition of syntax by guiding infants? >>> inferences about how nouns and words from other word classes are placed in >>> sentences. Precocious word learning also helps explain why hearing-impaired >>> infants identified for fitting with cochlear implants before 6 mo reveal >>> better language skills at 2 y than children identified just a few months >>> later: 6-mo-olds who can hear are already learning words (39). >>> >>> Best, >>> >>> Denis Donovan >>> >>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>> Director, EOCT Institute >>> >>> Medical Director, 1983 - 2006 >>> The Children's Center for Developmental Psychiatry >>> St. Petersburg, Florida >>> >>> P.O Box 47576 >>> St. Petersburg, FL 33743-7576 >>> Phone: 727-641-8905 >>> DenisDonovan at EOCT-Institute.org >>> dmdonovan1937 at gmail.com >>> >>> >>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>> >>> thanks a lot! >>> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >>> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this >>>> year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear >>>> implants >>>> >>>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>>> >>>> >>>> *Their results show that children exposed to ASL from birth do not >>>> suffer from lg and cognitive delay observed in children with CI without ASL >>>> exposure. * >>>> >>>> *Isabelle Barriere, PhD* >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> >>>>> Dear all, >>>>> >>>>> I am replying by repeating what deaf acquaintances of mine have said >>>>> to me. To wit, If you are deaf you should learn sign because >>>>> >>>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>>> (b) someday you may have an infection or something may happen so that >>>>> your cochlear implant will not work or be tolerable, and then you will be >>>>> deaf. >>>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>>> help when the auditory signal doesn't quite do it. >>>>> >>>>> Erika Hoff >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>>> >>>>>> Hi Aliyah! >>>>>> >>>>>> Sorry to be late in joining the party! >>>>>> >>>>>> For your first question, here are 3 papers that make the clear case >>>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>>> is done early, the use of sign may become moot -- children are also offered >>>>>> therapy. However, if implantation is done later, it would seem clear that >>>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>>> to turn off their devices, a practice I have heard of. >>>>>> >>>>>> For your second questions, there will be an SRCD Social Policy report: >>>>>> >>>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>>> children: Beyond myths and towards best practices. *Social Policy >>>>>> Report, *Society for Research in Child Development. It will >>>>>> hopefully come out early in 2014. >>>>>> >>>>>> We addressed four questions: >>>>>> >>>>>> 1. What are the broad social and historical contexts of multilingual >>>>>> learners in the United States? >>>>>> >>>>>> 2. What does a multilingual family look like? >>>>>> >>>>>> 3. What lessons learned with monolingual children can be applied to >>>>>> multilingual children? >>>>>> >>>>>> 4. What contexts support learning multiple languages? >>>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>>> >>>>>> All best and happy holidays to you and all my other language friends! >>>>>> Roberta >>>>>> >>>>>> >>>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>>> eileen.graf at googlemail.com> wrote: >>>>>> >>>>>>> Dear Aliyah, >>>>>>> >>>>>>> You might find these helpful: >>>>>>> >>>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>>>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>>>>>> Development: >>>>>>> >>>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>>> >>>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>>> press). Spoken English language measures of native signing children with >>>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>>> .* >>>>>>> Best, >>>>>>> Eileen >>>>>>> >>>>>>> >>>>>>> >>>>>>> >>>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>>> >>>>>>>> Dear Aliyah, >>>>>>>> >>>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>>> sign language, although there are probably some. >>>>>>>> >>>>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>>>> professionals to parents of bilingual children with autism to speak only >>>>>>>> one language (usually English in the North American context): >>>>>>>> >>>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children >>>>>>>> with autism: Perspectives of South Asian Muslim immigrant parents on >>>>>>>> raising a child with a communicative disorder in multilingual contexts. >>>>>>>> Bilingual Research Journal, 34, 185-200. >>>>>>>> >>>>>>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey >>>>>>>> of bilingualism in autism spectrum disorders. International Journal of >>>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>>> >>>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>>> >>>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>>> 22, 10-24. >>>>>>>> >>>>>>>> I hope those are of use to you. >>>>>>>> Best, >>>>>>>> Stefka >>>>>>>> >>>>>>>> >>>>>>>> -----Original Message----- >>>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>>> To: info-childes at googlegroups.com >>>>>>>> Subject: Help: let them speak or sign their language >>>>>>>> >>>>>>>> Dear info-childes, >>>>>>>> I need to find good scientific proof it you think it is relevant >>>>>>>> and exists that >>>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>>> 2) it is better for immigrant parents to speak their native >>>>>>>> language to their children (unless they are strong psychological or other >>>>>>>> reasons not to) rather than a language they are not experts in and for >>>>>>>> primary school teachers not to put pressure on the parents for them to only >>>>>>>> speak the language of the country they live in; >>>>>>>> >>>>>>>> Any good papers (if possible the actual paper) or references >>>>>>>> welcome especially if they treat both those issues together! >>>>>>>> >>>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>>>> don't know about other holidays coming up in the next few days! >>>>>>>> Best, >>>>>>>> Aliyah >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>>> . >>>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>>> . >>>>>>> >>>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Erika Hoff, Professor >>>>> Department of Psychology >>>>> Florida Atlantic University >>>>> 3200 College Ave. >>>>> Davie, FL 33314 >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Prof Gisela Szagun PhD BSc >> >> www.giselaszagun.com >> >> >> Vertraulichkeitshinweis: >> Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. >> Jede Ver?ffentlichung ist ausdr?cklich untersagt. >> >> Confidentiality: >> This message is intended exclusively for the persons it is addressed to. >> Publication is prohibited. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com >> . >> >> 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Feb 25 16:48:21 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 25 Feb 2014 17:48:21 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you very much Gisela for this testimony! It is extremely valuable to us! Best, Aliyah Le 25 f?vr. 2014 ? 10:39, Gisela Szagun a ?crit : > Hi Roberta, > > until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now. > > Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent. > > However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). > > Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. > > To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. > > Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. > > All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings. > > It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out! > > Best wishes, > Gisela > > > > On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time? > > Many thanks! > Roberta > > > On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun wrote: > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. > > We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. > > > In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: > Thank you Denis! > Best, > Aliyah > Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : > >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >>> thanks a lot! >>> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear implants >>>> >>>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>>> >>>> >>>> >>>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>>> >>>> Isabelle Barriere, PhD >>>> >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>>> >>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and exists that >>>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>> >>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. > > 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%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/8A1EA730-4783-47A8-8809-A11CE13E881F%40gmail.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 Thu Feb 27 14:16:50 2014 From: ympettinato at gmail.com (=?UTF-8?Q?Mich=C3=A8le_Pettinato?=) Date: Thu, 27 Feb 2014 06:16:50 -0800 Subject: Workshop on Late Stages in Speech and Communication Development: Early-Bird closing soon Message-ID: *****************EARLY-BIRD REGISTRATION CLOSING SOON***************************** *Workshop on Late Stages in Speech and Communication Development (LSCD 2014)* Thursday-Friday 3-4 April 2014, UCL, London, UK Meeting website: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 Invited speakers: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 /invited-speakers List of accepted abstracts: www.ucl.ac.uk/psychlangsci/research/speech/lscd- 2014/accepted_abstracts *Register HERE*: www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014 /registration -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from 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/9fa04d89-4834-4ea1-ae0e-42f54297994c%40googlegroups.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 Fri Feb 28 13:54:06 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Fri, 28 Feb 2014 08:54:06 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: I find your eloquent insights very helpful Gisela as I am struggling with this issue myself because of our local situation. It makes sense to have children become bilingual in sign and spoken language and recent research shows that it is useful to have it begin early, even before cochlear implants can occur (Davidson paper) as exposure to a symbolic system is important. I like the way you describe what takes place in Germany. There is no mention, in what you write, of turning off children's CI's to teach sign or of routinely offering CI kids the services of an SLP. For CIs to work, kids need massive language input to make up for the time when they had no input. The attached paper suggests that parental involvement of specific types makes a big difference in kids' outcomes and that families can be helped to provide the quality of language that children with CIs need. For people just breaking into this area, I attach a document that gives citations and that offers some "facts". However, in that document there is the claim - based on a presentation and not publications - that sign is hurtful to kids. I don't know this work and wonder if anyone does: Recent data indicates that introducing sign language prior to cochlear implantation does not enhance outcomes compared to emphasis on spoken language alone. Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA. Recent data indicates that use of sign language was detrimental for the development of spoken langauge for children identified with hearing loss after their first birthday. It further indicates that it is detrimental to the development of spoken language in the control group of typically hearing children. Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA. Thanks all for this great thread! Best, Roberta On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun wrote: > Hi Roberta, > > until recently it has been quite difficult in Germany for kids with CI to > get bilingual/bimodal input. Let me explain a bit about how the system > works in general - as I have experienced this as a researcher at Cochlear > Implant Centers - and then say something about how bilinguality is dealt > with now. > > Generally, the health system is very forthcoming with cochlear > implantation, and children also receive excellent rehabilitation in > specialized rehabilitation centers and in their home towns. This is not > dependent on type of health insurance but is paid for by all insurances. > All this is fine and health care is excellent. > > However, the 'official ideology' has been 'spoken language only'. This has > been very much promoted by medical circles. At conferences evidence from > 'star' children is presented, the rest seem to be ignored. Parents were > (still are?) given vastly exaggerated positive views of what to expect of > their children's spoken language development.This has been my experience > between 1996 and 2006. However, I stopped going to such conferences because > I simply could not bear it any longer. I have presented our evidence again > and again stressing the enormous variability in outcomes and arguing that > for some children it would be benefical to acquire sign language in order > to have a functioning symbolic system at all (see my previous mail in this > discussion). > > Then, things began to change. Parents began to notice that quite a few > children do not fulfil these exaggerated pictures, that there was no point > in waiting and waiting but that something had to be done. It was then that > parents demanded either sign supported speech or sign language as part of > their child's rehabilitation as well. > > To my knowledge, this is how this works at present: A teacher of sign > language (or sign supported speech) visits the family at home and teaches > the child and his/her parents. As such teaching is not part of the > insurance paid rehabilitation programme, parents would have to pay. > However, parents have fought for having the lessons paid for by social > services by taking social services to court when they refused. I have > myself written several expertises supporting parents' demands in court, and > they have won. So, this means, it will become easier and easier to get > these lessons free of costs for the parents. > > Another way is that parents send their child to a Kindergarten which is > bilingual in sign and spoken language. However, such kindergartens do not > exist in each town or village, and kindergarten education does not start > until 3 years of age. Parents often wish for instruction in signed language > earlier. > > All this goes on in individual cases. To my knowledge, there are no > cochlear rehabilitation centres which offer bilinguality on a regular > basis. Individual parents take the decision to want bilinguality for their > child and they act upon it, either from the beginning or when they begin to > have doubts about their child's spoken language development. There is a > Federal Association for parents of hearing-impaired children. They give > advice to parents, they have also invited me for talks and have asked me to > act as an expert in child language acquisition in court hearings. > > It seems, parents were quicker than medicine to understand the importance > of a symbolic system for a developing child and they have fought the case > for their children - when the 'official medical view' has ducked. > Whichever, the main thing is, it is happening.One can only hope that, soon, > instruction in sign language or sign supported speech becomes available > quite generally at the rehabilitation centers. The children cannot lose out! > > Best wishes, > Gisela > > > > On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff wrote: > >> Gisela - just getting back to this thread which I find very illuminating. >> May I ask how you recommend kids get the bilingual input? Is there a way >> to do this simultaneously -- offering sign and oral input at the same time? >> >> Many thanks! >> Roberta >> >> >> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun < >> gisela.szagun at googlemail.com> wrote: >> >>> Hi Aliyah, >>> >>> reading and feeling inspired by Ignazio's message, I would like to join >>> this exchange somewhat belatedly. I would like to make two points regarding >>> language development in children with CI and draw a conclusion as to why >>> sign language may be useful for these children. >>> >>> 1) For some time now we have known that the development of spoken >>> language in children with CI is characterized by an enormous variability. >>> Individual children vary to an extent which is not observed in typical >>> development (although variability is large there, as well). This holds >>> irrespective of age at implantation. Children implanted before the age of >>> 24 months may - as a group - have a slight advantage over children >>> implanted thereafter, but they display the same variability. This also >>> applies to children implanted in the first year of life. >>> >>> We do not know enough about the many different factors which influence >>> the spoken language development of children with CI over time to make >>> reliable predictions about outcomes at the time of implantation. Typically, >>> only around 50% of the variance in outcomes is explained. >>> >>> 2) Studies which emphasize the effect of age at implantation claiming a >>> linear relationship between age at implantation and progress in language >>> according to "the earlier the better" typically have not controlled for all >>> the other known factors influencing the children's language development. In >>> particular, they have not looked at the influence of the children's >>> linguistic environment/input. We found in one study that, if one looks at >>> the relative influence of age at implantation (when this is between 6 and >>> 34 months) and parental language input, the quality of parental language >>> input explains a far greater proportion of the variance in outcomes than >>> age at implantation: >>> >>> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age >>> at implantation, social and linguistic environment on language development >>> in children with cochlear implants. *Journal of Speech, Language, and >>> Hearing Research, 55, *1640-1654*.* >>> >>> In view of the uncertainty facing parents about their child's spoken >>> language development, it seems wise to give the child the opportunity to >>> grow up with signed and spoken language, if parents wish to choose this >>> path. In my 15 years of research on spoken language development in children >>> with CI in Germany I have seen too many children who at the age of five >>> years still had not gone beyond two word utterances (despite early >>> implantation). I have also seen many who were almost indistinguishable from >>> children with typical language development at the age of four years. The >>> point is: we cannot predict. Young children need a symbolic system. There >>> should - and there does not have to be - a single child with only two word >>> utterances at five years of age. The modality of this system is not of >>> concern, but the lack of it is. Children with CI cannot lose out if they >>> are bilingual/bimodal, but they can lose out severely if the development of >>> a symbolic system is hampered. This is why, in my view, parents have every >>> right to enable bilinguality for their children. >>> >>> Best wishes, >>> Gisela >>> >>> >>> >>> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < >>> aliyah.morgenstern at gmail.com> wrote: >>> >>>> Thank you Denis! >>>> Best, >>>> Aliyah >>>> Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : >>>> >>>> Actually, 3 years may be VERY VERY late. Consider: >>>> >>>> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human >>>> infants know the meanings of many common nouns. Proceedings of the National >>>> Academy of Science. PNAS Early Edition, >>>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and >>>> http://www.pnas.org/content/109/9/3253 (120913). >>>> >>>> Our findings indicate that native-language learning in the second half >>>> of the first year goes beyond the acquisition of sound structure. The fact >>>> that even 6- to 7-mo-olds learn words suggests that conceptual and >>>> linguistic categories may influence one an- other in development from the >>>> beginning (36) and that aspects of meaning are available to guide other >>>> linguistic inferences cur- rently thought to depend only on distributional >>>> analysis of pho- nological regularities (37, 38). Understanding word >>>> meaning could also support the acquisition of syntax by guiding infants? >>>> inferences about how nouns and words from other word classes are placed in >>>> sentences. Precocious word learning also helps explain why hearing-impaired >>>> infants identified for fitting with cochlear implants before 6 mo reveal >>>> better language skills at 2 y than children identified just a few months >>>> later: 6-mo-olds who can hear are already learning words (39). >>>> >>>> Best, >>>> >>>> Denis Donovan >>>> >>>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>>> Director, EOCT Institute >>>> >>>> Medical Director, 1983 - 2006 >>>> The Children's Center for Developmental Psychiatry >>>> St. Petersburg, Florida >>>> >>>> P.O Box 47576 >>>> St. Petersburg, FL 33743-7576 >>>> Phone: 727-641-8905 >>>> DenisDonovan at EOCT-Institute.org >>>> dmdonovan1937 at gmail.com >>>> >>>> >>>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>>> >>>> thanks a lot! >>>> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >>>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> >>>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this >>>>> year that speaks to this issue: >>>>> >>>>> Spoken language development in native signing children with cochlear >>>>> implants >>>>> >>>>> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >>>>> >>>>> >>>>> *Their results show that children exposed to ASL from birth do not >>>>> suffer from lg and cognitive delay observed in children with CI without ASL >>>>> exposure. * >>>>> >>>>> *Isabelle Barriere, PhD* >>>>> >>>>> >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>>> >>>>>> Dear all, >>>>>> >>>>>> I am replying by repeating what deaf acquaintances of mine have said >>>>>> to me. To wit, If you are deaf you should learn sign because >>>>>> >>>>>> (a) when you take your implant off to swim, shower, etc. you are >>>>>> deaf. >>>>>> (b) someday you may have an infection or something may happen so that >>>>>> your cochlear implant will not work or be tolerable, and then you will be >>>>>> deaf. >>>>>> (c) cochlear implants have variable outcomes. Simultaneous sign may >>>>>> help when the auditory signal doesn't quite do it. >>>>>> >>>>>> Erika Hoff >>>>>> >>>>>> >>>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>>>> >>>>>>> Hi Aliyah! >>>>>>> >>>>>>> Sorry to be late in joining the party! >>>>>>> >>>>>>> For your first question, here are 3 papers that make the clear case >>>>>>> that the earlier the implantation for deaf kids the better. If implantation >>>>>>> is done early, the use of sign may become moot -- children are also offered >>>>>>> therapy. However, if implantation is done later, it would seem clear that >>>>>>> they should be offered sign ASAP. I have no trouble with the notion of >>>>>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>>>>> to turn off their devices, a practice I have heard of. >>>>>>> >>>>>>> For your second questions, there will be an SRCD Social Policy >>>>>>> report: >>>>>>> >>>>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>>>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>>>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>>>>> children: Beyond myths and towards best practices. *Social Policy >>>>>>> Report, *Society for Research in Child Development. It will >>>>>>> hopefully come out early in 2014. >>>>>>> >>>>>>> We addressed four questions: >>>>>>> >>>>>>> 1. What are the broad social and historical contexts of multilingual >>>>>>> learners in the United States? >>>>>>> >>>>>>> 2. What does a multilingual family look like? >>>>>>> >>>>>>> 3. What lessons learned with monolingual children can be applied to >>>>>>> multilingual children? >>>>>>> >>>>>>> 4. What contexts support learning multiple languages? >>>>>>> I think this will be very helpful to you Aliyah, when it emerges. >>>>>>> >>>>>>> All best and happy holidays to you and all my other language friends! >>>>>>> Roberta >>>>>>> >>>>>>> >>>>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>>>>> eileen.graf at googlemail.com> wrote: >>>>>>> >>>>>>>> Dear Aliyah, >>>>>>>> >>>>>>>> You might find these helpful: >>>>>>>> >>>>>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual >>>>>>>> Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>>>>>>> Development: >>>>>>>> >>>>>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>>>>> >>>>>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in >>>>>>>> press). Spoken English language measures of native signing children with >>>>>>>> cochlear implants. Journal of Deaf Studies and Deaf Education >>>>>>>> .* >>>>>>>> Best, >>>>>>>> Eileen >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>>>>> stefka at audiospeech.ubc.ca> wrote: >>>>>>>> >>>>>>>>> Dear Aliyah, >>>>>>>>> >>>>>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>>>>> sign language, although there are probably some. >>>>>>>>> >>>>>>>>> Regarding your second question, there are a few, mostly >>>>>>>>> qualitative studies done on the effect (usually negative) of the >>>>>>>>> recommendation by professionals to parents of bilingual children with >>>>>>>>> autism to speak only one language (usually English in the North American >>>>>>>>> context): >>>>>>>>> >>>>>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children >>>>>>>>> with autism: Perspectives of South Asian Muslim immigrant parents on >>>>>>>>> raising a child with a communicative disorder in multilingual contexts. >>>>>>>>> Bilingual Research Journal, 34, 185-200. >>>>>>>>> >>>>>>>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey >>>>>>>>> of bilingualism in autism spectrum disorders. International Journal of >>>>>>>>> Language & Communication Disorders, 47, 52-64. >>>>>>>>> >>>>>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: >>>>>>>>> Autistic children from multilingual families. In J. Cohen, K. T. McAlister, >>>>>>>>> K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>>>>> >>>>>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>>>>> 22, 10-24. >>>>>>>>> >>>>>>>>> I hope those are of use to you. >>>>>>>>> Best, >>>>>>>>> Stefka >>>>>>>>> >>>>>>>>> >>>>>>>>> -----Original Message----- >>>>>>>>> From: info-childes at googlegroups.com [mailto: >>>>>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>>>>> Sent: November 26, 2013 1:55 PM >>>>>>>>> To: info-childes at googlegroups.com >>>>>>>>> Subject: Help: let them speak or sign their language >>>>>>>>> >>>>>>>>> Dear info-childes, >>>>>>>>> I need to find good scientific proof it you think it is relevant >>>>>>>>> and exists that >>>>>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>>>>> 2) it is better for immigrant parents to speak their native >>>>>>>>> language to their children (unless they are strong psychological or other >>>>>>>>> reasons not to) rather than a language they are not experts in and for >>>>>>>>> primary school teachers not to put pressure on the parents for them to only >>>>>>>>> speak the language of the country they live in; >>>>>>>>> >>>>>>>>> Any good papers (if possible the actual paper) or references >>>>>>>>> welcome especially if they treat both those issues together! >>>>>>>>> >>>>>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah >>>>>>>>> to our Jewish colleagues (and whoever celebrates those holidays). Sorry if >>>>>>>>> I don't know about other holidays coming up in the next few days! >>>>>>>>> Best, >>>>>>>>> Aliyah >>>>>>>>> >>>>>>>>> -- >>>>>>>>> You received this message because you are subscribed to the Google >>>>>>>>> Groups "Info-CHILDES" group. >>>>>>>>> To unsubscribe from this group and stop receiving emails from 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/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%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/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>>>>> . >>>>>>>>> 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/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>>>>> . >>>>>>>> >>>>>>>> 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/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>>>>> . >>>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Erika Hoff, Professor >>>>>> Department of Psychology >>>>>> Florida Atlantic University >>>>>> 3200 College Ave. >>>>>> Davie, FL 33314 >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from 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/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%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/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%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/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%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/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%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/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com >>>> . >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Prof Gisela Szagun PhD BSc >>> >>> www.giselaszagun.com >>> >>> >>> Vertraulichkeitshinweis: >>> Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert >>> ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. >>> >>> Confidentiality: >>> This message is intended exclusively for the persons it is addressed to. >>> Publication is prohibited. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com >>> . >>> >>> 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/CAFWLa7K2ryQrsE2DHKv16Qef7Hz5D9D%2Bi--FwKCCmz6zdP%2BZ2A%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. > Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAKszd6%3DC9CuBeS9Bx5hz-%3DQJMY88LyeDJxTkWk-vxnyUmx2E8Q%40mail.gmail.com > . > > 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/CAFWLa7KvR8T%2BQdXU05AW_FOAEOn07%2BSb30SqdDYqAtCDER5o6w%40mail.gmail.com. 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