From a.azkarai at gmail.com Thu May 1 02:10:41 2014 From: a.azkarai at gmail.com (a.azkarai at gmail.com) Date: Wed, 30 Apr 2014 19:10:41 -0700 Subject: International Conference on Child Foreign Language Acquisition Message-ID: *International Conference on Child Foreign Language Acquisition* *Location: *Vitoria-Gasteiz, SPAIN *Dates: *16 and 17 October, 2014 *Conference website: *http://iclworkshop14.wix.com/ehugasteiz *Description: *This workshop focuses on child (4-12) foreign language acquisition in school contexts. Research exploring how children of that age range interact while completing communicative tasks is lacking, especially in foreign language settings. Philp, Oliver and Mackey (2008: 13) stated that there is a need for “rich, detailed descriptions of the many and various factors which interact to impact a given child’s L2 development.” Thus, the conference expectes to present studies carried out within interactionist or sociocultural approaches and focused on different aspects of child foreign language development. *Plenary speakers:* Prof. Yuko Goto Butler (University of Pennsylvania) Dr. Ana Llinares (Universidad Autónoma de Madrid) Prof. Carmen Muñoz (Universitat de Barcelona) Prof. Marianne Nikolov (Pécs University) *Call for Papers:* Topics that will fit this call for papers will be, among others: - Task-based interaction among children (task familiarity, planning time, attention to form … etc.) - Teacher input to young learners (instructions and models while carrying out tasks) and its impact on child language development. - L1 use. - The role of peers in child foreign/second language acquisition. - Pedagogical implications for the design of age-appropriate tasks. - Child metalinguistic awareness. - Child motivation and attitude toward tasks. - Concerns and challenges in child foreign language acquisition. Abstracts must be of 300 words maximum (not including title and references). Presentations will last 20 minutes and 10 more will be allowed for questions. Poster proposals are also welcomed. The language of the conference is English. In order to submit your proposal visit our website: http://iclworkshop14.wix.com/ehugasteiz and follow the instructions. A limited number of papers will be selected following blind peer review. Acceptance will be announced by mid-July. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/15d1441d-0bd2-43e2-97d5-cd87b2d01920%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sat May 3 22:14:53 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sat, 3 May 2014 18:14:53 -0400 Subject: NEW PROGRAM IN SPEECH-LANGUAGE PATHOLOGY Message-ID: And we need a wonderful, forward-looking scholar to be founding director! We have very strong Departments of Linguistics and Cognitive Science and Psychology and a School of Education that all care about language. Please consider sending in your application. Happy to answer any questions. All best wishes, Roberta Golinkoff -- 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/CAFWLa7Kk4YYRKaz0VE3PB%2BSN2oerHvfD5gw%2BRwMB9bRbnST6VQ%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: SLP FOUNDING DIRECTOR ADVERTISEMENT.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 298346 bytes Desc: not available URL: From danielle.matthews at sheffield.ac.uk Mon May 5 19:52:23 2014 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Mon, 5 May 2014 20:52:23 +0100 Subject: Workshop on Psychological and Computational Models of Reference Comprehension and Production Message-ID: The workshop welcomes submissions from developmental scientists! Call for submissions RefNet Workshop on Psychological and Computational Models of Reference Comprehension and Production Date: Sunday 31 Aug 2014 Location: School of Informatics, University of Edinburgh, UK http://www.macs.hw.ac.uk/InteractionLab/refnet/ An informal research workshop will take place, with the aim of sharing the current developments in the study of the production and comprehension of referring expressions in different scientific disciplines such as linguistics, cognitive science, psycholinguistics, computational linguistics. We invite submissions on all topics related to reference production/comprehension. Specific topics include, but are not limited to: -- social and contextual factors influencing reference production and comprehension -- cooperativeness and perspective-taking in reference production and comprehension. -- interaction between comprehension and production of referring expressions -- the role of visual context in the production/comprehension of referring expressions -- psychologically plausible computational models of reference production and comprehension -- referential communication in interactive settings -- referential communication in children -- complex descriptions (e.g., quantified descriptions, relational descriptions) -- the use of vague predicates in referring expressions -- referential over- and underspecification -- realisation of referring expressions (including prosody, gesture, eye gaze) -- data-collection and experimental evaluation methods -- the formal semantics and pragmatics of reference Invited speakers: Michael K. Tanenhaus, University of Rochester Kees van Deemter, University of Aberdeen Submissions: Selection of posters and oral presentations will be based on 500-1000 word abstracts including references. Abstracts, in PDF format, should be submitted via the workshop website: http://www.macs.hw.ac.uk/InteractionLab/refnet/submission.html . Abstracts will be reviewed anonymously, so please include a title but not authors. Revised versions of accepted abstracts will be posted on the RefNet page. There will be no printed proceedings. Important Dates: -- Monday 16th June: Submission deadline -- Mid-July: Notifications of acceptance -- Sunday 31st August: the workshop Programme Committee (more to be announced): Ellen Bard, Holly Branigan, Sarah Brown-Schmidt, Arash Eshghi, Kumiko Fukumura, Simon Garrod, Albert Gatt, Marcus Guhe, Pat Healey, William S. Horton, Julian Hough, Christine Howes, Srinivasan Janarthanam, Emiel Krahmer, Gregory Mills, Paul Piwek, Ehud Reiter, Matthew Stone, Marc Swerts, Roger van Gompel Organisers: Arash Eshghi (eshghi.a at gmail.com) Kumiko Fukumura (kumiko.fukumura at strath.ac.uk) Srini Janarthanam Note: The workshop takes place immediately after the RefNet summer school Psychological and Computational Models of Language Production (24-31 August, Edinburgh) ( http://homepages.abdn.ac.uk/k.vdeemter/pages/RefNet/events.html), but it will be open to anyone, regardless of whether they take part in the summer school. Both the workshop and the summer school are part of RefNet, a research network funded by the UK's EPSRC. -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAH4d6u%2B-1GC%2B8C_erTTCisJLwM3MJZDYPn_aRv8sAd4SW-uogQ%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Wed May 7 04:14:33 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 6 May 2014 21:14:33 -0700 Subject: BUCLD 39: abstract submission deadline (15 May, 2014) Message-ID: *** Message on behalf of BUCLD 39 conference organizers*** THE 39th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 7-9, 2014 Keynote Speaker: Richard Aslin, University of Rochester *“From sounds to words to grammatical categories: The role of distributional learning”* Plenary Speaker: Katherine Demuth, Macquarie University *“Prosodic effects on the emergence of grammatical morphemes: Evidence from perception and production”* Submissions of abstracts for 20-minute talks are now being accepted at: *http://www.bu.edu/bucld/*abstracts/abstract-submission/ DEADLINE. All submissions must be received by 8:00 PM EST, May 15, 2014. Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Artificial Languages, Bilingualism, Cognition& Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: *http://www.bu.edu/bucld/*abstracts/abstract-format/ FURTHER INFORMATION General conference information is available at: *http://www.bu.edu/bucld* Questions about abstracts 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/27dd6732-931b-4907-b87c-7a44e0661537%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gert.westermann at gmail.com Wed May 7 09:20:38 2014 From: gert.westermann at gmail.com (Gert Westermann) Date: Wed, 7 May 2014 02:20:38 -0700 Subject: Final call: NCPW14 Call for Papers - 14th Neural Computation and Psychology Workshop Message-ID: Dear colleague, The NCPW14 workshop has a developmental theme and usually has a strong showing of language development modelers, hence I am sending the call to this list as well: We cordially invite you to participate in the 14th Neural Computation and Psychology Workshop (NCPW14) to be held at Lancaster University, UK, from August 21-23, 2014: http://www.psych.lancs.ac.uk/ncpw14 This well-established and lively workshop aims at bringing together researchers from different disciplines such as artificial intelligence, cognitive science, computer science, neurobiology, philosophy and psychology to discuss their work on models of cognitive processes. Often this workshop has had a theme, and this time it is ‘Development across the lifespan’, but also submissions that do not fall under this theme are welcome. Papers must be about emergent models - frequently, but not necessarily - of the connectionist/neural network kind, applied to cognition. The NCPW workshops have always been characterized by their limited size, high quality papers, the absence of parallel talk sessions, and a schedule that is explicitly designed to encourage interaction among the researchers present in an informal setting. NCPW14 is no exception. The scientific program will consist of keynote lectures, oral sessions and poster sessions. Furthermore, this workshop will feature a unique set of invited speakers: James McClelland, Stanford University. Bob McMurray, University of Iowa. Michael Thomas, Birkbeck College, London. Abstract submission Please submit one-page abstracts (pdf) by email to ncpw14conf at gmail.com, stating whether you want to present as a talk, poster, or talk/poster. Rumelhart Memorial Travel Awards The Rumelhart Memorial Travel awards, generously funded by Professor Jay McClelland, will provide funding to support travel costs for students/post docs presenting at the conference. Awards of US$250 are available to students or post docs from Western European countries, and US$750 for students or post docs from elsewhere. Decisions will be based on the quality of the submission. Eligibility criteria: The first author of the submission is a PhD student or Post-doctoral fellow who will attend the meeting and will present the submission if chosen to receive a travel award. Location Lancaster is situated in the north west of England, approximately one hour from Manchester and Liverpool airports. Lancaster is surrounded by spectacular scenery, hiking and climbing country. The Yorkshire Dales national park is 10 miles away. The Lake District national park is 20 miles away, http://www.nationalparks.gov.uk. The stagecoach 555 bus (http://www.stagecoachbus.com) takes you directly from Lancaster through the heart of the Lakes. The Trough of Bowland Area of Outstanding Natural Beauty is 2 miles away. Important dates to remember Abstract deadline: 15 May Notification of abstract acceptance: 7 June Early registration deadline: tbc Online registration deadline: tbc Conference dates: 21-23 August, 2014 Looking forward to your participation! Organizing Committee Gert Westermann, Lancaster University Padraic Monaghan, Lancaster University Katherine E. Twomey, Liverpool University Alastair C. Smith, MPI Nijmegen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/efa788cc-51dc-47af-a27c-d3f30e7c3eef%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.clarke202b at gmail.com Thu May 8 13:45:13 2014 From: m.clarke202b at gmail.com (Michael Clarke) Date: Thu, 8 May 2014 06:45:13 -0700 Subject: New PgCert/MRes Programme: Applied Research in Human Communication Disorders Message-ID: Dear colleagues, I would like to draw your attention to a new Postgraduate Certificate (PgCert) / Masters in Research (MRes) programme aimed at professionals working in child services in health, education or social care who have an interest in developing research expertise and a motivation to carry out supported research in the workplace. The multi-disciplinary programme offers full-time, part-time or flexible study over a period of 1 to 5 years, building towards a PgCert or MRes. With a strong emphasis on supported distance learning, the programme is designed specifically for those who wish to combine professional development in applied research with their on-going work commitments. For more information see: http://www.ucl.ac.uk/psychlangsci/students/prospective/PGT/TMRHCSSDIS01 or contact Kea Young: kea.young at ucl.ac.uk Many thanks, Michael Clarke PhD ~~~~~~~~~~~~~~~~~~~~ Michael Clarke PhD Developmental Science University College London (UCL) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/a3e685d5-234a-4298-90d8-b1058fe2a960%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anna.ghimenton at gmail.com Fri May 9 05:50:47 2014 From: anna.ghimenton at gmail.com (Anna Ghimenton) Date: Fri, 9 May 2014 07:50:47 +0200 Subject: Second call for papers: Variation in language acquisition (ViLA2) Grenoble, France, 3-5 December 2014 (Abstract deadline: 18 May) Message-ID: Dear colleagues, This is a second call for papers for the conference *Variation in Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to 5 December 2014*. You will find the call for papers enclosed in this email (English and French versions). Paper Abstract Submission Deadline: 18th May, 2014 Paper Notification of Acceptance: 27th July, 2014 Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en Please feel free to send this call for papers to the members of your respective networks. Best regards, Anna Ghimenton (for the Organizing committee) ***************************** Variation in language acquisition (ViLA2) *Grenoble, France, 3-5 December 2014* Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en In the beginning of the 20th Century, language was studied as clearly defined homogenous systems, independent from other cognitive mechanisms (e.g. social or spatial cognition). However, during the second half of the 20th Century, sociolinguistic studies challenged this perspective considering languages as evolving and heterogeneous systems. This structured heterogeneity is due to their internal dynamics, the contacts between them, and their links with social organization, which is itself evolving, composite and multi-layered. This new perspective has repercussions on language acquisition studies. The language environment the child/learner is confronted to is variable and part of this variation is organized by social factors. ViLA2 aims to bring together the growing amount of research that takes into account language-internal variation as well as variation between two or more languages in both first and second language acquisition. The conference, a follow-up to a 2012 workshop (Münster, Germany), will be held at the University of *Grenoble*, in the French Alps. It aims to cover the following four thematic issues: 1/ Child acquisition of dialectal varieties of the first language 2/ Child multilingual and multidialectal acquisition within multilingual communities 3/ Acquisition of language-internal variation as well as language mixing in the case of a second language learning in contact with native speakers (e.g. study abroad, migration) 4/ Lifelong second dialect acquisition. We welcome proposals for 20-minute paper presentations followed by10-minute discussions that address the above issues, with one more of the following perspectives: - Description and modeling of the appearance of adult- or native-like sociolinguistic knowledge and patterns - Cognitive or linguistic underlying mechanisms - Language socialization - Acquisition of the indexical field and links between linguistic and social knowledge - Influence of the environment: family, peers, and teachers - Studies contrasting or combining theoretical views: formal approaches, constructionist and usage-based approaches, etc. - Language acquisition and language change - Combining methods and desirable innovation - … Research from different disciplinary background is welcome: sociolinguistics, psycholinguistics, social cognition, anthropology, social neurosciences, etc. We encourage proposals that bring together cognitive and social issues or that combine experimental and corpus or field methods. Invited speakers *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith * University of Glasgow Format for Abstract Abstracts should be submitted using the OpenConf platform: http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en - 500 words, Times, single-spaced, title centered at top in bold, word count visible, anonymous - Question clearly stated, significance and originality for the field, methods, analysis, discussion - Examples, tables, figures, and references on a second page. - pdf file English and French are the working languages of the conference. Important dates - Deadline for submission: 18 May 2014 - Notification of acceptance: 27 July 2014 - Conference date: 3-5 December 2014 *Fees* *Before 31 october* - General: 100€ - Students, post-doc, unaffiliated: 60€ - Gala dinner: 45€ The fees include the three lunches and the coffee breaks. *After 31 october* - General: 140€ - Students, post-doc, unaffiliated: 80€ - Gala dinner: 45€ The fees include the three lunches and the coffee breaks. ****************************************** Variation sociolinguistique et acquisition du langage (ViLA2) *Grenoble, France, 3-5 décembre 2014* Site web: http://vila2014.u-grenoble3.fr Dans la tradition des structuralismes européens et américains, l’étude scientifique du langage était majoritairement dominée par une conception globalisante des langues, perçues comme des entités homogènes, clairement distinctes les unes des autres et indépendantes d’autres systèmes organisant la connaissance humaine (cognition spatiale, cognition sociale, etc.). Pendant la seconde partie du 20ème siècle, différents mouvements, et plus particulièrement la sociolinguistique, ont remis en question cette perspective, en présentant les langues comme des systèmes hétérogènes et évolutifs, du fait de leur dynamique interne, des contacts entre elles et des liens bidirectionnels avec l’organisation sociale et d’autres domaines de l’activité humaine. Cette conception de l’hétérogénéité structurée du langage et des langues a des conséquences sur les recherches concernant leur acquisition. Qu’il s’agisse de l’enfant ou de l’apprenant adulte, l’acquisition des langues premières et secondes s’effectue dans un environnement linguistique variable et partiellement structuré par des régularités sociales. L’objectif principal de ViLA2 est de réunir la communauté grandissante des chercheuses et chercheurs qui prennent en compte les phénomènes de variation ou d’alternance dans le processus d’acquisition des langues premières ou des langues secondes. Cette conférence, qui fait suite à un workshop (Münster, 2012), aura lieu à l’université de *Grenoble*, dans les Alpes Françaises. Elle couvre quatre types de terrains : 1/ Acquisition par l’enfant des différentes variétés sociolinguistiques d’une même langue 2/ Acquisition par l’enfant des phénomènes d’alternance dans les contextes plurilingues 3/ Acquisition des variétés et des alternances dans le cas d’une deuxième langue acquise au contact des natifs (migrations, séjours à l’étranger) 4/ Acquisition d’un second dialecte tout au long de la vie. Nous sollicitons des propositions pour des communications (20 minutes + 10 minutes d’échanges) adoptant notamment une ou plusieurs des perspectives suivantes : - Description et modélisation de l’acquisition de régularités sociolinguistiques semblables à celles qui caractérisent les natifs ou les adultes - Mécanismes linguistiques ou cognitifs sous-jacents - Variations sociolinguistiques et socialisation - Acquisition du champ indexical et lien entre connaissances linguistiques et connaissances sociales - Influence de l’environnement social (famille, pairs, enseignants) - Etudes contrastant ou combinant des points de vue théoriques : approches formelles, approches constructionnistes et fondées sur l’usage, etc. - Acquisition du langage et changement diachronique - Perception des variétés chez l’enfant - Innovations méthodologiques - … Des travaux de champs disciplinaires variés sont les bienvenus : sociolinguistique, psycholinguistique, cognition sociale, anthropologie, neurosciences sociales, etc. Nous encourageons les propositions combinant les abords sociaux et cognitifs, ainsi que des travaux fondés simultanément sur des expérimentations et des études de corpus ou de terrain. Conférenciers invités *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith* University of Glasgow Format des propositions Les propositions de communication se font à travers la plateforme OpenConf http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr - 500 mots, Times, interligne simple, titre en gras centré au sommet de la page, nombre de mots visible, anonymat - Question de recherche clairement explicitée, signification et originalité pour le champ, méthode, analyse, discussion - Exemples, tableaux, figures et références bibliographiques sur une seconde page - fichier pdf. L’anglais et le français seront les langues de travail de la conférence. dates Importantes - Date limite pour soumettre les propositions : 18 mai 2014 - Notification d’acceptation aux auteurs : 27 Juillet 2014 - Dates de la conférence : 3-5 décembre 2014 Droits d’inscription *Avant le 31 octobre* - Titulaires : 100 € - Étudiants, post-doc, chercheurs non affiliés à une institution : 60 € - Dîner festif : 45 € Ces droits incluent trois déjeuners et les pauses-café. *Après le 31 octobre* - Titulaires : 140 € - Étudiants, post-doc, chercheurs non affiliés à une institution : 80 € - Dîner festif : 45 € Ces droits incluent trois déjeuners et les pauses-café. ******************************* -- Anna Ghimenton ILPGA Université Paris 3 - Sorbonne Nouvelle EA1483 - Recherche sur le Français Contemporain CLESTHIA https://sites.google.com/site/annaghimenton/home https://univ-paris3.academia.edu/AnnaGhimenton -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKL%2Bquk0CAygNt5khH81k88XtbEhtceXwowG13uRogV%3DsBnsww%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nevena.e.dimitrova at gmail.com Fri May 9 18:26:27 2014 From: nevena.e.dimitrova at gmail.com (Nevena Dimitrova) Date: Fri, 9 May 2014 11:26:27 -0700 Subject: Lexical norms 3 year-olds Message-ID: Hi, I'm looking for lexical norms for English speaking 3 years olds. I have used the MCDI lexical norms for younger kids but the MCDI list is normed until 30 months. Does anyone know of lexical norms for children 3 and older and how I can access them? Thanks, Nevena -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f25174cb-2aa1-4596-926b-5a05663abe34%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri May 9 18:33:40 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 May 2014 14:33:40 -0400 Subject: Lexical norms 3 year-olds In-Reply-To: Message-ID: Dear Nevena, Have you tried http://childfreq.sumsar.net/ There is a link from the CHILDES homepage. --Brian MacWhinney On May 9, 2014, at 2:26 PM, Nevena Dimitrova wrote: > Hi, > I'm looking for lexical norms for English speaking 3 years olds. I have used the MCDI lexical norms for younger kids but the MCDI list is normed until 30 months. > Does anyone know of lexical norms for children 3 and older and how I can access them? > Thanks, > Nevena > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f25174cb-2aa1-4596-926b-5a05663abe34%40googlegroups.com. > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4847A079-5EBB-4803-8B23-BB6212488175%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nevena.e.dimitrova at gmail.com Fri May 9 18:46:44 2014 From: nevena.e.dimitrova at gmail.com (Nevena Dimitrova) Date: Fri, 9 May 2014 11:46:44 -0700 Subject: Lexical norms 3 year-olds In-Reply-To: Message-ID: Hello, thanks a lot for the ChildFreq link, I'm afraid I didn't know of this website! This will be very helpful for my work. Best regards, Nevena On Friday, May 9, 2014 2:26:27 PM UTC-4, Nevena Dimitrova wrote: > > Hi, > I'm looking for lexical norms for English speaking 3 years olds. I have > used the MCDI lexical norms for younger kids but the MCDI list is normed > until 30 months. > Does anyone know of lexical norms for children 3 and older and how I can > access them? > Thanks, > Nevena > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2dbf1c76-73b7-41d9-be4e-76ca385cb49b%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ktmesseng at gmail.com Mon May 12 12:46:16 2014 From: ktmesseng at gmail.com (Katherine Messenger) Date: Mon, 12 May 2014 05:46:16 -0700 Subject: Child Language Symposium 2015 Message-ID: Child Language Symposium 2015 The next Child Language Symposium (formerly Child Language Seminar) will be held at the University of Warwick (Coventry, UK) on Monday 20th July - Tuesday 21st July, 2015. The Child Language Symposium is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists and provides a forum for research on language acquisition and developmental language disorders. We are pleased to announce that our keynote speakers will be: Julie Dockrell, Institute of Education, University of London, UK Susan Goldin-Meadow, University of Chicago, USA Bob McMurray, University of Iowa, USA Marilyn Vihman, University of York, UK The Symposium will consist of two days of talks and two poster sessions. There will be a gala dinner on Monday 20th. A call for papers will be made in the autumn and further details about submissions and registration will appear online shortly (please see herefor details). To join our mailing list, please contact: CLS2015 @ warwick.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/d929d964-1593-49a5-9191-592eeff738bd%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bnir123 at gmail.com Wed May 14 07:53:58 2014 From: bnir123 at gmail.com (Bracha Nir) Date: Wed, 14 May 2014 00:53:58 -0700 Subject: Job announcement - Speech-Voice disorders at the University of Haifa Message-ID: Dear all, The department of Communication Sciences and Disorders at the University of Haifa, Israel, is opening a tenure-track position in Speech-Voice disorders. See the attachment for a pdf of the job description. Please bring it to the attention of anyone who might be interested. Best wishes, Bracha Nir -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/e4932374-76e2-4e1c-a6b1-787cf970ec84%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: JobAnnouncment_Speech Science_University of Haifa.pdf Type: application/pdf Size: 328973 bytes Desc: not available URL: From p.monaghan at lancaster.ac.uk Wed May 14 08:42:50 2014 From: p.monaghan at lancaster.ac.uk (padraic monaghan) Date: Wed, 14 May 2014 01:42:50 -0700 Subject: Two (at least) PhD studentships in early language development at Lancaster University, UK Message-ID: *Two Fully Funded PhD Projects in early language learning for EU/UK students* Psychology at Lancaster has two fully funded vacancies for PhD students, funded through the new ESRC International Centre for Language and Communicative Development (LuCiD), a multi-million pound collaboration between the Universities of Lancaster, Liverpool, and Manchester. The studentship benefits from the vibrant environment of the LuCiD Centre, including opportunities to travel to international laboratories, training in a range of psychological and neurophysiological techniques, frequent research and public engagement meetings, and support from a large team of researchers in language acquisition. One PhD will investigate language-specific and general-purpose learning mechanisms contributing to early language acquisition, the second will investigate how children understand how words refer to objects and actions in the environment, using EEG techniques with infants. For more information and details on the application process, please see: http://www.jobs.ac.uk/job/AIS675/fully-funded-esrc-phd-studentship-in-language-acquisition/ http://www.jobs.ac.uk/job/AIS679/fully-funded-esrc-phd-studentship-in-referential-understanding-in-infants/ *Three Fully Funded PhD Projects in any area of Psychology for all students* Lancaster University has three further PhD studentship vacancies in addition, open to all applicants - please see: http://www.psych.lancs.ac.uk/postgraduate/postgraduate_funding/funding-opportunities.php?phd_id=201 for more details -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/aed6799f-e19f-44e8-9b66-62c081a5f7a7%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From p.monaghan at lancaster.ac.uk Wed May 14 13:45:41 2014 From: p.monaghan at lancaster.ac.uk (padraic monaghan) Date: Wed, 14 May 2014 06:45:41 -0700 Subject: Two (at least) PhDs in language acquisition at Lancaster University Message-ID: (reposted due to faulty links in previous version) *Two Fully Funded PhD Projects in early language learning for EU/UK students* Psychology at Lancaster has two fully funded vacancies for PhD students, funded through the new ESRC International Centre for Language and Communicative Development (LuCiD), a multi-million pound collaboration between the Universities of Lancaster, Liverpool, and Manchester. The studentship benefits from the vibrant environment of the LuCiD Centre, including opportunities to travel to international laboratories, training in a range of psychological and neurophysiological techniques, frequent research and public engagement meetings, and support from a large team of researchers in language acquisition. One PhD will investigate language-specific and general-purpose learning mechanisms contributing to early language acquisition, the second will investigate how children understand how words refer to objects and actions in the environment, using EEG techniques with infants. For more information and details on the application process, please see: http://www.jobs.ac.uk/job/AIS675/fully-funded-esrc-phd-studentship-in-language-acquisition/ http://www.jobs.ac.uk/job/AIS679/fully-funded-esrc-phd-studentship-in-referential-understanding-in-infants/ *Three Fully Funded PhD Projects in any area of Psychology for all students* Lancaster University has three further PhD studentship vacancies in addition, open to all applicants - please see: http://www.psych.lancs.ac.uk/postgraduate/postgraduate_funding/funding-opportunities.php?phd_id=201for more details -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/ecf4eaf8-0f0f-43bc-9593-6fcbfe40b4ed%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed May 14 21:09:26 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 14 May 2014 17:09:26 -0400 Subject: comparison databases Message-ID: Dear Info-CHILDES, The KIDEVAL program is now working for both English and Spanish and the French version is nearly ready. This program computes a series of 30 measures in one pass across collections of files and puts the results in a single EXCEL spreadsheet. For AphasiaBank, we have gone the next step and created a method called EVAL for comparing results from single participants or collections of participants to norms as provided by the AphasiaBank database (280 participants and 250 controls). It would be nice to be able to do something similar for child language. The question then becomes what comparison data sets to include. There are several that are included in SALT and those could be interesting, if they are available. Perhaps some of the cross-sectional corpora in CHILDES, such as Weismer, Morisset, or NewEngland. Or we could construct a comparison set based on some of the densely sampled longitudinal corpora. Perhaps there are additional corpora not yet in CHILDES that would work for these purposes. Ideally, individual files should include at least 100 useable child utterances to allow for correct automatic computation of DSS, IPSyn and VOCD, along with the various other measures. Suggestions (and contributions) are very much invited. -- 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/E9222D00-605D-4EE0-8D4F-DDEA7C97974F%40cmu.edu. For more options, visit https://groups.google.com/d/optout. From Serratrice at manchester.ac.uk Fri May 16 13:44:33 2014 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Fri, 16 May 2014 06:44:33 -0700 Subject: Administrative Centre Manager vacancy: ESRC Centre in Manchester Message-ID: *Administrative Centre Manager vacancy at the newly established International ESRC Centre for Language and Communicative Development (LuCID)* Please pass on to any colleagues with project management/administrative experience and a general interest in child language research. http://www.jobs.ac.uk/job/AIT363/centre-manager-lucid/ Many thanks, Ludovica Serratrice -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/db82c408-f408-49ca-9736-ff4e8a0b67ab%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anna.ghimenton at gmail.com Mon May 19 14:09:46 2014 From: anna.ghimenton at gmail.com (Anna Ghimenton) Date: Mon, 19 May 2014 16:09:46 +0200 Subject: Second call for papers: Variation in language acquisition (ViLA2) Grenoble, France, 3-5 December 2014 (Abstract deadline exteded to 25 May) Message-ID: Dear colleagues, This is a final call for papers for the conference *Variation in Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to 5 December 2014*. You will find the call for papers enclosed in this email (English and French versions). Paper Abstract Submission Deadline* extended to 25 May, 2014* Paper Notification of Acceptance: 27 July, 2014 Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en Please feel free to send this call for papers to the members of your respective networks. Best regards, Anna Ghimenton (for the Organizing committee) ***************************** Variation in language acquisition (ViLA2) *Grenoble, France, 3-5 December 2014* Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en In the beginning of the 20th Century, language was studied as clearly defined homogenous systems, independent from other cognitive mechanisms (e.g. social or spatial cognition). However, during the second half of the 20th Century, sociolinguistic studies challenged this perspective considering languages as evolving and heterogeneous systems. This structured heterogeneity is due to their internal dynamics, the contacts between them, and their links with social organization, which is itself evolving, composite and multi-layered. This new perspective has repercussions on language acquisition studies. The language environment the child/learner is confronted to is variable and part of this variation is organized by social factors. ViLA2 aims to bring together the growing amount of research that takes into account language-internal variation as well as variation between two or more languages in both first and second language acquisition. The conference, a follow-up to a 2012 workshop (Münster, Germany), will be held at the University of *Grenoble*, in the French Alps. It aims to cover the following four thematic issues: 1/ Child acquisition of dialectal varieties of the first language 2/ Child multilingual and multidialectal acquisition within multilingual communities 3/ Acquisition of language-internal variation as well as language mixing in the case of a second language learning in contact with native speakers (e.g. study abroad, migration) 4/ Lifelong second dialect acquisition. We welcome proposals for 20-minute paper presentations followed by10-minute discussions that address the above issues, with one more of the following perspectives: - Description and modeling of the appearance of adult- or native-like sociolinguistic knowledge and patterns - Cognitive or linguistic underlying mechanisms - Language socialization - Acquisition of the indexical field and links between linguistic and social knowledge - Influence of the environment: family, peers, and teachers - Studies contrasting or combining theoretical views: formal approaches, constructionist and usage-based approaches, etc. - Language acquisition and language change - Combining methods and desirable innovation - … Research from different disciplinary background is welcome: sociolinguistics, psycholinguistics, social cognition, anthropology, social neurosciences, etc. We encourage proposals that bring together cognitive and social issues or that combine experimental and corpus or field methods. Invited speakers *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith * University of Glasgow Format for Abstract Abstracts should be submitted using the OpenConf platform: http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en - 500 words, Times, single-spaced, title centered at top in bold, word count visible, anonymous - Question clearly stated, significance and originality for the field, methods, analysis, discussion - Examples, tables, figures, and references on a second page. - pdf file English and French are the working languages of the conference. Important dates - Deadline for submission: 18 May 2014 - Notification of acceptance: 27 July 2014 - Conference date: 3-5 December 2014 *Fees* *Before 31 october* - General: 100€ - Students, post-doc, unaffiliated: 60€ - Gala dinner: 45€ The fees include the three lunches and the coffee breaks. *After 31 october* - General: 140€ - Students, post-doc, unaffiliated: 80€ - Gala dinner: 45€ The fees include the three lunches and the coffee breaks. ****************************************** Variation sociolinguistique et acquisition du langage (ViLA2) *Grenoble, France, 3-5 décembre 2014* Site web: http://vila2014.u-grenoble3.fr Dans la tradition des structuralismes européens et américains, l’étude scientifique du langage était majoritairement dominée par une conception globalisante des langues, perçues comme des entités homogènes, clairement distinctes les unes des autres et indépendantes d’autres systèmes organisant la connaissance humaine (cognition spatiale, cognition sociale, etc.). Pendant la seconde partie du 20ème siècle, différents mouvements, et plus particulièrement la sociolinguistique, ont remis en question cette perspective, en présentant les langues comme des systèmes hétérogènes et évolutifs, du fait de leur dynamique interne, des contacts entre elles et des liens bidirectionnels avec l’organisation sociale et d’autres domaines de l’activité humaine. Cette conception de l’hétérogénéité structurée du langage et des langues a des conséquences sur les recherches concernant leur acquisition. Qu’il s’agisse de l’enfant ou de l’apprenant adulte, l’acquisition des langues premières et secondes s’effectue dans un environnement linguistique variable et partiellement structuré par des régularités sociales. L’objectif principal de ViLA2 est de réunir la communauté grandissante des chercheuses et chercheurs qui prennent en compte les phénomènes de variation ou d’alternance dans le processus d’acquisition des langues premières ou des langues secondes. Cette conférence, qui fait suite à un workshop (Münster, 2012), aura lieu à l’université de *Grenoble*, dans les Alpes Françaises. Elle couvre quatre types de terrains : 1/ Acquisition par l’enfant des différentes variétés sociolinguistiques d’une même langue 2/ Acquisition par l’enfant des phénomènes d’alternance dans les contextes plurilingues 3/ Acquisition des variétés et des alternances dans le cas d’une deuxième langue acquise au contact des natifs (migrations, séjours à l’étranger) 4/ Acquisition d’un second dialecte tout au long de la vie. Nous sollicitons des propositions pour des communications (20 minutes + 10 minutes d’échanges) adoptant notamment une ou plusieurs des perspectives suivantes : - Description et modélisation de l’acquisition de régularités sociolinguistiques semblables à celles qui caractérisent les natifs ou les adultes - Mécanismes linguistiques ou cognitifs sous-jacents - Variations sociolinguistiques et socialisation - Acquisition du champ indexical et lien entre connaissances linguistiques et connaissances sociales - Influence de l’environnement social (famille, pairs, enseignants) - Etudes contrastant ou combinant des points de vue théoriques : approches formelles, approches constructionnistes et fondées sur l’usage, etc. - Acquisition du langage et changement diachronique - Perception des variétés chez l’enfant - Innovations méthodologiques - … Des travaux de champs disciplinaires variés sont les bienvenus : sociolinguistique, psycholinguistique, cognition sociale, anthropologie, neurosciences sociales, etc. Nous encourageons les propositions combinant les abords sociaux et cognitifs, ainsi que des travaux fondés simultanément sur des expérimentations et des études de corpus ou de terrain. Conférenciers invités *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith* University of Glasgow Format des propositions Les propositions de communication se font à travers la plateforme OpenConf http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr - 500 mots, Times, interligne simple, titre en gras centré au sommet de la page, nombre de mots visible, anonymat - Question de recherche clairement explicitée, signification et originalité pour le champ, méthode, analyse, discussion - Exemples, tableaux, figures et références bibliographiques sur une seconde page - fichier pdf. L’anglais et le français seront les langues de travail de la conférence. dates Importantes - Date limite pour soumettre les propositions : 18 mai 2014 - Notification d’acceptation aux auteurs : 27 Juillet 2014 - Dates de la conférence : 3-5 décembre 2014 Droits d’inscription *Avant le 31 octobre* - Titulaires : 100 € - Étudiants, post-doc, chercheurs non affiliés à une institution : 60 € - Dîner festif : 45 € Ces droits incluent trois déjeuners et les pauses-café. *Après le 31 octobre* - Titulaires : 140 € - Étudiants, post-doc, chercheurs non affiliés à une institution : 80 € - Dîner festif : 45 € Ces droits incluent trois déjeuners et les pauses-café. ***************************** Le 9 mai 2014 07:50, Anna Ghimenton a écrit : > Dear colleagues, > > This is a second call for papers for the conference *Variation in > Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to > 5 December 2014*. > > You will find the call for papers enclosed in this email (English and > French versions). > > Paper Abstract Submission Deadline: 18th May, 2014 > > Paper Notification of Acceptance: 27th July, 2014 > > Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en > > Please feel free to send this call for papers to the members of your > respective networks. > > Best regards, > > Anna Ghimenton > > (for the Organizing committee) > > ***************************** > Variation in language acquisition (ViLA2) > > *Grenoble, France, 3-5 December 2014* > > > > Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en > > > > In the beginning of the 20th Century, language was studied as clearly > defined homogenous systems, independent from other cognitive mechanisms > (e.g. social or spatial cognition). However, during the second half of the > 20th Century, sociolinguistic studies challenged this perspective > considering languages as evolving and heterogeneous systems. This > structured heterogeneity is due to their internal dynamics, the contacts > between them, and their links with social organization, which is itself > evolving, composite and multi-layered. This new perspective has > repercussions on language acquisition studies. The language environment the > child/learner is confronted to is variable and part of this variation is > organized by social factors. > > ViLA2 aims to bring together the growing amount of research that takes > into account language-internal variation as well as variation between two > or more languages in both first and second language acquisition. The > conference, a follow-up to a 2012 workshop (Münster, Germany), will be held > at the University of *Grenoble*, in the French Alps. It aims to cover the > following four thematic issues: > > 1/ Child acquisition of dialectal varieties of the first language > > 2/ Child multilingual and multidialectal acquisition within multilingual > communities > > 3/ Acquisition of language-internal variation as well as language mixing > in the case of a second language learning in contact with native speakers > (e.g. study abroad, migration) > > 4/ Lifelong second dialect acquisition. > > We welcome proposals for 20-minute paper presentations followed > by10-minute discussions that address the above issues, with one more of the > following perspectives: > > - Description and modeling of the appearance of adult- or native-like > sociolinguistic knowledge and patterns > > - Cognitive or linguistic underlying mechanisms > > - Language socialization > > - Acquisition of the indexical field and links between linguistic and > social knowledge > > - Influence of the environment: family, peers, and teachers > > - Studies contrasting or combining theoretical views: formal approaches, > constructionist and usage-based approaches, etc. > > - Language acquisition and language change > > - Combining methods and desirable innovation > > - … > > Research from different disciplinary background is welcome: > sociolinguistics, psycholinguistics, social cognition, anthropology, social > neurosciences, etc. We encourage proposals that bring together cognitive > and social issues or that combine experimental and corpus or field methods. > Invited speakers > > *Elizabeth Lanza * > > University of Oslo > > *Jeff Siegel * > > University of New England > > *Vera Regan * > > University College Dublin > > *Jennifer Smith * > > University of Glasgow > Format for Abstract > > Abstracts should be submitted using the OpenConf platform: > > http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en > > > > - 500 words, Times, single-spaced, title centered at top in bold, word > count visible, anonymous > > - Question clearly stated, significance and originality for the field, > methods, analysis, discussion > > - Examples, tables, figures, and references on a second page. > > - pdf file > > > > English and French are the working languages of the conference. > > > Important dates > > - Deadline for submission: 18 May 2014 > > - Notification of acceptance: 27 July 2014 > > - Conference date: 3-5 December 2014 > > > > *Fees* > > *Before 31 october* > > - General: 100€ > > - Students, post-doc, unaffiliated: 60€ > > - Gala dinner: 45€ > > The fees include the three lunches and the coffee breaks. > > *After 31 october* > > - General: 140€ > > - Students, post-doc, unaffiliated: 80€ > > - Gala dinner: 45€ > > The fees include the three lunches and the coffee breaks. > > ****************************************** > > Variation sociolinguistique et acquisition du langage (ViLA2) > > *Grenoble, France, 3-5 décembre 2014* > > > > Site web: http://vila2014.u-grenoble3.fr > > Dans la tradition des structuralismes européens et américains, l’étude > scientifique du langage était majoritairement dominée par une conception > globalisante des langues, perçues comme des entités homogènes, clairement > distinctes les unes des autres et indépendantes d’autres systèmes > organisant la connaissance humaine (cognition spatiale, cognition sociale, > etc.). Pendant la seconde partie du 20ème siècle, différents mouvements, > et plus particulièrement la sociolinguistique, ont remis en question cette > perspective, en présentant les langues comme des systèmes hétérogènes et > évolutifs, du fait de leur dynamique interne, des contacts entre elles et > des liens bidirectionnels avec l’organisation sociale et d’autres domaines > de l’activité humaine. Cette conception de l’hétérogénéité structurée du > langage et des langues a des conséquences sur les recherches concernant > leur acquisition. Qu’il s’agisse de l’enfant ou de l’apprenant adulte, > l’acquisition des langues premières et secondes s’effectue dans un > environnement linguistique variable et partiellement structuré par des > régularités sociales. > > L’objectif principal de ViLA2 est de réunir la communauté grandissante des > chercheuses et chercheurs qui prennent en compte les phénomènes de > variation ou d’alternance dans le processus d’acquisition des langues > premières ou des langues secondes. Cette conférence, qui fait suite à un > workshop (Münster, 2012), aura lieu à l’université de *Grenoble*, dans > les Alpes Françaises. Elle couvre quatre types de terrains : > > 1/ Acquisition par l’enfant des différentes variétés sociolinguistiques > d’une même langue > > 2/ Acquisition par l’enfant des phénomènes d’alternance dans les contextes > plurilingues > > 3/ Acquisition des variétés et des alternances dans le cas d’une deuxième > langue acquise au contact des natifs (migrations, séjours à l’étranger) > > 4/ Acquisition d’un second dialecte tout au long de la vie. > > Nous sollicitons des propositions pour des communications (20 minutes + 10 > minutes d’échanges) adoptant notamment une ou plusieurs des perspectives > suivantes : > > - Description et modélisation de l’acquisition de régularités > sociolinguistiques semblables à celles qui caractérisent les natifs ou les > adultes > > - Mécanismes linguistiques ou cognitifs sous-jacents > > - Variations sociolinguistiques et socialisation > > - Acquisition du champ indexical et lien entre connaissances linguistiques > et connaissances sociales > > - Influence de l’environnement social (famille, pairs, enseignants) > > - Etudes contrastant ou combinant des points de vue théoriques : approches > formelles, approches constructionnistes et fondées sur l’usage, etc. > > - Acquisition du langage et changement diachronique > > - Perception des variétés chez l’enfant > > - Innovations méthodologiques > > - … > > Des travaux de champs disciplinaires variés sont les bienvenus : > sociolinguistique, psycholinguistique, cognition sociale, anthropologie, > neurosciences sociales, etc. Nous encourageons les propositions combinant > les abords sociaux et cognitifs, ainsi que des travaux fondés simultanément > sur des expérimentations et des études de corpus ou de terrain. > Conférenciers invités > > *Elizabeth Lanza * > > University of Oslo > > *Jeff Siegel * > > University of New England > > *Vera Regan * > > University College Dublin > > > > *Jennifer Smith* > > University of Glasgow > Format des propositions > > Les propositions de communication se font à travers la plateforme OpenConf > > http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr > > > > - 500 mots, Times, interligne simple, titre en gras centré au sommet de la > page, nombre de mots visible, anonymat > > - Question de recherche clairement explicitée, signification et > originalité pour le champ, méthode, analyse, discussion > > - Exemples, tableaux, figures et références bibliographiques sur une > seconde page > > - fichier pdf. > > L’anglais et le français seront les langues de travail de la conférence. > dates Importantes > > - Date limite pour soumettre les propositions : 18 mai 2014 > > - Notification d’acceptation aux auteurs : 27 Juillet 2014 > > - Dates de la conférence : 3-5 décembre 2014 > Droits d’inscription > > *Avant le 31 octobre* > > - Titulaires : 100 € > > - Étudiants, post-doc, chercheurs non affiliés à une institution : 60 € > > - Dîner festif : 45 € > > Ces droits incluent trois déjeuners et les pauses-café. > > *Après le 31 octobre* > > - Titulaires : 140 € > > - Étudiants, post-doc, chercheurs non affiliés à une institution : 80 € > > - Dîner festif : 45 € > > Ces droits incluent trois déjeuners et les pauses-café. > ******************************* > > > -- > Anna Ghimenton > ILPGA > Université Paris 3 - Sorbonne Nouvelle > EA1483 - Recherche sur le Français Contemporain > CLESTHIA > https://sites.google.com/site/annaghimenton/home > https://univ-paris3.academia.edu/AnnaGhimenton > -- Anna Ghimenton ILPGA Université Paris 3 - Sorbonne Nouvelle EA1483 - Recherche sur le Français Contemporain CLESTHIA https://sites.google.com/site/annaghimenton/home https://univ-paris3.academia.edu/AnnaGhimenton -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKL%2Bqum4AZA%2BdxpUZwLHZ2fk34jcEPm-76p-Uf9G_S__4QEX%3Dw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From natalia.kucirkova at gmail.com Mon May 19 14:43:07 2014 From: natalia.kucirkova at gmail.com (Natalie) Date: Mon, 19 May 2014 07:43:07 -0700 Subject: Interested in new technologies and their impact on children's literacy? Message-ID: Are you interested in new technologies and their impact on children's language and literacy development? The Oxford Education Society's Saturday School this year will be held on Saturday 7th June from 10.00-16.00 at the Department of Education and is entitled "Early Literacy and digital technologies: friend or foe?" Bookings are now open to all - not just OES members - and we are looking forward to a stimulating day with excellent speakers, researchers, teachers and participants with a wide variety of interests. For further information about the speakers, the programme and how to book, please see the attached flyer or go to our event webpage at *http://www.oxes.org.uk/about-* us/events-2/early-literacy-and-digital-technologies-friend-or-foe/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/68a11692-bd89-46f9-9417-f6d025c80660%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Saturday School 2014 flyer final.pdf Type: application/pdf Size: 530177 bytes Desc: not available URL: From huysal9 at gmail.com Mon May 19 21:56:54 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Mon, 19 May 2014 14:56:54 -0700 Subject: Idiom comprehension in child language Message-ID: Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: - What is the direction of research in idiom comprehension in child language? - Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? - Is there anyone to help me revise my experimental design? - What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) - A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue May 20 02:14:49 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 19 May 2014 22:14:49 -0400 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin, This is a great topic and I am not really the best person to address the question, but let me throw in my two cents worth. One early and fascinating study of this is "From Two to Five" by Korney Chukovsky. Check out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. Bruno Estigarribia gathered some observations from info-childes related to these issues a few months back. Years ago, Stan Kuczaj thought and wrote a fair amount on this topic and Howard Gardner was interested in it too, but Chukovsky gives more detail. You can find related bits and pieces on this is various baby diaries and accounts, including even Piaget and Susan Isaacs. Occasionally, I see experimental work on the topic. A search of scholar.google.com for "children's idiom comprehension" brings up papers by people such as Dan Kempler, Cristina Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to get you started. I think that your emphasis on prototypicality is going in the right direction, but to really understand this you need a lot of backup from corpus work. I am more and more convinced that metaphors and idioms cluster into semantic fields that tend to pop out from very large corpora. However, children have only been exposed to the tip of this iceberg, so the relevant prototypes and semantic fields are still rather unstable. --Brian MacWhinney On May 19, 2014, at 5:56 PM, huysal9 at gmail.com wrote: > Dear all, > > First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: > What is the direction of research in idiom comprehension in child language? > Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? > Is there anyone to help me revise my experimental design? > What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) > A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue May 20 02:45:38 2014 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Tue, 20 May 2014 02:45:38 +0000 Subject: Idiom comprehension in child language In-Reply-To: <8B78504F-0572-48F6-ACAB-77CAA573F24D@cmu.edu> Message-ID: Dear Huseyin, Brian's reference to Chukovsky's really great little book jarred my memory. If you give me your snail mail address, I can send an old-fashioned reprint from an article from my dissertation on "The comprehension of metaphor by preschool children" with many more names, at least pre-1990 : ) (Gardner, Piaget, and Kuczaj, but also Winner, Ortony, Billow, Reyna, Vosniadou, a 1981 dissertation from Ohio State with several preschool examples, and others). Or you can just download it from Journal of Child Language, 1990, vol. 17, pp. 184-203. (Why do I still have those reprints??!) Cheers, Barbara Pearson ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate Co-director, Language Acquisition Research Center c/o Linguistics, 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On May 19, 2014, at 10:14 PM, Brian MacWhinney wrote: Dear Huseyin, This is a great topic and I am not really the best person to address the question, but let me throw in my two cents worth. One early and fascinating study of this is "From Two to Five" by Korney Chukovsky. Check out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. Bruno Estigarribia gathered some observations from info-childes related to these issues a few months back. Years ago, Stan Kuczaj thought and wrote a fair amount on this topic and Howard Gardner was interested in it too, but Chukovsky gives more detail. You can find related bits and pieces on this is various baby diaries and accounts, including even Piaget and Susan Isaacs. Occasionally, I see experimental work on the topic. A search of scholar.google.com for "children's idiom comprehension" brings up papers by people such as Dan Kempler, Cristina Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to get you started. I think that your emphasis on prototypicality is going in the right direction, but to really understand this you need a lot of backup from corpus work. I am more and more convinced that metaphors and idioms cluster into semantic fields that tend to pop out from very large corpora. However, children have only been exposed to the tip of this iceberg, so the relevant prototypes and semantic fields are still rather unstable. --Brian MacWhinney On May 19, 2014, at 5:56 PM, huysal9 at gmail.com wrote: Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/67929F1E-2CAD-4D0F-9B02-B91F4EEF1035%40ads.umass.edu. For more options, visit https://groups.google.com/d/optout. From doritr at post.tau.ac.il Tue May 20 03:08:11 2014 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Tue, 20 May 2014 06:08:11 +0300 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin. I think you will find the following paper useful: Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs in three pre-adolescent populations. First Language, 30, 155-173. Dorit Ravid From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of huysal9 at gmail.com Sent: Tuesday, May 20, 2014 12:57 AM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com . To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com . For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue May 20 12:35:58 2014 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 20 May 2014 08:35:58 -0400 Subject: Idiom comprehension in child language In-Reply-To: <076001cf73d8$bc0cf650$3426e2f0$@post.tau.ac.il> Message-ID: Dear Huseyin, I would say if you are working on idioms, do not forget to check Nunberg, Sag, and Wasow's (1994) paper in Language, titled "Idioms". It is available online if you google it. Tom Wasow used to say that was the best paper he'd ever written. Although it doesn't deal with child language per se, you absolutely must read it in order to understand issues such as compositionality, conventionality, and the interpretation of different kinds of idioms. Bruno Estigarribia > > Dear Huseyin. > > I think you will find the following paper useful: > > Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs > in three pre-adolescent populations. /First Language/, 30, 155-173. > > Dorit Ravid > > *From:*info-childes at googlegroups.com > [mailto:info-childes at googlegroups.com] *On Behalf Of *huysal9 at gmail.com > *Sent:* Tuesday, May 20, 2014 12:57 AM > *To:* info-childes at googlegroups.com > *Subject:* Idiom comprehension in child language > > Dear all, > > First of all, I would like to express my excitement about posting my > first question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is > the point of departure for my M.A thesis, within the frame of child > language development. Then I suddenly found myself trying to design > steps for (an) experiment(s) in idiom comprehension. I am partly aware > of the literature in figurative language processing (thanks to the > comprehensive chapter by Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my > questions are as follows: > > * What is the direction of research in idiom comprehension in child > language? > * Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > * Is there anyone to help me revise my experimental design? > * What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your > criticism or advice, if you prefer to look at this research > question from another perspective.) > * A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com > . > To post to this group, send email to info-childes at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com > . > To post to this group, send email to info-childes at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il > . > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/537B4C2E.7010206%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From seyda at gsu.edu Tue May 20 12:44:54 2014 From: seyda at gsu.edu (Seyda Ozcaliskan) Date: Tue, 20 May 2014 12:44:54 +0000 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: ?Hi Huseyin, I have done some work on young children's (ages 2-6) metaphor comprehension, using the conceptual metaphor theory as a framework, and will be happy to share my papers with you if you are interested. My email is: seyda at gsu.edu Best wishes, Seyda Seyda Özçaliskan, PhD Georgia State University Department of Psychology PO Box 5010 Atlanta, GA 30302-5010 Phone: 404-413 6282 http://www2.gsu.edu/~wwwpsy/ozcaliskan.html http://www2.gsu.edu/~wwwseo/Language_lab/HOME.html ________________________________ From: info-childes at googlegroups.com on behalf of huysal9 at gmail.com Sent: Monday, May 19, 2014 5:56 PM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1400589893498.77906%40gsu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nippold at uoregon.edu Tue May 20 16:39:19 2014 From: nippold at uoregon.edu (Marilyn Nippold) Date: Tue, 20 May 2014 09:39:19 -0700 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin, Development of figurative language comprehension (including idioms) in children, adolescents, and adults has been investigated for many years. For a summary (current as of 2007), including discussion of theories of development (e.g., metasemantic, language processing, language experience), please see the following book: Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults (Chapters 8-11). Austin, TX: Pro-Ed. In addition, I am attaching a list of articles that you might find useful. Best wishes, Marilyn Nippold University of Oregon USA From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of huysal9 at gmail.com Sent: Monday, May 19, 2014 2:57 PM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com . For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/008401cf744a%24116509f0%24342f1dd0%24%40uoregon.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Articles on Figurative Language Development.14.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 15821 bytes Desc: not available URL: From crowland at liverpool.ac.uk Tue May 20 17:29:26 2014 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Tue, 20 May 2014 17:29:26 +0000 Subject: Research Posts Available: ESRC Centre for Language and Communicative Development at the University of Liverpool Message-ID: APOLOGIES FOR CROSS-POSTING We are looking for two postdoctoral researchers and one research assistant to work on the Language 0-5 project as part of the new ESRC Centre for Language and Communicative Development. The posts are based at the University of Liverpool, UK. For details please see: for research assistant post: http://www.jobs.ac.uk/job/AIU323/esrc-research-assistant/ For postdoctoral researcher posts: http://www.jobs.ac.uk/job/AIU325/esrc-postdoctoral-research-associate/ Best wishes Caro ------------------------------------------------------------------- Prof Caroline Rowland Department of Psychological Sciences University of Liverpool http://pcwww.liv.ac.uk/~crowland/ Liverpool CLSC blog: http://liverpoolclsc.blogspot.co.uk/ Twitter: @CaroRowland -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3FF1F1F25A83534BB89EE788E44BC70BC31E4A1B%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Julian.Pine at liverpool.ac.uk Tue May 20 18:34:18 2014 From: Julian.Pine at liverpool.ac.uk (Pine, Julian) Date: Tue, 20 May 2014 18:34:18 +0000 Subject: Lectureship in Language and Communicative Development at the University of Liverpool Message-ID: Could I draw people's attention to the following job opportunity. Apologies for cross-posting. Thanks Julian Professor Julian Pine Institute of Psychology Health and Society Eleanor Rathbone Building Bedford Street South University of Liverpool Liverpool L69 7ZA United Kingdom Tel: +44 151 794 1113 Fax: +44 151 794 2945 Email: Julian.Pine at Liverpool.ac.uk Child Language Study Centre: http://www.liv.ac.uk/psychology-health- and-society/research/child-language-study-centre/ [University of Liverpool] Lecturer in Language and Communicative Development University of Liverpool - Faculty of Health and Life Sciences Location: Liverpool Salary: £37,756 to £47,787 Hours: Full Time Contract: Permanent Placed on: 20th May 2014 Closes: 18th June 2014 Job Ref: A-585892 Institute of Psychology, Health and Society Department of Psychological Sciences We are seeking an individual specialising in research on the development of language and communication. This post offers the opportunity to join a thriving research group at the University of Liverpool, and become a member of the new ESRC International Centre for Language and Communicative Development, a multi-million pound collaboration between the University of Liverpool, University of Manchester and Lancaster University. You will be expected to produce high quality research, to contribute to the work of the Department of Psychological Sciences and the ESRC Centre for Language and Communicative Development. You will also contribute to teaching and supervision on the undergraduate and taught masters programmes run by the School of Psychology. You should have a PhD in a relevant area (e.g. psychology, cognitive science, cognitive neuroscience, lingiustics), experience of publishing high-quality research on language and/or communicative development and experience of providing teaching and learning support in a higher education setting. Job Ref: A-585892 Closing Date: 18 June 2014 For full details, or to request an application pack, click 'Apply online' (www.liv.ac.uk/working/job_vacancies/) or e-mail jobs at liv.ac.uk, please quote Job Ref in all enquiries. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5012C852ED4BF644A892553FCD765CF4BCD4FF36%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nitya12345 at gmail.com Tue May 20 18:35:54 2014 From: nitya12345 at gmail.com (Nitya Sethuraman) Date: Tue, 20 May 2014 14:35:54 -0400 Subject: Idiom comprehension in child language In-Reply-To: <1400589893498.77906@gsu.edu> Message-ID: Hi Seyda, I'd be very interested in receiving a copy of your Metaphors We Move By paper, if you don't mind sharing. Thank you, Nitya On Tue, May 20, 2014 at 8:44 AM, Seyda Ozcaliskan wrote: > ​Hi Huseyin, > > I have done some work on young children's (ages 2-6) metaphor > comprehension, using the conceptual metaphor theory as a framework, and > will be happy to share my papers with you if you are interested. My email > is: seyda at gsu.edu > > Best wishes, > > Seyda > > > > > Şeyda Özçalışkan, PhD > > Georgia State University > > Department of Psychology > > PO Box 5010 > > Atlanta, GA 30302-5010 > > Phone: 404-413 6282 > > http://www2.gsu.edu/~wwwpsy/ozcaliskan.html > > http://www2.gsu.edu/~wwwseo/Language_lab/HOME.html > > > ------------------------------ > *From:* info-childes at googlegroups.com on > behalf of huysal9 at gmail.com > *Sent:* Monday, May 19, 2014 5:56 PM > > *To:* info-childes at googlegroups.com > *Subject:* Idiom comprehension in child language > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/1400589893498.77906%40gsu.edu. > > > For more options, visit https://groups.google.com/d/optout. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CACLVBEK%3Dcz6saa2sbCKwdepDAOxuLW52r9sB3WYw%2BC2XtZTmEw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 11:18:56 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 04:18:56 -0700 Subject: Idiom comprehension in child language In-Reply-To: <008401cf744a$116509f0$342f1dd0$@uoregon.edu> Message-ID: Thank you Marilyn for the detailed list that you have compiled. definitely, I found the chapters quite comprehensive and they helped me see what was going on in the field in detail. I do appreciate your contribution. On Tuesday, May 20, 2014 7:39:19 PM UTC+3, nip... at uoregon.edu wrote: > > Dear Huseyin, > > > > Development of figurative language comprehension (including idioms) in > children, adolescents, and adults has been investigated for many years. > > For a summary (current as of 2007), including discussion of theories of > development (e.g., metasemantic, language processing, language experience), > > please see the following book: > > > > Nippold, M. A. (2007). *Later language development: School-age children, > adolescents, and young adults* (Chapters 8-11). Austin, TX: Pro-Ed. > > > > In addition, I am attaching a list of articles that you might find useful. > > > > Best wishes, > > Marilyn Nippold > > University of Oregon > > USA > > > > > > > > *From:* info-c... at googlegroups.com [mailto: > info-c... at googlegroups.com ] *On Behalf Of *huy... at gmail.com > *Sent:* Monday, May 19, 2014 2:57 PM > *To:* info-c... at googlegroups.com > *Subject:* Idiom comprehension in child language > > > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/e2a8e8a5-f7f8-439b-b90d-5e6a837ceafc%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 12:37:17 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 05:37:17 -0700 Subject: Idiom comprehension in child language In-Reply-To: <537B4C2E.7010206@gmail.com> Message-ID: Dear Bruno, Definitely, "Idioms" is one of the best seminal works introducing the basic concepts in idiom research, and it is nice to confirm it with Wasow's words... I have just finished reading Nayak and Gibbs' Conceptual knowledge in the interpretation of idioms, and recommend it along with its review by Kreuz and Graesser. Thanks On Tuesday, May 20, 2014 3:35:58 PM UTC+3, Bruno wrote: > > Dear Huseyin, > > I would say if you are working on idioms, do not forget to check Nunberg, > Sag, and Wasow's (1994) paper in Language, titled "Idioms". It is available > online if you google it. Tom Wasow used to say that was the best paper he'd > ever written. Although it doesn't deal with child language per se, you > absolutely must read it in order to understand issues such as > compositionality, conventionality, and the interpretation of different > kinds of idioms. > Bruno Estigarribia > > Dear Huseyin. > > I think you will find the following paper useful: > > Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs in > three pre-adolescent populations. *First Language*, 30, 155-173. > > Dorit Ravid > > > > > > *From:* info-c... at googlegroups.com [ > mailto:in... at googlegroups.com ] *On Behalf Of * > huy... at gmail.com > *Sent:* Tuesday, May 20, 2014 12:57 AM > *To:* info-c... at googlegroups.com > *Subject:* Idiom comprehension in child language > > > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il > . > For more options, visit https://groups.google.com/d/optout. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59d3cf75-c385-446a-bbab-2ea0956e7765%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 14:30:52 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 07:30:52 -0700 Subject: Idiom comprehension in child language In-Reply-To: <67929F1E-2CAD-4D0F-9B02-B91F4EEF1035@ads.umass.edu> Message-ID: Dear Barbara, Thank you so much for your interest I am trying to access all the references you have supplied for me. As for your article, it would be nice to get an electronic copy of it (Thank you again for your willing to post it by snail mail. I will get in touch with you by email. Here is the link for Barbara's work for those who may be interested: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=4234640 On Tuesday, May 20, 2014 5:45:38 AM UTC+3, Barbara Zurer Pearson wrote: > > Dear Huseyin, > > Brian's reference to Chukovsky's really great little book jarred my > memory. If you give me your snail mail address, I can send an > old-fashioned reprint from an article from my dissertation on "The > comprehension of metaphor by preschool children" with many more names, at > least pre-1990 : ) (Gardner, Piaget, and Kuczaj, but also Winner, Ortony, > Billow, Reyna, Vosniadou, a 1981 dissertation from Ohio State with several > preschool examples, and others). Or you can just download it from Journal > of Child Language, 1990, vol. 17, pp. 184-203. > > (Why do I still have those reprints??!) > > Cheers, > > Barbara Pearson > ************************************************ > Barbara Zurer Pearson, Ph.D. > Research Associate > Co-director, Language Acquisition Research Center > c/o Linguistics, 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpea... at research.umass.edu > > > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > On May 19, 2014, at 10:14 PM, Brian MacWhinney wrote: > > Dear Huseyin, > This is a great topic and I am not really the best person to address > the question, but let me throw in my two cents worth. One early and > fascinating study of this is “From Two to Five” by Korney Chukovsky. Check > out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. > Bruno Estigarribia gathered some observations from info-childes related to > these issues a few months back. > Years ago, Stan Kuczaj thought and wrote a fair amount on this topic > and Howard Gardner was interested in it too, but Chukovsky gives more > detail. You can find related bits and pieces on this is various baby > diaries and accounts, including even Piaget and Susan Isaacs. > Occasionally, I see experimental work on the topic. A search of > scholar.google.com for “children’s idiom > comprehension” brings up papers by people such as Dan Kempler, Cristina > Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to > get you started. > I think that your emphasis on prototypicality is going in the right > direction, but to really understand this you need a lot of backup from > corpus work. I am more and more convinced that metaphors and idioms > cluster into semantic fields that tend to pop out from very large corpora. > However, children have only been exposed to the tip of this iceberg, so > the relevant prototypes and semantic fields are still rather unstable. > > —Brian MacWhinney > On May 19, 2014, at 5:56 PM, huy... at gmail.com huysal9 at gmail.com > wrote: > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > * What is the direction of research in idiom comprehension in child > language? > * Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > * Is there anyone to help me revise my experimental design? > * What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > * A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com info-childes+unsubscribe at googlegroups.com >. > To post to this group, send email to info-c... at googlegroups.com > >. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > < > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com?utm_medium=email&utm_source=footer>. > > For more options, visit https://groups.google.com/d/optout. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com info-childes+unsubscribe at googlegroups.com >. > To post to this group, send email to info-c... at googlegroups.com > >. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu > < > https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu?utm_medium=email&utm_source=footer>. > > For more options, visit https://groups.google.com/d/optout. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2a870e17-4747-4d8d-95f0-96a1a2d5ab43%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Fri May 23 17:33:56 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Fri, 23 May 2014 10:33:56 -0700 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Hi again, Could someone access to these papers? http://www.ncbi.nlm.nih.gov/pubmed/8820708 http://www.ncbi.nlm.nih.gov/pubmed/10877433 Best, Huseyin On Tuesday, 20 May 2014 00:56:54 UTC+3, huy... at gmail.com wrote: > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/579b82cc-5f8f-4064-b417-1fbdcc4f613d%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.salazar-orvig at univ-paris3.fr Sun May 25 14:15:58 2014 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Sun, 25 May 2014 07:15:58 -0700 Subject: Idiom comprehension in child language In-Reply-To: <579b82cc-5f8f-4064-b417-1fbdcc4f613d@googlegroups.com> Message-ID: Hi You can also look at Virginie Laval's work (University of Poitiers in France) who worked on idiom comprehension both by typically developping and SLI children. See for example : Laval, V. (2003). Idiom comprehension and metapragmatic knowledge in French children. Journal of Pragmatics, 35(5), 723-739. Bernicot, J., Laval, V., & Chaminaud, S. p. (2007). Nonliteral language forms in children: In what order are they acquired in pragmatics and metapragmatics? Journal of Pragmatics, 39(12), 2115-2132 Laval, V., de Weck, G., Chaminaud, S., & Lacroix, A. (2009). Context and Idiom Comprehension: A Study in French-Speaking Children With a Phonologic-Syntactic Dysphasia. Swiss Journal of Psychology, 68(1), 51-60. best wishes Anne Salazar Orvig Le vendredi 23 mai 2014 19:33:56 UTC+2, huy... at gmail.com a écrit : > > Hi again, > > Could someone access to these papers? > > http://www.ncbi.nlm.nih.gov/pubmed/8820708 > http://www.ncbi.nlm.nih.gov/pubmed/10877433 > > Best, > Huseyin > > On Tuesday, 20 May 2014 00:56:54 UTC+3, huy... at gmail.com wrote: >> >> Dear all, >> >> First of all, I would like to express my excitement about posting my >> first question in this group (Of course, after reading the older posts). >> >> I have been reading about Prototype Theory of Eleanor Rosch, which is the >> point of departure for my M.A thesis, within the frame of child language >> development. Then I suddenly found myself trying to design steps for (an) >> experiment(s) in idiom comprehension. I am partly aware of the literature >> in figurative language processing (thanks to the comprehensive chapter by >> Gibbs and Colston in >> http://www.sciencedirect.com/science/book/9780123693747). So my >> questions are as follows: >> >> - What is the direction of research in idiom comprehension in child >> language? >> - Could you suggest me some seminal works in idiom comprehension, or >> more generally figurative language? >> - Is there anyone to help me revise my experimental design? >> - What kind of an effect could prototypicality of concepts in idioms >> have on children's comprehension? (Feel free to share your criticism or >> advice, if you prefer to look at this research question from another >> perspective.) >> - A third research field having just popped into my mind is child >> directed speech. In what way can I integrate it into my research? >> >> Thanks, >> Huseyin >> > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/bcb6773c-c0b7-4cb2-99f0-bdc7b28872c4%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From duyguozge at gmail.com Mon May 26 12:22:37 2014 From: duyguozge at gmail.com (duygu ozge) Date: Mon, 26 May 2014 05:22:37 -0700 Subject: Second Call for papers for the Workshop on Children's Acquisition and Processing of Head-Final Langu Message-ID: Dear colleagues, This is the second call for papers for our one-day workshop on *Children’s Acquisition and Processing of Head-Final Languages* (CAPHL), which will be held on November 5, 2014 at Harvard University. The submission deadline is June 15, 2014. Please find the call-for papers attached and at the workshop website at: http://www.wjh.harvard.edu/~dozge/caphl/index.html We would appreciate if you could kindly spread the news. Thank you and best wishes, Duygu Ozge -- -- Duygu Özge, Phd Marie Curie Post Doctoral Fellow Department of Psychology Harvard University 33 Kirkland Street Cambridge, MA 02138 Tel: +1 617 642 4212 *http://www.wjh.harvard.edu/~dozge/ * -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/bc55f697-e3c0-47fe-a2cf-3867f7679f92%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CAPHL-CallForPapers.pdf Type: application/pdf Size: 111866 bytes Desc: not available URL: From k-syrett at ruccs.rutgers.edu Thu May 29 01:49:13 2014 From: k-syrett at ruccs.rutgers.edu (Kristen Syrett) Date: Wed, 28 May 2014 21:49:13 -0400 Subject: International Symposium on Bilingualism 10 @ Rutgers Message-ID: *The 10th International Symposium on Bilingualism * Hosted by Rutgers University-New Brunswick May 20-24, 2015 Theme: "uncovering multilingualism." Abstract submission for individual presentations and thematic sessions is now open, through September 15, 2014. Please see the attached Call for Papers for further details. Abstracts should be submitted via EasyChair (www.easychair.org/conferences/?conf=isb10 ). For more information, please visit the ISB10 website ( http://isb10.rutgers.edu). We hope to see you in New Brunswick, NJ for ISB10 next year! -- Kristen Syrett, Ph.D. Assistant Professor Department of Linguistics and Rutgers Center for Cognitive Science (RuCCS) Rutgers, The State University of New Jersey http://ruccs.rutgers.edu/~k-syrett/ Director, Rutgers Laboratory for Developmental Language Studies http://ruccs.rutgers.edu/languagestudies -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CABELTEk7n7b37YghcRuZjsOTpjCf3y%2BmAfCU%3DfZQ8MZxcT-1-A%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ISB10 CfP.pdf Type: application/pdf Size: 188238 bytes Desc: not available URL: From econwell at gmail.com Fri May 30 20:39:02 2014 From: econwell at gmail.com (Erin Conwell) Date: Fri, 30 May 2014 13:39:02 -0700 Subject: Lab Coordinator Position Available at NDSU Message-ID: Dear colleagues: Please forward the position notice below to anyone who you think might be a good fit. Thank you! Erin The Language Lab at North Dakota State University is seeking a full-time lab coordinator to support research on lexical and syntactic acquisition. We seek someone with enthusiasm for language and developmental research. Responsibilities will include, but are not limited to, creating stimuli and setting up studies, recruiting and running adult and child study participants, supervising undergraduate research assistants, analyzing data and maintaining research records. This position is ideal for someone who is looking to gain more research experience. This is a one-year fixed term position with the possibility of renewal. Minimum qualifications: BS/BA in psychology, cognitive science, linguistics or related field Good working knowledge of Microsoft Office or Open Office Excellent organization skills Good written and oral communication skills Experience working with human research participants NDSU is a top-ranked research university located in Fargo, North Dakota. An equal opportunity employer and an NSF ADVANCE institution, NDSU encourages applications from women and traditionally unrepresented groups. For more information or to apply, please visit https://jobs.ndsu.edu/postings/5026 and direct any inquiries to Dr. Erin Conwell at erin.r.conwell at ndsu.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/ccac98a8-2092-4e72-b2df-319366c000e1%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.azkarai at gmail.com Thu May 1 02:10:41 2014 From: a.azkarai at gmail.com (a.azkarai at gmail.com) Date: Wed, 30 Apr 2014 19:10:41 -0700 Subject: International Conference on Child Foreign Language Acquisition Message-ID: *International Conference on Child Foreign Language Acquisition* *Location: *Vitoria-Gasteiz, SPAIN *Dates: *16 and 17 October, 2014 *Conference website: *http://iclworkshop14.wix.com/ehugasteiz *Description: *This workshop focuses on child (4-12) foreign language acquisition in school contexts. Research exploring how children of that age range interact while completing communicative tasks is lacking, especially in foreign language settings. Philp, Oliver and Mackey (2008: 13) stated that there is a need for ?rich, detailed descriptions of the many and various factors which interact to impact a given child?s L2 development.? Thus, the conference expectes to present studies carried out within interactionist or sociocultural approaches and focused on different aspects of child foreign language development. *Plenary speakers:* Prof. Yuko Goto Butler (University of Pennsylvania) Dr. Ana Llinares (Universidad Aut?noma de Madrid) Prof. Carmen Mu?oz (Universitat de Barcelona) Prof. Marianne Nikolov (P?cs University) *Call for Papers:* Topics that will fit this call for papers will be, among others: - Task-based interaction among children (task familiarity, planning time, attention to form ? etc.) - Teacher input to young learners (instructions and models while carrying out tasks) and its impact on child language development. - L1 use. - The role of peers in child foreign/second language acquisition. - Pedagogical implications for the design of age-appropriate tasks. - Child metalinguistic awareness. - Child motivation and attitude toward tasks. - Concerns and challenges in child foreign language acquisition. Abstracts must be of 300 words maximum (not including title and references). Presentations will last 20 minutes and 10 more will be allowed for questions. Poster proposals are also welcomed. The language of the conference is English. In order to submit your proposal visit our website: http://iclworkshop14.wix.com/ehugasteiz and follow the instructions. A limited number of papers will be selected following blind peer review. Acceptance will be announced by mid-July. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/15d1441d-0bd2-43e2-97d5-cd87b2d01920%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sat May 3 22:14:53 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sat, 3 May 2014 18:14:53 -0400 Subject: NEW PROGRAM IN SPEECH-LANGUAGE PATHOLOGY Message-ID: And we need a wonderful, forward-looking scholar to be founding director! We have very strong Departments of Linguistics and Cognitive Science and Psychology and a School of Education that all care about language. Please consider sending in your application. Happy to answer any questions. All best wishes, Roberta Golinkoff -- 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/CAFWLa7Kk4YYRKaz0VE3PB%2BSN2oerHvfD5gw%2BRwMB9bRbnST6VQ%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: SLP FOUNDING DIRECTOR ADVERTISEMENT.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 298346 bytes Desc: not available URL: From danielle.matthews at sheffield.ac.uk Mon May 5 19:52:23 2014 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Mon, 5 May 2014 20:52:23 +0100 Subject: Workshop on Psychological and Computational Models of Reference Comprehension and Production Message-ID: The workshop welcomes submissions from developmental scientists! Call for submissions RefNet Workshop on Psychological and Computational Models of Reference Comprehension and Production Date: Sunday 31 Aug 2014 Location: School of Informatics, University of Edinburgh, UK http://www.macs.hw.ac.uk/InteractionLab/refnet/ An informal research workshop will take place, with the aim of sharing the current developments in the study of the production and comprehension of referring expressions in different scientific disciplines such as linguistics, cognitive science, psycholinguistics, computational linguistics. We invite submissions on all topics related to reference production/comprehension. Specific topics include, but are not limited to: -- social and contextual factors influencing reference production and comprehension -- cooperativeness and perspective-taking in reference production and comprehension. -- interaction between comprehension and production of referring expressions -- the role of visual context in the production/comprehension of referring expressions -- psychologically plausible computational models of reference production and comprehension -- referential communication in interactive settings -- referential communication in children -- complex descriptions (e.g., quantified descriptions, relational descriptions) -- the use of vague predicates in referring expressions -- referential over- and underspecification -- realisation of referring expressions (including prosody, gesture, eye gaze) -- data-collection and experimental evaluation methods -- the formal semantics and pragmatics of reference Invited speakers: Michael K. Tanenhaus, University of Rochester Kees van Deemter, University of Aberdeen Submissions: Selection of posters and oral presentations will be based on 500-1000 word abstracts including references. Abstracts, in PDF format, should be submitted via the workshop website: http://www.macs.hw.ac.uk/InteractionLab/refnet/submission.html . Abstracts will be reviewed anonymously, so please include a title but not authors. Revised versions of accepted abstracts will be posted on the RefNet page. There will be no printed proceedings. Important Dates: -- Monday 16th June: Submission deadline -- Mid-July: Notifications of acceptance -- Sunday 31st August: the workshop Programme Committee (more to be announced): Ellen Bard, Holly Branigan, Sarah Brown-Schmidt, Arash Eshghi, Kumiko Fukumura, Simon Garrod, Albert Gatt, Marcus Guhe, Pat Healey, William S. Horton, Julian Hough, Christine Howes, Srinivasan Janarthanam, Emiel Krahmer, Gregory Mills, Paul Piwek, Ehud Reiter, Matthew Stone, Marc Swerts, Roger van Gompel Organisers: Arash Eshghi (eshghi.a at gmail.com) Kumiko Fukumura (kumiko.fukumura at strath.ac.uk) Srini Janarthanam Note: The workshop takes place immediately after the RefNet summer school Psychological and Computational Models of Language Production (24-31 August, Edinburgh) ( http://homepages.abdn.ac.uk/k.vdeemter/pages/RefNet/events.html), but it will be open to anyone, regardless of whether they take part in the summer school. Both the workshop and the summer school are part of RefNet, a research network funded by the UK's EPSRC. -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAH4d6u%2B-1GC%2B8C_erTTCisJLwM3MJZDYPn_aRv8sAd4SW-uogQ%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Wed May 7 04:14:33 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 6 May 2014 21:14:33 -0700 Subject: BUCLD 39: abstract submission deadline (15 May, 2014) Message-ID: *** Message on behalf of BUCLD 39 conference organizers*** THE 39th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 7-9, 2014 Keynote Speaker: Richard Aslin, University of Rochester *?From sounds to words to grammatical categories: The role of distributional learning?* Plenary Speaker: Katherine Demuth, Macquarie University *?Prosodic effects on the emergence of grammatical morphemes: Evidence from perception and production?* Submissions of abstracts for 20-minute talks are now being accepted at: *http://www.bu.edu/bucld/*abstracts/abstract-submission/ DEADLINE. All submissions must be received by 8:00 PM EST, May 15, 2014. Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Artificial Languages, Bilingualism, Cognition& Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: *http://www.bu.edu/bucld/*abstracts/abstract-format/ FURTHER INFORMATION General conference information is available at: *http://www.bu.edu/bucld* Questions about abstracts 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/27dd6732-931b-4907-b87c-7a44e0661537%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gert.westermann at gmail.com Wed May 7 09:20:38 2014 From: gert.westermann at gmail.com (Gert Westermann) Date: Wed, 7 May 2014 02:20:38 -0700 Subject: Final call: NCPW14 Call for Papers - 14th Neural Computation and Psychology Workshop Message-ID: Dear colleague, The NCPW14 workshop has a developmental theme and usually has a strong showing of language development modelers, hence I am sending the call to this list as well: We cordially invite you to participate in the 14th Neural Computation and Psychology Workshop (NCPW14) to be held at Lancaster University, UK, from August 21-23, 2014: http://www.psych.lancs.ac.uk/ncpw14 This well-established and lively workshop aims at bringing together researchers from different disciplines such as artificial intelligence, cognitive science, computer science, neurobiology, philosophy and psychology to discuss their work on models of cognitive processes. Often this workshop has had a theme, and this time it is ?Development across the lifespan?, but also submissions that do not fall under this theme are welcome. Papers must be about emergent models - frequently, but not necessarily - of the connectionist/neural network kind, applied to cognition. The NCPW workshops have always been characterized by their limited size, high quality papers, the absence of parallel talk sessions, and a schedule that is explicitly designed to encourage interaction among the researchers present in an informal setting. NCPW14 is no exception. The scientific program will consist of keynote lectures, oral sessions and poster sessions. Furthermore, this workshop will feature a unique set of invited speakers: James McClelland, Stanford University. Bob McMurray, University of Iowa. Michael Thomas, Birkbeck College, London. Abstract submission Please submit one-page abstracts (pdf) by email to ncpw14conf at gmail.com, stating whether you want to present as a talk, poster, or talk/poster. Rumelhart Memorial Travel Awards The Rumelhart Memorial Travel awards, generously funded by Professor Jay McClelland, will provide funding to support travel costs for students/post docs presenting at the conference. Awards of US$250 are available to students or post docs from Western European countries, and US$750 for students or post docs from elsewhere. Decisions will be based on the quality of the submission. Eligibility criteria: The first author of the submission is a PhD student or Post-doctoral fellow who will attend the meeting and will present the submission if chosen to receive a travel award. Location Lancaster is situated in the north west of England, approximately one hour from Manchester and Liverpool airports. Lancaster is surrounded by spectacular scenery, hiking and climbing country. The Yorkshire Dales national park is 10 miles away. The Lake District national park is 20 miles away, http://www.nationalparks.gov.uk. The stagecoach 555 bus (http://www.stagecoachbus.com) takes you directly from Lancaster through the heart of the Lakes. The Trough of Bowland Area of Outstanding Natural Beauty is 2 miles away. Important dates to remember Abstract deadline: 15 May Notification of abstract acceptance: 7 June Early registration deadline: tbc Online registration deadline: tbc Conference dates: 21-23 August, 2014 Looking forward to your participation! Organizing Committee Gert Westermann, Lancaster University Padraic Monaghan, Lancaster University Katherine E. Twomey, Liverpool University Alastair C. Smith, MPI Nijmegen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/efa788cc-51dc-47af-a27c-d3f30e7c3eef%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.clarke202b at gmail.com Thu May 8 13:45:13 2014 From: m.clarke202b at gmail.com (Michael Clarke) Date: Thu, 8 May 2014 06:45:13 -0700 Subject: New PgCert/MRes Programme: Applied Research in Human Communication Disorders Message-ID: Dear colleagues, I would like to draw your attention to a new Postgraduate Certificate (PgCert) / Masters in Research (MRes) programme aimed at professionals working in child services in health, education or social care who have an interest in developing research expertise and a motivation to carry out supported research in the workplace. The multi-disciplinary programme offers full-time, part-time or flexible study over a period of 1 to 5 years, building towards a PgCert or MRes. With a strong emphasis on supported distance learning, the programme is designed specifically for those who wish to combine professional development in applied research with their on-going work commitments. For more information see: http://www.ucl.ac.uk/psychlangsci/students/prospective/PGT/TMRHCSSDIS01 or contact Kea Young: kea.young at ucl.ac.uk Many thanks, Michael Clarke PhD ~~~~~~~~~~~~~~~~~~~~ Michael Clarke PhD Developmental Science University College London (UCL) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/a3e685d5-234a-4298-90d8-b1058fe2a960%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anna.ghimenton at gmail.com Fri May 9 05:50:47 2014 From: anna.ghimenton at gmail.com (Anna Ghimenton) Date: Fri, 9 May 2014 07:50:47 +0200 Subject: Second call for papers: Variation in language acquisition (ViLA2) Grenoble, France, 3-5 December 2014 (Abstract deadline: 18 May) Message-ID: Dear colleagues, This is a second call for papers for the conference *Variation in Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to 5 December 2014*. You will find the call for papers enclosed in this email (English and French versions). Paper Abstract Submission Deadline: 18th May, 2014 Paper Notification of Acceptance: 27th July, 2014 Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en Please feel free to send this call for papers to the members of your respective networks. Best regards, Anna Ghimenton (for the Organizing committee) ***************************** Variation in language acquisition (ViLA2) *Grenoble, France, 3-5 December 2014* Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en In the beginning of the 20th Century, language was studied as clearly defined homogenous systems, independent from other cognitive mechanisms (e.g. social or spatial cognition). However, during the second half of the 20th Century, sociolinguistic studies challenged this perspective considering languages as evolving and heterogeneous systems. This structured heterogeneity is due to their internal dynamics, the contacts between them, and their links with social organization, which is itself evolving, composite and multi-layered. This new perspective has repercussions on language acquisition studies. The language environment the child/learner is confronted to is variable and part of this variation is organized by social factors. ViLA2 aims to bring together the growing amount of research that takes into account language-internal variation as well as variation between two or more languages in both first and second language acquisition. The conference, a follow-up to a 2012 workshop (M?nster, Germany), will be held at the University of *Grenoble*, in the French Alps. It aims to cover the following four thematic issues: 1/ Child acquisition of dialectal varieties of the first language 2/ Child multilingual and multidialectal acquisition within multilingual communities 3/ Acquisition of language-internal variation as well as language mixing in the case of a second language learning in contact with native speakers (e.g. study abroad, migration) 4/ Lifelong second dialect acquisition. We welcome proposals for 20-minute paper presentations followed by10-minute discussions that address the above issues, with one more of the following perspectives: - Description and modeling of the appearance of adult- or native-like sociolinguistic knowledge and patterns - Cognitive or linguistic underlying mechanisms - Language socialization - Acquisition of the indexical field and links between linguistic and social knowledge - Influence of the environment: family, peers, and teachers - Studies contrasting or combining theoretical views: formal approaches, constructionist and usage-based approaches, etc. - Language acquisition and language change - Combining methods and desirable innovation - ? Research from different disciplinary background is welcome: sociolinguistics, psycholinguistics, social cognition, anthropology, social neurosciences, etc. We encourage proposals that bring together cognitive and social issues or that combine experimental and corpus or field methods. Invited speakers *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith * University of Glasgow Format for Abstract Abstracts should be submitted using the OpenConf platform: http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en - 500 words, Times, single-spaced, title centered at top in bold, word count visible, anonymous - Question clearly stated, significance and originality for the field, methods, analysis, discussion - Examples, tables, figures, and references on a second page. - pdf file English and French are the working languages of the conference. Important dates - Deadline for submission: 18 May 2014 - Notification of acceptance: 27 July 2014 - Conference date: 3-5 December 2014 *Fees* *Before 31 october* - General: 100? - Students, post-doc, unaffiliated: 60? - Gala dinner: 45? The fees include the three lunches and the coffee breaks. *After 31 october* - General: 140? - Students, post-doc, unaffiliated: 80? - Gala dinner: 45? The fees include the three lunches and the coffee breaks. ****************************************** Variation sociolinguistique et acquisition du langage (ViLA2) *Grenoble, France, 3-5 d?cembre 2014* Site web: http://vila2014.u-grenoble3.fr Dans la tradition des structuralismes europ?ens et am?ricains, l??tude scientifique du langage ?tait majoritairement domin?e par une conception globalisante des langues, per?ues comme des entit?s homog?nes, clairement distinctes les unes des autres et ind?pendantes d?autres syst?mes organisant la connaissance humaine (cognition spatiale, cognition sociale, etc.). Pendant la seconde partie du 20?me si?cle, diff?rents mouvements, et plus particuli?rement la sociolinguistique, ont remis en question cette perspective, en pr?sentant les langues comme des syst?mes h?t?rog?nes et ?volutifs, du fait de leur dynamique interne, des contacts entre elles et des liens bidirectionnels avec l?organisation sociale et d?autres domaines de l?activit? humaine. Cette conception de l?h?t?rog?n?it? structur?e du langage et des langues a des cons?quences sur les recherches concernant leur acquisition. Qu?il s?agisse de l?enfant ou de l?apprenant adulte, l?acquisition des langues premi?res et secondes s?effectue dans un environnement linguistique variable et partiellement structur? par des r?gularit?s sociales. L?objectif principal de ViLA2 est de r?unir la communaut? grandissante des chercheuses et chercheurs qui prennent en compte les ph?nom?nes de variation ou d?alternance dans le processus d?acquisition des langues premi?res ou des langues secondes. Cette conf?rence, qui fait suite ? un workshop (M?nster, 2012), aura lieu ? l?universit? de *Grenoble*, dans les Alpes Fran?aises. Elle couvre quatre types de terrains : 1/ Acquisition par l?enfant des diff?rentes vari?t?s sociolinguistiques d?une m?me langue 2/ Acquisition par l?enfant des ph?nom?nes d?alternance dans les contextes plurilingues 3/ Acquisition des vari?t?s et des alternances dans le cas d?une deuxi?me langue acquise au contact des natifs (migrations, s?jours ? l??tranger) 4/ Acquisition d?un second dialecte tout au long de la vie. Nous sollicitons des propositions pour des communications (20 minutes + 10 minutes d??changes) adoptant notamment une ou plusieurs des perspectives suivantes : - Description et mod?lisation de l?acquisition de r?gularit?s sociolinguistiques semblables ? celles qui caract?risent les natifs ou les adultes - M?canismes linguistiques ou cognitifs sous-jacents - Variations sociolinguistiques et socialisation - Acquisition du champ indexical et lien entre connaissances linguistiques et connaissances sociales - Influence de l?environnement social (famille, pairs, enseignants) - Etudes contrastant ou combinant des points de vue th?oriques : approches formelles, approches constructionnistes et fond?es sur l?usage, etc. - Acquisition du langage et changement diachronique - Perception des vari?t?s chez l?enfant - Innovations m?thodologiques - ? Des travaux de champs disciplinaires vari?s sont les bienvenus : sociolinguistique, psycholinguistique, cognition sociale, anthropologie, neurosciences sociales, etc. Nous encourageons les propositions combinant les abords sociaux et cognitifs, ainsi que des travaux fond?s simultan?ment sur des exp?rimentations et des ?tudes de corpus ou de terrain. Conf?renciers invit?s *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith* University of Glasgow Format des propositions Les propositions de communication se font ? travers la plateforme OpenConf http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr - 500 mots, Times, interligne simple, titre en gras centr? au sommet de la page, nombre de mots visible, anonymat - Question de recherche clairement explicit?e, signification et originalit? pour le champ, m?thode, analyse, discussion - Exemples, tableaux, figures et r?f?rences bibliographiques sur une seconde page - fichier pdf. L?anglais et le fran?ais seront les langues de travail de la conf?rence. dates Importantes - Date limite pour soumettre les propositions : 18 mai 2014 - Notification d?acceptation aux auteurs : 27 Juillet 2014 - Dates de la conf?rence : 3-5 d?cembre 2014 Droits d?inscription *Avant le 31 octobre* - Titulaires : 100 ? - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 60 ? - D?ner festif : 45 ? Ces droits incluent trois d?jeuners et les pauses-caf?. *Apr?s le 31 octobre* - Titulaires : 140 ? - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 80 ? - D?ner festif : 45 ? Ces droits incluent trois d?jeuners et les pauses-caf?. ******************************* -- Anna Ghimenton ILPGA Universit? Paris 3 - Sorbonne Nouvelle EA1483 - Recherche sur le Fran?ais Contemporain CLESTHIA https://sites.google.com/site/annaghimenton/home https://univ-paris3.academia.edu/AnnaGhimenton -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKL%2Bquk0CAygNt5khH81k88XtbEhtceXwowG13uRogV%3DsBnsww%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nevena.e.dimitrova at gmail.com Fri May 9 18:26:27 2014 From: nevena.e.dimitrova at gmail.com (Nevena Dimitrova) Date: Fri, 9 May 2014 11:26:27 -0700 Subject: Lexical norms 3 year-olds Message-ID: Hi, I'm looking for lexical norms for English speaking 3 years olds. I have used the MCDI lexical norms for younger kids but the MCDI list is normed until 30 months. Does anyone know of lexical norms for children 3 and older and how I can access them? Thanks, Nevena -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f25174cb-2aa1-4596-926b-5a05663abe34%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri May 9 18:33:40 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 May 2014 14:33:40 -0400 Subject: Lexical norms 3 year-olds In-Reply-To: Message-ID: Dear Nevena, Have you tried http://childfreq.sumsar.net/ There is a link from the CHILDES homepage. --Brian MacWhinney On May 9, 2014, at 2:26 PM, Nevena Dimitrova wrote: > Hi, > I'm looking for lexical norms for English speaking 3 years olds. I have used the MCDI lexical norms for younger kids but the MCDI list is normed until 30 months. > Does anyone know of lexical norms for children 3 and older and how I can access them? > Thanks, > Nevena > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f25174cb-2aa1-4596-926b-5a05663abe34%40googlegroups.com. > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4847A079-5EBB-4803-8B23-BB6212488175%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nevena.e.dimitrova at gmail.com Fri May 9 18:46:44 2014 From: nevena.e.dimitrova at gmail.com (Nevena Dimitrova) Date: Fri, 9 May 2014 11:46:44 -0700 Subject: Lexical norms 3 year-olds In-Reply-To: Message-ID: Hello, thanks a lot for the ChildFreq link, I'm afraid I didn't know of this website! This will be very helpful for my work. Best regards, Nevena On Friday, May 9, 2014 2:26:27 PM UTC-4, Nevena Dimitrova wrote: > > Hi, > I'm looking for lexical norms for English speaking 3 years olds. I have > used the MCDI lexical norms for younger kids but the MCDI list is normed > until 30 months. > Does anyone know of lexical norms for children 3 and older and how I can > access them? > Thanks, > Nevena > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2dbf1c76-73b7-41d9-be4e-76ca385cb49b%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ktmesseng at gmail.com Mon May 12 12:46:16 2014 From: ktmesseng at gmail.com (Katherine Messenger) Date: Mon, 12 May 2014 05:46:16 -0700 Subject: Child Language Symposium 2015 Message-ID: Child Language Symposium 2015 The next Child Language Symposium (formerly Child Language Seminar) will be held at the University of Warwick (Coventry, UK) on Monday 20th July - Tuesday 21st July, 2015. The Child Language Symposium is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists and provides a forum for research on language acquisition and developmental language disorders. We are pleased to announce that our keynote speakers will be: Julie Dockrell, Institute of Education, University of London, UK Susan Goldin-Meadow, University of Chicago, USA Bob McMurray, University of Iowa, USA Marilyn Vihman, University of York, UK The Symposium will consist of two days of talks and two poster sessions. There will be a gala dinner on Monday 20th. A call for papers will be made in the autumn and further details about submissions and registration will appear online shortly (please see herefor details). To join our mailing list, please contact: CLS2015 @ warwick.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/d929d964-1593-49a5-9191-592eeff738bd%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bnir123 at gmail.com Wed May 14 07:53:58 2014 From: bnir123 at gmail.com (Bracha Nir) Date: Wed, 14 May 2014 00:53:58 -0700 Subject: Job announcement - Speech-Voice disorders at the University of Haifa Message-ID: Dear all, The department of Communication Sciences and Disorders at the University of Haifa, Israel, is opening a tenure-track position in Speech-Voice disorders. See the attachment for a pdf of the job description. Please bring it to the attention of anyone who might be interested. Best wishes, Bracha Nir -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/e4932374-76e2-4e1c-a6b1-787cf970ec84%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: JobAnnouncment_Speech Science_University of Haifa.pdf Type: application/pdf Size: 328973 bytes Desc: not available URL: From p.monaghan at lancaster.ac.uk Wed May 14 08:42:50 2014 From: p.monaghan at lancaster.ac.uk (padraic monaghan) Date: Wed, 14 May 2014 01:42:50 -0700 Subject: Two (at least) PhD studentships in early language development at Lancaster University, UK Message-ID: *Two Fully Funded PhD Projects in early language learning for EU/UK students* Psychology at Lancaster has two fully funded vacancies for PhD students, funded through the new ESRC International Centre for Language and Communicative Development (LuCiD), a multi-million pound collaboration between the Universities of Lancaster, Liverpool, and Manchester. The studentship benefits from the vibrant environment of the LuCiD Centre, including opportunities to travel to international laboratories, training in a range of psychological and neurophysiological techniques, frequent research and public engagement meetings, and support from a large team of researchers in language acquisition. One PhD will investigate language-specific and general-purpose learning mechanisms contributing to early language acquisition, the second will investigate how children understand how words refer to objects and actions in the environment, using EEG techniques with infants. For more information and details on the application process, please see: http://www.jobs.ac.uk/job/AIS675/fully-funded-esrc-phd-studentship-in-language-acquisition/ http://www.jobs.ac.uk/job/AIS679/fully-funded-esrc-phd-studentship-in-referential-understanding-in-infants/ *Three Fully Funded PhD Projects in any area of Psychology for all students* Lancaster University has three further PhD studentship vacancies in addition, open to all applicants - please see: http://www.psych.lancs.ac.uk/postgraduate/postgraduate_funding/funding-opportunities.php?phd_id=201 for more details -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/aed6799f-e19f-44e8-9b66-62c081a5f7a7%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From p.monaghan at lancaster.ac.uk Wed May 14 13:45:41 2014 From: p.monaghan at lancaster.ac.uk (padraic monaghan) Date: Wed, 14 May 2014 06:45:41 -0700 Subject: Two (at least) PhDs in language acquisition at Lancaster University Message-ID: (reposted due to faulty links in previous version) *Two Fully Funded PhD Projects in early language learning for EU/UK students* Psychology at Lancaster has two fully funded vacancies for PhD students, funded through the new ESRC International Centre for Language and Communicative Development (LuCiD), a multi-million pound collaboration between the Universities of Lancaster, Liverpool, and Manchester. The studentship benefits from the vibrant environment of the LuCiD Centre, including opportunities to travel to international laboratories, training in a range of psychological and neurophysiological techniques, frequent research and public engagement meetings, and support from a large team of researchers in language acquisition. One PhD will investigate language-specific and general-purpose learning mechanisms contributing to early language acquisition, the second will investigate how children understand how words refer to objects and actions in the environment, using EEG techniques with infants. For more information and details on the application process, please see: http://www.jobs.ac.uk/job/AIS675/fully-funded-esrc-phd-studentship-in-language-acquisition/ http://www.jobs.ac.uk/job/AIS679/fully-funded-esrc-phd-studentship-in-referential-understanding-in-infants/ *Three Fully Funded PhD Projects in any area of Psychology for all students* Lancaster University has three further PhD studentship vacancies in addition, open to all applicants - please see: http://www.psych.lancs.ac.uk/postgraduate/postgraduate_funding/funding-opportunities.php?phd_id=201for more details -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/ecf4eaf8-0f0f-43bc-9593-6fcbfe40b4ed%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed May 14 21:09:26 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 14 May 2014 17:09:26 -0400 Subject: comparison databases Message-ID: Dear Info-CHILDES, The KIDEVAL program is now working for both English and Spanish and the French version is nearly ready. This program computes a series of 30 measures in one pass across collections of files and puts the results in a single EXCEL spreadsheet. For AphasiaBank, we have gone the next step and created a method called EVAL for comparing results from single participants or collections of participants to norms as provided by the AphasiaBank database (280 participants and 250 controls). It would be nice to be able to do something similar for child language. The question then becomes what comparison data sets to include. There are several that are included in SALT and those could be interesting, if they are available. Perhaps some of the cross-sectional corpora in CHILDES, such as Weismer, Morisset, or NewEngland. Or we could construct a comparison set based on some of the densely sampled longitudinal corpora. Perhaps there are additional corpora not yet in CHILDES that would work for these purposes. Ideally, individual files should include at least 100 useable child utterances to allow for correct automatic computation of DSS, IPSyn and VOCD, along with the various other measures. Suggestions (and contributions) are very much invited. -- 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/E9222D00-605D-4EE0-8D4F-DDEA7C97974F%40cmu.edu. For more options, visit https://groups.google.com/d/optout. From Serratrice at manchester.ac.uk Fri May 16 13:44:33 2014 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Fri, 16 May 2014 06:44:33 -0700 Subject: Administrative Centre Manager vacancy: ESRC Centre in Manchester Message-ID: *Administrative Centre Manager vacancy at the newly established International ESRC Centre for Language and Communicative Development (LuCID)* Please pass on to any colleagues with project management/administrative experience and a general interest in child language research. http://www.jobs.ac.uk/job/AIT363/centre-manager-lucid/ Many thanks, Ludovica Serratrice -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/db82c408-f408-49ca-9736-ff4e8a0b67ab%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anna.ghimenton at gmail.com Mon May 19 14:09:46 2014 From: anna.ghimenton at gmail.com (Anna Ghimenton) Date: Mon, 19 May 2014 16:09:46 +0200 Subject: Second call for papers: Variation in language acquisition (ViLA2) Grenoble, France, 3-5 December 2014 (Abstract deadline exteded to 25 May) Message-ID: Dear colleagues, This is a final call for papers for the conference *Variation in Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to 5 December 2014*. You will find the call for papers enclosed in this email (English and French versions). Paper Abstract Submission Deadline* extended to 25 May, 2014* Paper Notification of Acceptance: 27 July, 2014 Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en Please feel free to send this call for papers to the members of your respective networks. Best regards, Anna Ghimenton (for the Organizing committee) ***************************** Variation in language acquisition (ViLA2) *Grenoble, France, 3-5 December 2014* Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en In the beginning of the 20th Century, language was studied as clearly defined homogenous systems, independent from other cognitive mechanisms (e.g. social or spatial cognition). However, during the second half of the 20th Century, sociolinguistic studies challenged this perspective considering languages as evolving and heterogeneous systems. This structured heterogeneity is due to their internal dynamics, the contacts between them, and their links with social organization, which is itself evolving, composite and multi-layered. This new perspective has repercussions on language acquisition studies. The language environment the child/learner is confronted to is variable and part of this variation is organized by social factors. ViLA2 aims to bring together the growing amount of research that takes into account language-internal variation as well as variation between two or more languages in both first and second language acquisition. The conference, a follow-up to a 2012 workshop (M?nster, Germany), will be held at the University of *Grenoble*, in the French Alps. It aims to cover the following four thematic issues: 1/ Child acquisition of dialectal varieties of the first language 2/ Child multilingual and multidialectal acquisition within multilingual communities 3/ Acquisition of language-internal variation as well as language mixing in the case of a second language learning in contact with native speakers (e.g. study abroad, migration) 4/ Lifelong second dialect acquisition. We welcome proposals for 20-minute paper presentations followed by10-minute discussions that address the above issues, with one more of the following perspectives: - Description and modeling of the appearance of adult- or native-like sociolinguistic knowledge and patterns - Cognitive or linguistic underlying mechanisms - Language socialization - Acquisition of the indexical field and links between linguistic and social knowledge - Influence of the environment: family, peers, and teachers - Studies contrasting or combining theoretical views: formal approaches, constructionist and usage-based approaches, etc. - Language acquisition and language change - Combining methods and desirable innovation - ? Research from different disciplinary background is welcome: sociolinguistics, psycholinguistics, social cognition, anthropology, social neurosciences, etc. We encourage proposals that bring together cognitive and social issues or that combine experimental and corpus or field methods. Invited speakers *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith * University of Glasgow Format for Abstract Abstracts should be submitted using the OpenConf platform: http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en - 500 words, Times, single-spaced, title centered at top in bold, word count visible, anonymous - Question clearly stated, significance and originality for the field, methods, analysis, discussion - Examples, tables, figures, and references on a second page. - pdf file English and French are the working languages of the conference. Important dates - Deadline for submission: 18 May 2014 - Notification of acceptance: 27 July 2014 - Conference date: 3-5 December 2014 *Fees* *Before 31 october* - General: 100? - Students, post-doc, unaffiliated: 60? - Gala dinner: 45? The fees include the three lunches and the coffee breaks. *After 31 october* - General: 140? - Students, post-doc, unaffiliated: 80? - Gala dinner: 45? The fees include the three lunches and the coffee breaks. ****************************************** Variation sociolinguistique et acquisition du langage (ViLA2) *Grenoble, France, 3-5 d?cembre 2014* Site web: http://vila2014.u-grenoble3.fr Dans la tradition des structuralismes europ?ens et am?ricains, l??tude scientifique du langage ?tait majoritairement domin?e par une conception globalisante des langues, per?ues comme des entit?s homog?nes, clairement distinctes les unes des autres et ind?pendantes d?autres syst?mes organisant la connaissance humaine (cognition spatiale, cognition sociale, etc.). Pendant la seconde partie du 20?me si?cle, diff?rents mouvements, et plus particuli?rement la sociolinguistique, ont remis en question cette perspective, en pr?sentant les langues comme des syst?mes h?t?rog?nes et ?volutifs, du fait de leur dynamique interne, des contacts entre elles et des liens bidirectionnels avec l?organisation sociale et d?autres domaines de l?activit? humaine. Cette conception de l?h?t?rog?n?it? structur?e du langage et des langues a des cons?quences sur les recherches concernant leur acquisition. Qu?il s?agisse de l?enfant ou de l?apprenant adulte, l?acquisition des langues premi?res et secondes s?effectue dans un environnement linguistique variable et partiellement structur? par des r?gularit?s sociales. L?objectif principal de ViLA2 est de r?unir la communaut? grandissante des chercheuses et chercheurs qui prennent en compte les ph?nom?nes de variation ou d?alternance dans le processus d?acquisition des langues premi?res ou des langues secondes. Cette conf?rence, qui fait suite ? un workshop (M?nster, 2012), aura lieu ? l?universit? de *Grenoble*, dans les Alpes Fran?aises. Elle couvre quatre types de terrains : 1/ Acquisition par l?enfant des diff?rentes vari?t?s sociolinguistiques d?une m?me langue 2/ Acquisition par l?enfant des ph?nom?nes d?alternance dans les contextes plurilingues 3/ Acquisition des vari?t?s et des alternances dans le cas d?une deuxi?me langue acquise au contact des natifs (migrations, s?jours ? l??tranger) 4/ Acquisition d?un second dialecte tout au long de la vie. Nous sollicitons des propositions pour des communications (20 minutes + 10 minutes d??changes) adoptant notamment une ou plusieurs des perspectives suivantes : - Description et mod?lisation de l?acquisition de r?gularit?s sociolinguistiques semblables ? celles qui caract?risent les natifs ou les adultes - M?canismes linguistiques ou cognitifs sous-jacents - Variations sociolinguistiques et socialisation - Acquisition du champ indexical et lien entre connaissances linguistiques et connaissances sociales - Influence de l?environnement social (famille, pairs, enseignants) - Etudes contrastant ou combinant des points de vue th?oriques : approches formelles, approches constructionnistes et fond?es sur l?usage, etc. - Acquisition du langage et changement diachronique - Perception des vari?t?s chez l?enfant - Innovations m?thodologiques - ? Des travaux de champs disciplinaires vari?s sont les bienvenus : sociolinguistique, psycholinguistique, cognition sociale, anthropologie, neurosciences sociales, etc. Nous encourageons les propositions combinant les abords sociaux et cognitifs, ainsi que des travaux fond?s simultan?ment sur des exp?rimentations et des ?tudes de corpus ou de terrain. Conf?renciers invit?s *Elizabeth Lanza * University of Oslo *Jeff Siegel * University of New England *Vera Regan * University College Dublin *Jennifer Smith* University of Glasgow Format des propositions Les propositions de communication se font ? travers la plateforme OpenConf http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr - 500 mots, Times, interligne simple, titre en gras centr? au sommet de la page, nombre de mots visible, anonymat - Question de recherche clairement explicit?e, signification et originalit? pour le champ, m?thode, analyse, discussion - Exemples, tableaux, figures et r?f?rences bibliographiques sur une seconde page - fichier pdf. L?anglais et le fran?ais seront les langues de travail de la conf?rence. dates Importantes - Date limite pour soumettre les propositions : 18 mai 2014 - Notification d?acceptation aux auteurs : 27 Juillet 2014 - Dates de la conf?rence : 3-5 d?cembre 2014 Droits d?inscription *Avant le 31 octobre* - Titulaires : 100 ? - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 60 ? - D?ner festif : 45 ? Ces droits incluent trois d?jeuners et les pauses-caf?. *Apr?s le 31 octobre* - Titulaires : 140 ? - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 80 ? - D?ner festif : 45 ? Ces droits incluent trois d?jeuners et les pauses-caf?. ***************************** Le 9 mai 2014 07:50, Anna Ghimenton a ?crit : > Dear colleagues, > > This is a second call for papers for the conference *Variation in > Language Acquisition (ViLA2)* to be held in Grenoble (France) from *3 to > 5 December 2014*. > > You will find the call for papers enclosed in this email (English and > French versions). > > Paper Abstract Submission Deadline: 18th May, 2014 > > Paper Notification of Acceptance: 27th July, 2014 > > Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en > > Please feel free to send this call for papers to the members of your > respective networks. > > Best regards, > > Anna Ghimenton > > (for the Organizing committee) > > ***************************** > Variation in language acquisition (ViLA2) > > *Grenoble, France, 3-5 December 2014* > > > > Website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en > > > > In the beginning of the 20th Century, language was studied as clearly > defined homogenous systems, independent from other cognitive mechanisms > (e.g. social or spatial cognition). However, during the second half of the > 20th Century, sociolinguistic studies challenged this perspective > considering languages as evolving and heterogeneous systems. This > structured heterogeneity is due to their internal dynamics, the contacts > between them, and their links with social organization, which is itself > evolving, composite and multi-layered. This new perspective has > repercussions on language acquisition studies. The language environment the > child/learner is confronted to is variable and part of this variation is > organized by social factors. > > ViLA2 aims to bring together the growing amount of research that takes > into account language-internal variation as well as variation between two > or more languages in both first and second language acquisition. The > conference, a follow-up to a 2012 workshop (M?nster, Germany), will be held > at the University of *Grenoble*, in the French Alps. It aims to cover the > following four thematic issues: > > 1/ Child acquisition of dialectal varieties of the first language > > 2/ Child multilingual and multidialectal acquisition within multilingual > communities > > 3/ Acquisition of language-internal variation as well as language mixing > in the case of a second language learning in contact with native speakers > (e.g. study abroad, migration) > > 4/ Lifelong second dialect acquisition. > > We welcome proposals for 20-minute paper presentations followed > by10-minute discussions that address the above issues, with one more of the > following perspectives: > > - Description and modeling of the appearance of adult- or native-like > sociolinguistic knowledge and patterns > > - Cognitive or linguistic underlying mechanisms > > - Language socialization > > - Acquisition of the indexical field and links between linguistic and > social knowledge > > - Influence of the environment: family, peers, and teachers > > - Studies contrasting or combining theoretical views: formal approaches, > constructionist and usage-based approaches, etc. > > - Language acquisition and language change > > - Combining methods and desirable innovation > > - ? > > Research from different disciplinary background is welcome: > sociolinguistics, psycholinguistics, social cognition, anthropology, social > neurosciences, etc. We encourage proposals that bring together cognitive > and social issues or that combine experimental and corpus or field methods. > Invited speakers > > *Elizabeth Lanza * > > University of Oslo > > *Jeff Siegel * > > University of New England > > *Vera Regan * > > University College Dublin > > *Jennifer Smith * > > University of Glasgow > Format for Abstract > > Abstracts should be submitted using the OpenConf platform: > > http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en > > > > - 500 words, Times, single-spaced, title centered at top in bold, word > count visible, anonymous > > - Question clearly stated, significance and originality for the field, > methods, analysis, discussion > > - Examples, tables, figures, and references on a second page. > > - pdf file > > > > English and French are the working languages of the conference. > > > Important dates > > - Deadline for submission: 18 May 2014 > > - Notification of acceptance: 27 July 2014 > > - Conference date: 3-5 December 2014 > > > > *Fees* > > *Before 31 october* > > - General: 100? > > - Students, post-doc, unaffiliated: 60? > > - Gala dinner: 45? > > The fees include the three lunches and the coffee breaks. > > *After 31 october* > > - General: 140? > > - Students, post-doc, unaffiliated: 80? > > - Gala dinner: 45? > > The fees include the three lunches and the coffee breaks. > > ****************************************** > > Variation sociolinguistique et acquisition du langage (ViLA2) > > *Grenoble, France, 3-5 d?cembre 2014* > > > > Site web: http://vila2014.u-grenoble3.fr > > Dans la tradition des structuralismes europ?ens et am?ricains, l??tude > scientifique du langage ?tait majoritairement domin?e par une conception > globalisante des langues, per?ues comme des entit?s homog?nes, clairement > distinctes les unes des autres et ind?pendantes d?autres syst?mes > organisant la connaissance humaine (cognition spatiale, cognition sociale, > etc.). Pendant la seconde partie du 20?me si?cle, diff?rents mouvements, > et plus particuli?rement la sociolinguistique, ont remis en question cette > perspective, en pr?sentant les langues comme des syst?mes h?t?rog?nes et > ?volutifs, du fait de leur dynamique interne, des contacts entre elles et > des liens bidirectionnels avec l?organisation sociale et d?autres domaines > de l?activit? humaine. Cette conception de l?h?t?rog?n?it? structur?e du > langage et des langues a des cons?quences sur les recherches concernant > leur acquisition. Qu?il s?agisse de l?enfant ou de l?apprenant adulte, > l?acquisition des langues premi?res et secondes s?effectue dans un > environnement linguistique variable et partiellement structur? par des > r?gularit?s sociales. > > L?objectif principal de ViLA2 est de r?unir la communaut? grandissante des > chercheuses et chercheurs qui prennent en compte les ph?nom?nes de > variation ou d?alternance dans le processus d?acquisition des langues > premi?res ou des langues secondes. Cette conf?rence, qui fait suite ? un > workshop (M?nster, 2012), aura lieu ? l?universit? de *Grenoble*, dans > les Alpes Fran?aises. Elle couvre quatre types de terrains : > > 1/ Acquisition par l?enfant des diff?rentes vari?t?s sociolinguistiques > d?une m?me langue > > 2/ Acquisition par l?enfant des ph?nom?nes d?alternance dans les contextes > plurilingues > > 3/ Acquisition des vari?t?s et des alternances dans le cas d?une deuxi?me > langue acquise au contact des natifs (migrations, s?jours ? l??tranger) > > 4/ Acquisition d?un second dialecte tout au long de la vie. > > Nous sollicitons des propositions pour des communications (20 minutes + 10 > minutes d??changes) adoptant notamment une ou plusieurs des perspectives > suivantes : > > - Description et mod?lisation de l?acquisition de r?gularit?s > sociolinguistiques semblables ? celles qui caract?risent les natifs ou les > adultes > > - M?canismes linguistiques ou cognitifs sous-jacents > > - Variations sociolinguistiques et socialisation > > - Acquisition du champ indexical et lien entre connaissances linguistiques > et connaissances sociales > > - Influence de l?environnement social (famille, pairs, enseignants) > > - Etudes contrastant ou combinant des points de vue th?oriques : approches > formelles, approches constructionnistes et fond?es sur l?usage, etc. > > - Acquisition du langage et changement diachronique > > - Perception des vari?t?s chez l?enfant > > - Innovations m?thodologiques > > - ? > > Des travaux de champs disciplinaires vari?s sont les bienvenus : > sociolinguistique, psycholinguistique, cognition sociale, anthropologie, > neurosciences sociales, etc. Nous encourageons les propositions combinant > les abords sociaux et cognitifs, ainsi que des travaux fond?s simultan?ment > sur des exp?rimentations et des ?tudes de corpus ou de terrain. > Conf?renciers invit?s > > *Elizabeth Lanza * > > University of Oslo > > *Jeff Siegel * > > University of New England > > *Vera Regan * > > University College Dublin > > > > *Jennifer Smith* > > University of Glasgow > Format des propositions > > Les propositions de communication se font ? travers la plateforme OpenConf > > http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr > > > > - 500 mots, Times, interligne simple, titre en gras centr? au sommet de la > page, nombre de mots visible, anonymat > > - Question de recherche clairement explicit?e, signification et > originalit? pour le champ, m?thode, analyse, discussion > > - Exemples, tableaux, figures et r?f?rences bibliographiques sur une > seconde page > > - fichier pdf. > > L?anglais et le fran?ais seront les langues de travail de la conf?rence. > dates Importantes > > - Date limite pour soumettre les propositions : 18 mai 2014 > > - Notification d?acceptation aux auteurs : 27 Juillet 2014 > > - Dates de la conf?rence : 3-5 d?cembre 2014 > Droits d?inscription > > *Avant le 31 octobre* > > - Titulaires : 100 ? > > - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 60 ? > > - D?ner festif : 45 ? > > Ces droits incluent trois d?jeuners et les pauses-caf?. > > *Apr?s le 31 octobre* > > - Titulaires : 140 ? > > - ?tudiants, post-doc, chercheurs non affili?s ? une institution : 80 ? > > - D?ner festif : 45 ? > > Ces droits incluent trois d?jeuners et les pauses-caf?. > ******************************* > > > -- > Anna Ghimenton > ILPGA > Universit? Paris 3 - Sorbonne Nouvelle > EA1483 - Recherche sur le Fran?ais Contemporain > CLESTHIA > https://sites.google.com/site/annaghimenton/home > https://univ-paris3.academia.edu/AnnaGhimenton > -- Anna Ghimenton ILPGA Universit? Paris 3 - Sorbonne Nouvelle EA1483 - Recherche sur le Fran?ais Contemporain CLESTHIA https://sites.google.com/site/annaghimenton/home https://univ-paris3.academia.edu/AnnaGhimenton -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKL%2Bqum4AZA%2BdxpUZwLHZ2fk34jcEPm-76p-Uf9G_S__4QEX%3Dw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From natalia.kucirkova at gmail.com Mon May 19 14:43:07 2014 From: natalia.kucirkova at gmail.com (Natalie) Date: Mon, 19 May 2014 07:43:07 -0700 Subject: Interested in new technologies and their impact on children's literacy? Message-ID: Are you interested in new technologies and their impact on children's language and literacy development? The Oxford Education Society's Saturday School this year will be held on Saturday 7th June from 10.00-16.00 at the Department of Education and is entitled "Early Literacy and digital technologies: friend or foe?" Bookings are now open to all - not just OES members - and we are looking forward to a stimulating day with excellent speakers, researchers, teachers and participants with a wide variety of interests. For further information about the speakers, the programme and how to book, please see the attached flyer or go to our event webpage at *http://www.oxes.org.uk/about-* us/events-2/early-literacy-and-digital-technologies-friend-or-foe/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/68a11692-bd89-46f9-9417-f6d025c80660%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Saturday School 2014 flyer final.pdf Type: application/pdf Size: 530177 bytes Desc: not available URL: From huysal9 at gmail.com Mon May 19 21:56:54 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Mon, 19 May 2014 14:56:54 -0700 Subject: Idiom comprehension in child language Message-ID: Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: - What is the direction of research in idiom comprehension in child language? - Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? - Is there anyone to help me revise my experimental design? - What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) - A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue May 20 02:14:49 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 19 May 2014 22:14:49 -0400 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin, This is a great topic and I am not really the best person to address the question, but let me throw in my two cents worth. One early and fascinating study of this is "From Two to Five" by Korney Chukovsky. Check out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. Bruno Estigarribia gathered some observations from info-childes related to these issues a few months back. Years ago, Stan Kuczaj thought and wrote a fair amount on this topic and Howard Gardner was interested in it too, but Chukovsky gives more detail. You can find related bits and pieces on this is various baby diaries and accounts, including even Piaget and Susan Isaacs. Occasionally, I see experimental work on the topic. A search of scholar.google.com for "children's idiom comprehension" brings up papers by people such as Dan Kempler, Cristina Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to get you started. I think that your emphasis on prototypicality is going in the right direction, but to really understand this you need a lot of backup from corpus work. I am more and more convinced that metaphors and idioms cluster into semantic fields that tend to pop out from very large corpora. However, children have only been exposed to the tip of this iceberg, so the relevant prototypes and semantic fields are still rather unstable. --Brian MacWhinney On May 19, 2014, at 5:56 PM, huysal9 at gmail.com wrote: > Dear all, > > First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: > What is the direction of research in idiom comprehension in child language? > Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? > Is there anyone to help me revise my experimental design? > What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) > A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue May 20 02:45:38 2014 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Tue, 20 May 2014 02:45:38 +0000 Subject: Idiom comprehension in child language In-Reply-To: <8B78504F-0572-48F6-ACAB-77CAA573F24D@cmu.edu> Message-ID: Dear Huseyin, Brian's reference to Chukovsky's really great little book jarred my memory. If you give me your snail mail address, I can send an old-fashioned reprint from an article from my dissertation on "The comprehension of metaphor by preschool children" with many more names, at least pre-1990 : ) (Gardner, Piaget, and Kuczaj, but also Winner, Ortony, Billow, Reyna, Vosniadou, a 1981 dissertation from Ohio State with several preschool examples, and others). Or you can just download it from Journal of Child Language, 1990, vol. 17, pp. 184-203. (Why do I still have those reprints??!) Cheers, Barbara Pearson ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate Co-director, Language Acquisition Research Center c/o Linguistics, 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On May 19, 2014, at 10:14 PM, Brian MacWhinney wrote: Dear Huseyin, This is a great topic and I am not really the best person to address the question, but let me throw in my two cents worth. One early and fascinating study of this is "From Two to Five" by Korney Chukovsky. Check out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. Bruno Estigarribia gathered some observations from info-childes related to these issues a few months back. Years ago, Stan Kuczaj thought and wrote a fair amount on this topic and Howard Gardner was interested in it too, but Chukovsky gives more detail. You can find related bits and pieces on this is various baby diaries and accounts, including even Piaget and Susan Isaacs. Occasionally, I see experimental work on the topic. A search of scholar.google.com for "children's idiom comprehension" brings up papers by people such as Dan Kempler, Cristina Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to get you started. I think that your emphasis on prototypicality is going in the right direction, but to really understand this you need a lot of backup from corpus work. I am more and more convinced that metaphors and idioms cluster into semantic fields that tend to pop out from very large corpora. However, children have only been exposed to the tip of this iceberg, so the relevant prototypes and semantic fields are still rather unstable. --Brian MacWhinney On May 19, 2014, at 5:56 PM, huysal9 at gmail.com wrote: Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/67929F1E-2CAD-4D0F-9B02-B91F4EEF1035%40ads.umass.edu. For more options, visit https://groups.google.com/d/optout. From doritr at post.tau.ac.il Tue May 20 03:08:11 2014 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Tue, 20 May 2014 06:08:11 +0300 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin. I think you will find the following paper useful: Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs in three pre-adolescent populations. First Language, 30, 155-173. Dorit Ravid From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of huysal9 at gmail.com Sent: Tuesday, May 20, 2014 12:57 AM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com . To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com . For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue May 20 12:35:58 2014 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 20 May 2014 08:35:58 -0400 Subject: Idiom comprehension in child language In-Reply-To: <076001cf73d8$bc0cf650$3426e2f0$@post.tau.ac.il> Message-ID: Dear Huseyin, I would say if you are working on idioms, do not forget to check Nunberg, Sag, and Wasow's (1994) paper in Language, titled "Idioms". It is available online if you google it. Tom Wasow used to say that was the best paper he'd ever written. Although it doesn't deal with child language per se, you absolutely must read it in order to understand issues such as compositionality, conventionality, and the interpretation of different kinds of idioms. Bruno Estigarribia > > Dear Huseyin. > > I think you will find the following paper useful: > > Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs > in three pre-adolescent populations. /First Language/, 30, 155-173. > > Dorit Ravid > > *From:*info-childes at googlegroups.com > [mailto:info-childes at googlegroups.com] *On Behalf Of *huysal9 at gmail.com > *Sent:* Tuesday, May 20, 2014 12:57 AM > *To:* info-childes at googlegroups.com > *Subject:* Idiom comprehension in child language > > Dear all, > > First of all, I would like to express my excitement about posting my > first question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is > the point of departure for my M.A thesis, within the frame of child > language development. Then I suddenly found myself trying to design > steps for (an) experiment(s) in idiom comprehension. I am partly aware > of the literature in figurative language processing (thanks to the > comprehensive chapter by Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my > questions are as follows: > > * What is the direction of research in idiom comprehension in child > language? > * Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > * Is there anyone to help me revise my experimental design? > * What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your > criticism or advice, if you prefer to look at this research > question from another perspective.) > * A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com > . > To post to this group, send email to info-childes at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com > . > To post to this group, send email to info-childes at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il > . > For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/537B4C2E.7010206%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From seyda at gsu.edu Tue May 20 12:44:54 2014 From: seyda at gsu.edu (Seyda Ozcaliskan) Date: Tue, 20 May 2014 12:44:54 +0000 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: ?Hi Huseyin, I have done some work on young children's (ages 2-6) metaphor comprehension, using the conceptual metaphor theory as a framework, and will be happy to share my papers with you if you are interested. My email is: seyda at gsu.edu Best wishes, Seyda Seyda ?z?aliskan, PhD Georgia State University Department of Psychology PO Box 5010 Atlanta, GA 30302-5010 Phone: 404-413 6282 http://www2.gsu.edu/~wwwpsy/ozcaliskan.html http://www2.gsu.edu/~wwwseo/Language_lab/HOME.html ________________________________ From: info-childes at googlegroups.com on behalf of huysal9 at gmail.com Sent: Monday, May 19, 2014 5:56 PM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1400589893498.77906%40gsu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nippold at uoregon.edu Tue May 20 16:39:19 2014 From: nippold at uoregon.edu (Marilyn Nippold) Date: Tue, 20 May 2014 09:39:19 -0700 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Dear Huseyin, Development of figurative language comprehension (including idioms) in children, adolescents, and adults has been investigated for many years. For a summary (current as of 2007), including discussion of theories of development (e.g., metasemantic, language processing, language experience), please see the following book: Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults (Chapters 8-11). Austin, TX: Pro-Ed. In addition, I am attaching a list of articles that you might find useful. Best wishes, Marilyn Nippold University of Oregon USA From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of huysal9 at gmail.com Sent: Monday, May 19, 2014 2:57 PM To: info-childes at googlegroups.com Subject: Idiom comprehension in child language Dear all, First of all, I would like to express my excitement about posting my first question in this group (Of course, after reading the older posts). I have been reading about Prototype Theory of Eleanor Rosch, which is the point of departure for my M.A thesis, within the frame of child language development. Then I suddenly found myself trying to design steps for (an) experiment(s) in idiom comprehension. I am partly aware of the literature in figurative language processing (thanks to the comprehensive chapter by Gibbs and Colston in http://www.sciencedirect.com/science/book/9780123693747). So my questions are as follows: * What is the direction of research in idiom comprehension in child language? * Could you suggest me some seminal works in idiom comprehension, or more generally figurative language? * Is there anyone to help me revise my experimental design? * What kind of an effect could prototypicality of concepts in idioms have on children's comprehension? (Feel free to share your criticism or advice, if you prefer to look at this research question from another perspective.) * A third research field having just popped into my mind is child directed speech. In what way can I integrate it into my research? Thanks, Huseyin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com . For more options, visit https://groups.google.com/d/optout. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/008401cf744a%24116509f0%24342f1dd0%24%40uoregon.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Articles on Figurative Language Development.14.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 15821 bytes Desc: not available URL: From crowland at liverpool.ac.uk Tue May 20 17:29:26 2014 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Tue, 20 May 2014 17:29:26 +0000 Subject: Research Posts Available: ESRC Centre for Language and Communicative Development at the University of Liverpool Message-ID: APOLOGIES FOR CROSS-POSTING We are looking for two postdoctoral researchers and one research assistant to work on the Language 0-5 project as part of the new ESRC Centre for Language and Communicative Development. The posts are based at the University of Liverpool, UK. For details please see: for research assistant post: http://www.jobs.ac.uk/job/AIU323/esrc-research-assistant/ For postdoctoral researcher posts: http://www.jobs.ac.uk/job/AIU325/esrc-postdoctoral-research-associate/ Best wishes Caro ------------------------------------------------------------------- Prof Caroline Rowland Department of Psychological Sciences University of Liverpool http://pcwww.liv.ac.uk/~crowland/ Liverpool CLSC blog: http://liverpoolclsc.blogspot.co.uk/ Twitter: @CaroRowland -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3FF1F1F25A83534BB89EE788E44BC70BC31E4A1B%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Julian.Pine at liverpool.ac.uk Tue May 20 18:34:18 2014 From: Julian.Pine at liverpool.ac.uk (Pine, Julian) Date: Tue, 20 May 2014 18:34:18 +0000 Subject: Lectureship in Language and Communicative Development at the University of Liverpool Message-ID: Could I draw people's attention to the following job opportunity. Apologies for cross-posting. Thanks Julian Professor Julian Pine Institute of Psychology Health and Society Eleanor Rathbone Building Bedford Street South University of Liverpool Liverpool L69 7ZA United Kingdom Tel: +44 151 794 1113 Fax: +44 151 794 2945 Email: Julian.Pine at Liverpool.ac.uk Child Language Study Centre: http://www.liv.ac.uk/psychology-health- and-society/research/child-language-study-centre/ [University of Liverpool] Lecturer in Language and Communicative Development University of Liverpool - Faculty of Health and Life Sciences Location: Liverpool Salary: ?37,756 to ?47,787 Hours: Full Time Contract: Permanent Placed on: 20th May 2014 Closes: 18th June 2014 Job Ref: A-585892 Institute of Psychology, Health and Society Department of Psychological Sciences We are seeking an individual specialising in research on the development of language and communication. This post offers the opportunity to join a thriving research group at the University of Liverpool, and become a member of the new ESRC International Centre for Language and Communicative Development, a multi-million pound collaboration between the University of Liverpool, University of Manchester and Lancaster University. You will be expected to produce high quality research, to contribute to the work of the Department of Psychological Sciences and the ESRC Centre for Language and Communicative Development. You will also contribute to teaching and supervision on the undergraduate and taught masters programmes run by the School of Psychology. You should have a PhD in a relevant area (e.g. psychology, cognitive science, cognitive neuroscience, lingiustics), experience of publishing high-quality research on language and/or communicative development and experience of providing teaching and learning support in a higher education setting. Job Ref: A-585892 Closing Date: 18 June 2014 For full details, or to request an application pack, click 'Apply online' (www.liv.ac.uk/working/job_vacancies/) or e-mail jobs at liv.ac.uk, please quote Job Ref in all enquiries. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5012C852ED4BF644A892553FCD765CF4BCD4FF36%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nitya12345 at gmail.com Tue May 20 18:35:54 2014 From: nitya12345 at gmail.com (Nitya Sethuraman) Date: Tue, 20 May 2014 14:35:54 -0400 Subject: Idiom comprehension in child language In-Reply-To: <1400589893498.77906@gsu.edu> Message-ID: Hi Seyda, I'd be very interested in receiving a copy of your Metaphors We Move By paper, if you don't mind sharing. Thank you, Nitya On Tue, May 20, 2014 at 8:44 AM, Seyda Ozcaliskan wrote: > ?Hi Huseyin, > > I have done some work on young children's (ages 2-6) metaphor > comprehension, using the conceptual metaphor theory as a framework, and > will be happy to share my papers with you if you are interested. My email > is: seyda at gsu.edu > > Best wishes, > > Seyda > > > > > ?eyda ?z?al??kan, PhD > > Georgia State University > > Department of Psychology > > PO Box 5010 > > Atlanta, GA 30302-5010 > > Phone: 404-413 6282 > > http://www2.gsu.edu/~wwwpsy/ozcaliskan.html > > http://www2.gsu.edu/~wwwseo/Language_lab/HOME.html > > > ------------------------------ > *From:* info-childes at googlegroups.com on > behalf of huysal9 at gmail.com > *Sent:* Monday, May 19, 2014 5:56 PM > > *To:* info-childes at googlegroups.com > *Subject:* Idiom comprehension in child language > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/1400589893498.77906%40gsu.edu. > > > For more options, visit https://groups.google.com/d/optout. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CACLVBEK%3Dcz6saa2sbCKwdepDAOxuLW52r9sB3WYw%2BC2XtZTmEw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 11:18:56 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 04:18:56 -0700 Subject: Idiom comprehension in child language In-Reply-To: <008401cf744a$116509f0$342f1dd0$@uoregon.edu> Message-ID: Thank you Marilyn for the detailed list that you have compiled. definitely, I found the chapters quite comprehensive and they helped me see what was going on in the field in detail. I do appreciate your contribution. On Tuesday, May 20, 2014 7:39:19 PM UTC+3, nip... at uoregon.edu wrote: > > Dear Huseyin, > > > > Development of figurative language comprehension (including idioms) in > children, adolescents, and adults has been investigated for many years. > > For a summary (current as of 2007), including discussion of theories of > development (e.g., metasemantic, language processing, language experience), > > please see the following book: > > > > Nippold, M. A. (2007). *Later language development: School-age children, > adolescents, and young adults* (Chapters 8-11). Austin, TX: Pro-Ed. > > > > In addition, I am attaching a list of articles that you might find useful. > > > > Best wishes, > > Marilyn Nippold > > University of Oregon > > USA > > > > > > > > *From:* info-c... at googlegroups.com [mailto: > info-c... at googlegroups.com ] *On Behalf Of *huy... at gmail.com > *Sent:* Monday, May 19, 2014 2:57 PM > *To:* info-c... at googlegroups.com > *Subject:* Idiom comprehension in child language > > > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/e2a8e8a5-f7f8-439b-b90d-5e6a837ceafc%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 12:37:17 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 05:37:17 -0700 Subject: Idiom comprehension in child language In-Reply-To: <537B4C2E.7010206@gmail.com> Message-ID: Dear Bruno, Definitely, "Idioms" is one of the best seminal works introducing the basic concepts in idiom research, and it is nice to confirm it with Wasow's words... I have just finished reading Nayak and Gibbs' Conceptual knowledge in the interpretation of idioms, and recommend it along with its review by Kreuz and Graesser. Thanks On Tuesday, May 20, 2014 3:35:58 PM UTC+3, Bruno wrote: > > Dear Huseyin, > > I would say if you are working on idioms, do not forget to check Nunberg, > Sag, and Wasow's (1994) paper in Language, titled "Idioms". It is available > online if you google it. Tom Wasow used to say that was the best paper he'd > ever written. Although it doesn't deal with child language per se, you > absolutely must read it in order to understand issues such as > compositionality, conventionality, and the interpretation of different > kinds of idioms. > Bruno Estigarribia > > Dear Huseyin. > > I think you will find the following paper useful: > > Berman, R.A. & D. Ravid. 2010. Interpretation and recall of proverbs in > three pre-adolescent populations. *First Language*, 30, 155-173. > > Dorit Ravid > > > > > > *From:* info-c... at googlegroups.com [ > mailto:in... at googlegroups.com ] *On Behalf Of * > huy... at gmail.com > *Sent:* Tuesday, May 20, 2014 12:57 AM > *To:* info-c... at googlegroups.com > *Subject:* Idiom comprehension in child language > > > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > . > For more options, visit https://groups.google.com/d/optout. > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com . > To post to this group, send email to info-c... at googlegroups.com > . > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/076001cf73d8%24bc0cf650%243426e2f0%24%40post.tau.ac.il > . > For more options, visit https://groups.google.com/d/optout. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59d3cf75-c385-446a-bbab-2ea0956e7765%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Thu May 22 14:30:52 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 22 May 2014 07:30:52 -0700 Subject: Idiom comprehension in child language In-Reply-To: <67929F1E-2CAD-4D0F-9B02-B91F4EEF1035@ads.umass.edu> Message-ID: Dear Barbara, Thank you so much for your interest I am trying to access all the references you have supplied for me. As for your article, it would be nice to get an electronic copy of it (Thank you again for your willing to post it by snail mail. I will get in touch with you by email. Here is the link for Barbara's work for those who may be interested: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=4234640 On Tuesday, May 20, 2014 5:45:38 AM UTC+3, Barbara Zurer Pearson wrote: > > Dear Huseyin, > > Brian's reference to Chukovsky's really great little book jarred my > memory. If you give me your snail mail address, I can send an > old-fashioned reprint from an article from my dissertation on "The > comprehension of metaphor by preschool children" with many more names, at > least pre-1990 : ) (Gardner, Piaget, and Kuczaj, but also Winner, Ortony, > Billow, Reyna, Vosniadou, a 1981 dissertation from Ohio State with several > preschool examples, and others). Or you can just download it from Journal > of Child Language, 1990, vol. 17, pp. 184-203. > > (Why do I still have those reprints??!) > > Cheers, > > Barbara Pearson > ************************************************ > Barbara Zurer Pearson, Ph.D. > Research Associate > Co-director, Language Acquisition Research Center > c/o Linguistics, 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpea... at research.umass.edu > > > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > On May 19, 2014, at 10:14 PM, Brian MacWhinney wrote: > > Dear Huseyin, > This is a great topic and I am not really the best person to address > the question, but let me throw in my two cents worth. One early and > fascinating study of this is ?From Two to Five? by Korney Chukovsky. Check > out the Wikipedia entry at http://en.wikipedia.org/wiki/Korney_Chukovsky. > Bruno Estigarribia gathered some observations from info-childes related to > these issues a few months back. > Years ago, Stan Kuczaj thought and wrote a fair amount on this topic > and Howard Gardner was interested in it too, but Chukovsky gives more > detail. You can find related bits and pieces on this is various baby > diaries and accounts, including even Piaget and Susan Isaacs. > Occasionally, I see experimental work on the topic. A search of > scholar.google.com for ?children?s idiom > comprehension? brings up papers by people such as Dan Kempler, Cristina > Cacciari, and Brian Ackerman. Not a lot of work, but certainly enough to > get you started. > I think that your emphasis on prototypicality is going in the right > direction, but to really understand this you need a lot of backup from > corpus work. I am more and more convinced that metaphors and idioms > cluster into semantic fields that tend to pop out from very large corpora. > However, children have only been exposed to the tip of this iceberg, so > the relevant prototypes and semantic fields are still rather unstable. > > ?Brian MacWhinney > On May 19, 2014, at 5:56 PM, huy... at gmail.com huysal9 at gmail.com > wrote: > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > * What is the direction of research in idiom comprehension in child > language? > * Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > * Is there anyone to help me revise my experimental design? > * What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > * A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com info-childes+unsubscribe at googlegroups.com >. > To post to this group, send email to info-c... at googlegroups.com > >. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com > < > https://groups.google.com/d/msgid/info-childes/42bbb759-e650-49c0-a362-2123ba4bdf72%40googlegroups.com?utm_medium=email&utm_source=footer>. > > For more options, visit https://groups.google.com/d/optout. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes... at googlegroups.com info-childes+unsubscribe at googlegroups.com >. > To post to this group, send email to info-c... at googlegroups.com > >. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu > < > https://groups.google.com/d/msgid/info-childes/8B78504F-0572-48F6-ACAB-77CAA573F24D%40cmu.edu?utm_medium=email&utm_source=footer>. > > For more options, visit https://groups.google.com/d/optout. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2a870e17-4747-4d8d-95f0-96a1a2d5ab43%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From huysal9 at gmail.com Fri May 23 17:33:56 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Fri, 23 May 2014 10:33:56 -0700 Subject: Idiom comprehension in child language In-Reply-To: <42bbb759-e650-49c0-a362-2123ba4bdf72@googlegroups.com> Message-ID: Hi again, Could someone access to these papers? http://www.ncbi.nlm.nih.gov/pubmed/8820708 http://www.ncbi.nlm.nih.gov/pubmed/10877433 Best, Huseyin On Tuesday, 20 May 2014 00:56:54 UTC+3, huy... at gmail.com wrote: > > Dear all, > > First of all, I would like to express my excitement about posting my first > question in this group (Of course, after reading the older posts). > > I have been reading about Prototype Theory of Eleanor Rosch, which is the > point of departure for my M.A thesis, within the frame of child language > development. Then I suddenly found myself trying to design steps for (an) > experiment(s) in idiom comprehension. I am partly aware of the literature > in figurative language processing (thanks to the comprehensive chapter by > Gibbs and Colston in > http://www.sciencedirect.com/science/book/9780123693747). So my questions > are as follows: > > - What is the direction of research in idiom comprehension in child > language? > - Could you suggest me some seminal works in idiom comprehension, or > more generally figurative language? > - Is there anyone to help me revise my experimental design? > - What kind of an effect could prototypicality of concepts in idioms > have on children's comprehension? (Feel free to share your criticism or > advice, if you prefer to look at this research question from another > perspective.) > - A third research field having just popped into my mind is child > directed speech. In what way can I integrate it into my research? > > Thanks, > Huseyin > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/579b82cc-5f8f-4064-b417-1fbdcc4f613d%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.salazar-orvig at univ-paris3.fr Sun May 25 14:15:58 2014 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Sun, 25 May 2014 07:15:58 -0700 Subject: Idiom comprehension in child language In-Reply-To: <579b82cc-5f8f-4064-b417-1fbdcc4f613d@googlegroups.com> Message-ID: Hi You can also look at Virginie Laval's work (University of Poitiers in France) who worked on idiom comprehension both by typically developping and SLI children. See for example : Laval, V. (2003). Idiom comprehension and metapragmatic knowledge in French children. Journal of Pragmatics, 35(5), 723-739. Bernicot, J., Laval, V., & Chaminaud, S. p. (2007). Nonliteral language forms in children: In what order are they acquired in pragmatics and metapragmatics? Journal of Pragmatics, 39(12), 2115-2132 Laval, V., de Weck, G., Chaminaud, S., & Lacroix, A. (2009). Context and Idiom Comprehension: A Study in French-Speaking Children With a Phonologic-Syntactic Dysphasia. Swiss Journal of Psychology, 68(1), 51-60. best wishes Anne Salazar Orvig Le vendredi 23 mai 2014 19:33:56 UTC+2, huy... at gmail.com a ?crit : > > Hi again, > > Could someone access to these papers? > > http://www.ncbi.nlm.nih.gov/pubmed/8820708 > http://www.ncbi.nlm.nih.gov/pubmed/10877433 > > Best, > Huseyin > > On Tuesday, 20 May 2014 00:56:54 UTC+3, huy... at gmail.com wrote: >> >> Dear all, >> >> First of all, I would like to express my excitement about posting my >> first question in this group (Of course, after reading the older posts). >> >> I have been reading about Prototype Theory of Eleanor Rosch, which is the >> point of departure for my M.A thesis, within the frame of child language >> development. Then I suddenly found myself trying to design steps for (an) >> experiment(s) in idiom comprehension. I am partly aware of the literature >> in figurative language processing (thanks to the comprehensive chapter by >> Gibbs and Colston in >> http://www.sciencedirect.com/science/book/9780123693747). So my >> questions are as follows: >> >> - What is the direction of research in idiom comprehension in child >> language? >> - Could you suggest me some seminal works in idiom comprehension, or >> more generally figurative language? >> - Is there anyone to help me revise my experimental design? >> - What kind of an effect could prototypicality of concepts in idioms >> have on children's comprehension? (Feel free to share your criticism or >> advice, if you prefer to look at this research question from another >> perspective.) >> - A third research field having just popped into my mind is child >> directed speech. In what way can I integrate it into my research? >> >> Thanks, >> Huseyin >> > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/bcb6773c-c0b7-4cb2-99f0-bdc7b28872c4%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From duyguozge at gmail.com Mon May 26 12:22:37 2014 From: duyguozge at gmail.com (duygu ozge) Date: Mon, 26 May 2014 05:22:37 -0700 Subject: Second Call for papers for the Workshop on Children's Acquisition and Processing of Head-Final Langu Message-ID: Dear colleagues, This is the second call for papers for our one-day workshop on *Children?s Acquisition and Processing of Head-Final Languages* (CAPHL), which will be held on November 5, 2014 at Harvard University. The submission deadline is June 15, 2014. Please find the call-for papers attached and at the workshop website at: http://www.wjh.harvard.edu/~dozge/caphl/index.html We would appreciate if you could kindly spread the news. Thank you and best wishes, Duygu Ozge -- -- Duygu ?zge, Phd Marie Curie Post Doctoral Fellow Department of Psychology Harvard University 33 Kirkland Street Cambridge, MA 02138 Tel: +1 617 642 4212 *http://www.wjh.harvard.edu/~dozge/ * -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/bc55f697-e3c0-47fe-a2cf-3867f7679f92%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CAPHL-CallForPapers.pdf Type: application/pdf Size: 111866 bytes Desc: not available URL: From k-syrett at ruccs.rutgers.edu Thu May 29 01:49:13 2014 From: k-syrett at ruccs.rutgers.edu (Kristen Syrett) Date: Wed, 28 May 2014 21:49:13 -0400 Subject: International Symposium on Bilingualism 10 @ Rutgers Message-ID: *The 10th International Symposium on Bilingualism * Hosted by Rutgers University-New Brunswick May 20-24, 2015 Theme: "uncovering multilingualism." Abstract submission for individual presentations and thematic sessions is now open, through September 15, 2014. Please see the attached Call for Papers for further details. Abstracts should be submitted via EasyChair (www.easychair.org/conferences/?conf=isb10 ). For more information, please visit the ISB10 website ( http://isb10.rutgers.edu). We hope to see you in New Brunswick, NJ for ISB10 next year! -- Kristen Syrett, Ph.D. Assistant Professor Department of Linguistics and Rutgers Center for Cognitive Science (RuCCS) Rutgers, The State University of New Jersey http://ruccs.rutgers.edu/~k-syrett/ Director, Rutgers Laboratory for Developmental Language Studies http://ruccs.rutgers.edu/languagestudies -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CABELTEk7n7b37YghcRuZjsOTpjCf3y%2BmAfCU%3DfZQ8MZxcT-1-A%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ISB10 CfP.pdf Type: application/pdf Size: 188238 bytes Desc: not available URL: From econwell at gmail.com Fri May 30 20:39:02 2014 From: econwell at gmail.com (Erin Conwell) Date: Fri, 30 May 2014 13:39:02 -0700 Subject: Lab Coordinator Position Available at NDSU Message-ID: Dear colleagues: Please forward the position notice below to anyone who you think might be a good fit. Thank you! Erin The Language Lab at North Dakota State University is seeking a full-time lab coordinator to support research on lexical and syntactic acquisition. We seek someone with enthusiasm for language and developmental research. Responsibilities will include, but are not limited to, creating stimuli and setting up studies, recruiting and running adult and child study participants, supervising undergraduate research assistants, analyzing data and maintaining research records. This position is ideal for someone who is looking to gain more research experience. This is a one-year fixed term position with the possibility of renewal. Minimum qualifications: BS/BA in psychology, cognitive science, linguistics or related field Good working knowledge of Microsoft Office or Open Office Excellent organization skills Good written and oral communication skills Experience working with human research participants NDSU is a top-ranked research university located in Fargo, North Dakota. An equal opportunity employer and an NSF ADVANCE institution, NDSU encourages applications from women and traditionally unrepresented groups. For more information or to apply, please visit https://jobs.ndsu.edu/postings/5026 and direct any inquiries to Dr. Erin Conwell at erin.r.conwell at ndsu.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/ccac98a8-2092-4e72-b2df-319366c000e1%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: