From editor.iascl.clbulletin at gmail.com Mon Sep 1 10:18:00 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 1 Sep 2014 03:18:00 -0700 Subject: IASCL Child Language Bulletin: late Aug 2014 issue Message-ID: Dear all, I am pleased to announce that the Aug 2014 issue of our IASCL Child Language Bulletin is now online at *http://www.iascl.org/bulletins/bulletinV34N1.html* This issue features: (i) a report on the 13th International Congress for the Study of Child Language (IASCL 2014), by our IASCL president Anne Baker (also chair of the conference organizing committee) and Jan de Jong, Steven Gillis, Frank Wijnen and Akke de Blauw (conference organizers) (ii) an announcement on the number of IASCL conference papers and contributors from 1981 to 2014, by Virginia Valian and Brian MacWhinney (iii) an update on new PhonBank corpora and upcoming release of Phon 2.0, by Yvan Rose, Gregory Hedlund, and Brian MacWhinney (iv) an update from Journal of Child Language by Melissa Good and Heike Behrens (v) an announcement about the international recognition of TALKBANK/CHILDES in the context of CLARIN and DSA, by Brian MacWhinney (vi) an announcement about the Child Language Symposium 2015 and Gesture in Language Development Workshop, by Katherine Messenger (vii) an announcement about the International Conference on Sign Language Acquisition (ICSLA2015), by Anne Baker (viii) an announcement about the Workshop on Infant Language Development by Iris-Corinna Schwarz  (ix) an announcement about a new book on Language in Interaction in honour of Eve Clark our past IASCL president, by Inbal Arnon (x) a call for submissions for a special issue on Age of Acquisition Effects in Child Language in Journal of Child Language, by Heike Behrens (see ‘Further Announcements’) (xi) an announcement about a CDI data aggregation project (called ‘Wordbank’) by Michael Frank (see ‘Further Announcements’) (xii) a call for submissions for a special issue on First Language Acquisition in Indigenous Contexts in First Language, by Evan Kidd (see ‘Further Announcements’) (xiii) an announcement about the CHILDES server recorded hit number two million in March 2014, by Brian MacWhinney (see ‘Further Announcements’) (xiv) a reminder about the importance of citing sources when using data from CHILDES, by Brian MacWhinney (see ‘Further Announcements’) (xv) a spreadsheet that compiles information on CHILDES longitudinal corpora for English-speaking children by Virginia Valian (see ‘Further Announcements’) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, books, completed PhD theses. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: *http://www.iascl.org/bulletins/bulletinV34N1.html* I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. Best Regards Angel Chan Editor IASCL Child Language Bulletin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/c708db11-e7a7-4370-8c3e-70dda395d6f3%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Wed Sep 3 19:12:08 2014 From: barner at ucsd.edu (David Barner) Date: Wed, 3 Sep 2014 12:12:08 -0700 Subject: Assistant Professor in Developmental Psychology, UC San Diego Message-ID: DEVELOPMENTAL PSYCHOLOGY, UNIVERSITY OF CALIFORNIA, SAN DIEGO. The Psychology Department (http://psy.ucsd.edu/) within the Division of Social Sciences at UC, San Diego is committed to academic excellence and diversity within the faculty, staff and student body. The Department invites applications for a tenure track Assistant Professor position in Developmental Psychology. Candidates must have a Ph.D. and have a record of publishable research in any area of developmental psychology, including cognitive, perceptual, and social development. The preferred candidate will have demonstrated strong leadership or a commitment to support diversity, equity, and inclusion in an academic setting. Salary: Salary is commensurate with qualifications and based on University of California pay scales. Closing Date: Review of applications will begin November 1, 2014 and will continue until the position is filled. To Apply: Candidates should submit cover letter, curriculum vitae, research statement, teaching statement, reprints, names of three to five referees, and a personal statement that summarizes their past or potential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp for further information) electronically via UCSD's Academic Personnel On-Line RECRUIT at https://apol-recruit.ucsd.edu/apply/JPF00642. Please apply to the following job posting: Assistant Professor (10-837) - Developmental Psychology. AA-EOE: The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status. -- David Barner, Ph.D. Associate Professor Departments of Psychology & Linguistics University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGYTQ7jZnLa7koz7gM_zk7ar_DLZd2y-B9abtky-_2c%2B%2Be81Fw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From eva.berglund at gmail.com Fri Sep 5 15:48:07 2014 From: eva.berglund at gmail.com (Eva Berglund) Date: Fri, 5 Sep 2014 17:48:07 +0200 Subject: Windows 8 Compatible? In-Reply-To: Message-ID: Hello I worked with my students on CLAN and they downloaded the program, but some students with Windows 8 or 8.1 had some problems. Any idea if we do anything wrong. Best regards Eva Berglund -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/03D59804-9536-4672-AD85-700418AEAC58%40gmail.com. For more options, visit https://groups.google.com/d/optout. From macw at cmu.edu Fri Sep 5 15:58:54 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Sep 2014 11:58:54 -0400 Subject: Windows 8 Compatible? In-Reply-To: <03D59804-9536-4672-AD85-700418AEAC58@gmail.com> Message-ID: Dear Eva, Let's involve Leonid on this question, because he is the expert on diagnosing installation and start-up problems. Also, please remember that questions about CLAN or CHAT should be posted to chibolts at googlegroups.com, not info-childes. It is important to reserve info-childes for more general language acquisition issues. Thanks, --Brian On Sep 5, 2014, at 11:48 AM, Eva Berglund wrote: > Hello > > I worked with my students on CLAN and they downloaded the program, but some students with Windows 8 or 8.1 had some problems. Any idea if we do anything wrong. > > Best regards > > Eva Berglund > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/03D59804-9536-4672-AD85-700418AEAC58%40gmail.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/B018F5AE-2567-4AE2-B886-C645977BBEED%40cmu.edu. For more options, visit https://groups.google.com/d/optout. From cynthia.fisher at gmail.com Mon Sep 8 14:05:55 2014 From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com) Date: Mon, 8 Sep 2014 07:05:55 -0700 Subject: Student awards for SLD Symposium preceding BUCLD, Nov. 6 Message-ID: Please encourage your students to apply for this award if they are interested in attending the SLD Symposium and are also presenting a paper at BUCLD. Information about the Award and a link to the Symposium announcement are included below. best, CF *SLD Student Award:* The Society for Language Development invites applications for the SLD Student Award. This award is intended to help defray the costs of attending the Symposium, for graduate students who are presenting papers or posters at BUCLD. The award includes a year's free membership in the Society for Language Development, free admission to this year's SLD Symposium, and a cash award of $75. Applicants should send a CV and their accepted BUCLD abstract (paper, poster, or alternate status) by email to Cynthia Fisher at clfishe at illinois.edu ; applications are due by Oct 1. Up to two graduate students whose CVs show a record of achievement and of sustained interest in interdisciplinary research will be selected. Award recipients will be notified by email before the conference (approximately Oct 15), and the awards will be announced at the SLD Symposium on Thursday November 6. *Information about this year's Symposium* can be found at this link: http://www.bcs.rochester.edu/sld/symposium.html, or on the BUCLD webpage here: http://www.bu.edu/bucld/. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4b4ea4af-00a4-4565-89d2-3d23014ea2b5%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From puifongkan at gmail.com Mon Sep 8 19:25:43 2014 From: puifongkan at gmail.com (Pui Fong Kan) Date: Mon, 8 Sep 2014 13:25:43 -0600 Subject: Faculty Positions in the Department of Speech Language and Hearing Sciences at the University of Colorado at Boulder Message-ID: -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/E469D8B8-9E79-4CD6-BF9D-68E2AB50C27F%40gmail.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: Colorado-two-faculty-openings.pdf Type: application/pdf Size: 65122 bytes Desc: not available URL: From cristina.mckean at newcastle.ac.uk Thu Sep 11 15:52:47 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Thu, 11 Sep 2014 15:52:47 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context Message-ID: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. From mcfrank at stanford.edu Thu Sep 11 15:59:05 2014 From: mcfrank at stanford.edu (Michael C Frank) Date: Thu, 11 Sep 2014 08:59:05 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, I believe Ping Li has posted to this list before about the Language History Questionnaire, now in version 2.0: http://blclab.org/language-history-questionnaire/ That's quite close to what you're looking for, I think. Mike On Sep 11, 2014, at 8:52 AM, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/AC9C57D4-5AD4-4ACE-BE96-C04553DDA71B%40stanford.edu. For more options, visit https://groups.google.com/d/optout. From caroline.floccia at plymouth.ac.uk Thu Sep 11 16:07:15 2014 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Thu, 11 Sep 2014 17:07:15 +0100 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, You can also use our online questionaire http://www.psy.plymouth.ac.uk/babylab/leq which has been used in our recent publication to show that bilingual toddlers' vocabulary in English is predicted by exposure. http://www.ncbi.nlm.nih.gov/pubmed/25039327 Caroline Floccia On Thu, Sep 11, 2014 at 4:59 PM, Michael C Frank wrote: > Hi Cristina, > > I believe Ping Li has posted to this list before about the Language > History Questionnaire, now in version 2.0: > > http://blclab.org/language-history-questionnaire/ > > That's quite close to what you're looking for, I think. > > Mike > > On Sep 11, 2014, at 8:52 AM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > > > Hello everyone, > > > > It would be great to have some advice if possible. > > > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > > > Does such a tool exist? > > Cristina > > > > -- > > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com. > > To post to this group, send email to info-childes at googlegroups.com. > > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > > 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/AC9C57D4-5AD4-4ACE-BE96-C04553DDA71B%40stanford.edu > . > For more options, visit https://groups.google.com/d/optout. > -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAC6wxdF2zJnp7-3iAOZU613FtszHA%3DTrznjXYAre153060QDXg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From silvikins at gmail.com Thu Sep 11 16:49:53 2014 From: silvikins at gmail.com (Silvia) Date: Thu, 11 Sep 2014 12:49:53 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, I have been using the VLL/VCLA child multilingualism questionnaire created by Lust et al. (the link on the VLL page is not working, so I am attaching it to this e-mail). The questionnaire has been used in a wide range of studies (http://www.clal.cornell.edu/multiling.php), and it is very precise -albeit a tad long-. Best, Silvia Perez-Cortes On 11 September 2014 11:52, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > For more options, visit https://groups.google.com/d/optout. > -- Silvia Perez-Cortes Ph.D student and Teaching Associate - Bilingualism and SLA Department of Spanish Rutgers, the State University of New Jersey -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAO-_4Z7c%2B%3Df1mXzxZOM3aXBVH8nMSB9LCKC-3hSqTepMhufZoQ%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: VLL_Child+MQ_English_0929_2006_PDF2-1.pdf Type: application/pdf Size: 570737 bytes Desc: not available URL: From jparadis at ualberta.ca Thu Sep 11 16:57:36 2014 From: jparadis at ualberta.ca (Johanne Paradis) Date: Thu, 11 Sep 2014 10:57:36 -0600 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear Cristina, It appears you have many choices, but let me add to them. You could consider a questionnaire we have developed in my lab - The Alberta Language Environment Questionnaire - for use with parents of children from immigrant families, aged 4-8 (link below). You would need to adapt it if you wanted parents to complete it on their own. It was designed to be given as part of an oral interview with parents, often with an interpreter present. Reference to a paper showing the predictive value of variables obtained from the questionnaire on children's English development is also below. http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx Paradis, J. (2011). Individual Differences in Child English Second Language Acquisition: Comparing Child-Internal and Child-External Factors. Linguistic Approaches to Bilingualism. 1:3, 213-237. Regards, Johanne Johanne Paradis | Professor | Department of Linguistics 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ Child English Second Language Centre: http://www.linguistics.ualberta.ca/CHESL_Centre.aspx On 2014-09-11, at 9:52 AM, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at gmail.com Thu Sep 11 17:35:49 2014 From: walesgin at gmail.com (walesgin) Date: Thu, 11 Sep 2014 13:35:49 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <01BC31E9-6C8C-4999-9F82-90A658310315@ualberta.ca> Message-ID: Just to add one more to the mix. Here is the questionnaire we've been using for child participants here in Miami. We have it in Spanish as well, if you would like a copy of that. Please feel free to adapt this to your needs. All the best, V. C. Mueller Gathercole, Ph.D. Professor of Linguistics Director, Linguistics Program Director, Linguistics Experimental Research Laboratory Florida International University http://vcmuellergathercole.weebly.com/index.html *Issues in the Assessment of Bilinguals* and *Solutions for the Assessment of Bilinguals*, edited by V C Mueller Gathercole and published by Multilingual Matters: http://www.channelviewpublications.com/specialoffers.asp? [TOC at: http://vcmuellergathercole.weebly.com/selected-publications-books.html] Latest news from FIU's Linguistics Program: http://linguisticshotnews.weebly.com On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis wrote: > Dear Cristina, > > It appears you have many choices, but let me add to them. > > You could consider a questionnaire we have developed in my lab - The > Alberta Language Environment Questionnaire - for use with parents of > children from immigrant families, aged 4-8 (link below). You would need to > adapt it if you wanted parents to complete it on their own. It was > designed to be given as part of an oral interview with parents, often with > an interpreter present. Reference to a paper showing the predictive value > of variables obtained from the questionnaire on children's English > development is also below. > > http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx > > Paradis, J. (2011). Individual Differences in Child English Second > Language Acquisition: Comparing Child-Internal and Child-External Factors*. > Linguistic Approaches to Bilingualism. *1:3, 213-237. > > Regards, > Johanne > > *Johanne Paradis* | Professor | Department of Linguistics > 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 > | Canada > tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | > http://www.ualberta.ca/~jparadis/ > Child English Second Language Centre: > http://www.linguistics.ualberta.ca/CHESL_Centre.aspx > > > > > On 2014-09-11, at 9:52 AM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca > > . > > 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%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: Questionnaire ENGLISH CHILD Gathercole et al.pdf Type: application/pdf Size: 139768 bytes Desc: not available URL: From cristina.mckean at newcastle.ac.uk Thu Sep 11 17:40:10 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Thu, 11 Sep 2014 17:40:10 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Thank you very much indeed everyone, these are all very helpful. Keep them coming if there are more! It is very useful to see different approaches. Cristina On 11 Sep 2014, at 18:35, walesgin > wrote: Just to add one more to the mix. Here is the questionnaire we've been using for child participants here in Miami. We have it in Spanish as well, if you would like a copy of that. Please feel free to adapt this to your needs. All the best, V. C. Mueller Gathercole, Ph.D. Professor of Linguistics Director, Linguistics Program Director, Linguistics Experimental Research Laboratory Florida International University http://vcmuellergathercole.weebly.com/index.html Issues in the Assessment of Bilinguals and Solutions for the Assessment of Bilinguals, edited by V C Mueller Gathercole and published by Multilingual Matters: http://www.channelviewpublications.com/specialoffers.asp? [TOC at: http://vcmuellergathercole.weebly.com/selected-publications-books.html] Latest news from FIU's Linguistics Program: http://linguisticshotnews.weebly.com On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis > wrote: Dear Cristina, It appears you have many choices, but let me add to them. You could consider a questionnaire we have developed in my lab - The Alberta Language Environment Questionnaire - for use with parents of children from immigrant families, aged 4-8 (link below). You would need to adapt it if you wanted parents to complete it on their own. It was designed to be given as part of an oral interview with parents, often with an interpreter present. Reference to a paper showing the predictive value of variables obtained from the questionnaire on children's English development is also below. http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx Paradis, J. (2011). Individual Differences in Child English Second Language Acquisition: Comparing Child-Internal and Child-External Factors. Linguistic Approaches to Bilingualism. 1:3, 213-237. Regards, Johanne Johanne Paradis | Professor | Department of Linguistics 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ Child English Second Language Centre: http://www.linguistics.ualberta.ca/CHESL_Centre.aspx On 2014-09-11, at 9:52 AM, Cristina McKean > wrote: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca. 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Thu Sep 11 18:22:03 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Sep 2014 14:22:03 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <4AAB70FA-451D-436B-9ABB-A9B4B621AD26@ncl.ac.uk> Message-ID: Dear People, While we are on the topic of questionnaires, I was asked recently by 2 neonatologists if there is a questionnaire we might give to new moms that would predict who will NOT provide the sensitive and responsive mothering that kids with birth insults of various types need. I thought this was a great question. I know of an old Zero to Three parenting questionnaire but not sure I can find it. Any help appreciated! Of course this has tremendous implications for language devel too! Best, Roberta On Thu, Sep 11, 2014 at 1:40 PM, Cristina McKean < cristina.mckean at newcastle.ac.uk> wrote: > Thank you very much indeed everyone, these are all very helpful. > > Keep them coming if there are more! It is very useful to see different > approaches. > > Cristina > > > On 11 Sep 2014, at 18:35, walesgin wrote: > > Just to add one more to the mix. Here is the questionnaire we've been > using for child participants here in Miami. We have it in Spanish as well, > if you would like a copy of that. > Please feel free to adapt this to your needs. > All the best, > > > > > V. C. Mueller Gathercole, Ph.D. > Professor of Linguistics > Director, Linguistics Program > Director, Linguistics Experimental Research Laboratory > Florida International University > > > > > http://vcmuellergathercole.weebly.com/index.html > > *Issues in the Assessment of Bilinguals* and *Solutions for the > Assessment of Bilinguals*, edited by V C Mueller Gathercole and published > by Multilingual Matters: > http://www.channelviewpublications.com/specialoffers.asp? > [TOC at: > http://vcmuellergathercole.weebly.com/selected-publications-books.html] > > Latest news from FIU's Linguistics Program: > http://linguisticshotnews.weebly.com > > > On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis > wrote: > >> Dear Cristina, >> >> It appears you have many choices, but let me add to them. >> >> You could consider a questionnaire we have developed in my lab - The >> Alberta Language Environment Questionnaire - for use with parents of >> children from immigrant families, aged 4-8 (link below). You would need to >> adapt it if you wanted parents to complete it on their own. It was >> designed to be given as part of an oral interview with parents, often with >> an interpreter present. Reference to a paper showing the predictive value >> of variables obtained from the questionnaire on children's English >> development is also below. >> >> http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx >> >> Paradis, J. (2011). Individual Differences in Child English Second >> Language Acquisition: Comparing Child-Internal and Child-External Factors*. >> Linguistic Approaches to Bilingualism. *1:3, 213-237. >> >> Regards, >> Johanne >> >> *Johanne Paradis* | Professor | Department of Linguistics >> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 >> | Canada >> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | >> http://www.ualberta.ca/~jparadis/ >> Child English Second Language Centre: >> http://www.linguistics.ualberta.ca/CHESL_Centre.aspx >> >> >> >> >> On 2014-09-11, at 9:52 AM, Cristina McKean < >> cristina.mckean at newcastle.ac.uk> wrote: >> >> Hello everyone, >> >> It would be great to have some advice if possible. >> >> I am trying to find a language exposure questionnaire for asking parents >> about relative exposure to different languages for children between the >> ages of 2 and 8 years who are growing up in a multilingual environment . I >> would like to find one which is relatively simple to fill in (for parents >> who may not read English) and which has been validated through measures of >> correlations with children's language competence. >> >> Does such a tool exist? >> Cristina >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk >> . >> 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca >> . >> >> >> 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk > > . > > For more options, visit https://groups.google.com/d/optout. > -- 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/ PI on Institute of Education Sciences Postdoctoral Training Grant The late Mary Dunn said, "Life is the time we have to learn." Please follow me on Twitter: KathyandRo1 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LJYv9YK0j4zu_5WpAeF-wW0Dw7STr5y%3D-BLqy9jyeGQg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Fri Sep 12 00:32:14 2014 From: cam47 at psu.edu (Carol Miller) Date: Thu, 11 Sep 2014 17:32:14 -0700 Subject: Department Head position, Communication Sciences and Disorders, Penn State Message-ID: The Department of Communication Sciences and Disorders (CSD), College of Health and Human Development (HHD), at The Pennsylvania State University, invites applications for the position of Department Head to begin Fall 2015. Penn State seeks an innovative and energetic leader to build upon the existing strengths of this nationally and internationally acclaimed department. Please see the attached, complete position announcement for further information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b31e1647-1dce-4644-9419-e2d19bfb938d%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: PSU Department Head - CSD Position Announcement #52263.pdf Type: application/pdf Size: 14718 bytes Desc: not available URL: From christophe.dossantos at univ-tours.fr Fri Sep 12 09:01:34 2014 From: christophe.dossantos at univ-tours.fr (Christophe dos Santos) Date: Fri, 12 Sep 2014 11:01:34 +0200 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear Cristina, During the European Cost Action IS0804 on bilingualism and SLI, a questionnaire was created largely inspired from the questionnaire created by Johanne Paradis. This questionnaire was tested in various countries and publication on it are already available or going to be published. It exists in several different languages including English : http://www.bi-sli.org/Downloads-MEMBERS.htm Carolyn Letts from Newcastle participated to the Cost action and can give you more information about it I think. Best, Christophe dos Santos Université François-Rabelais, Tours 2014-09-11 20:22 GMT+02:00 Roberta Golinkoff : > Dear People, > > While we are on the topic of questionnaires, I was asked recently by 2 > neonatologists if there is a questionnaire we might give to new moms that > would predict who will NOT provide the sensitive and responsive mothering > that kids with birth insults of various types need. I thought this was a > great question. I know of an old Zero to Three parenting questionnaire but > not sure I can find it. > > Any help appreciated! Of course this has tremendous implications for > language devel too! > > Best, Roberta > > On Thu, Sep 11, 2014 at 1:40 PM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > >> Thank you very much indeed everyone, these are all very helpful. >> >> Keep them coming if there are more! It is very useful to see different >> approaches. >> >> Cristina >> >> >> On 11 Sep 2014, at 18:35, walesgin wrote: >> >> Just to add one more to the mix. Here is the questionnaire we've been >> using for child participants here in Miami. We have it in Spanish as well, >> if you would like a copy of that. >> Please feel free to adapt this to your needs. >> All the best, >> >> >> >> >> V. C. Mueller Gathercole, Ph.D. >> Professor of Linguistics >> Director, Linguistics Program >> Director, Linguistics Experimental Research Laboratory >> Florida International University >> >> >> >> >> http://vcmuellergathercole.weebly.com/index.html >> >> *Issues in the Assessment of Bilinguals* and *Solutions for the >> Assessment of Bilinguals*, edited by V C Mueller Gathercole and >> published by Multilingual Matters: >> http://www.channelviewpublications.com/specialoffers.asp? >> [TOC at: >> http://vcmuellergathercole.weebly.com/selected-publications-books.html] >> >> Latest news from FIU's Linguistics Program: >> http://linguisticshotnews.weebly.com >> >> >> On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis >> wrote: >> >>> Dear Cristina, >>> >>> It appears you have many choices, but let me add to them. >>> >>> You could consider a questionnaire we have developed in my lab - The >>> Alberta Language Environment Questionnaire - for use with parents of >>> children from immigrant families, aged 4-8 (link below). You would need to >>> adapt it if you wanted parents to complete it on their own. It was >>> designed to be given as part of an oral interview with parents, often with >>> an interpreter present. Reference to a paper showing the predictive value >>> of variables obtained from the questionnaire on children's English >>> development is also below. >>> >>> http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx >>> >>> Paradis, J. (2011). Individual Differences in Child English Second >>> Language Acquisition: Comparing Child-Internal and Child-External Factors*. >>> Linguistic Approaches to Bilingualism. *1:3, 213-237. >>> >>> Regards, >>> Johanne >>> >>> *Johanne Paradis* | Professor | Department of Linguistics >>> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 >>> | Canada >>> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | >>> http://www.ualberta.ca/~jparadis/ >>> Child English Second Language Centre: >>> http://www.linguistics.ualberta.ca/CHESL_Centre.aspx >>> >>> >>> >>> >>> On 2014-09-11, at 9:52 AM, Cristina McKean < >>> cristina.mckean at newcastle.ac.uk> wrote: >>> >>> Hello everyone, >>> >>> It would be great to have some advice if possible. >>> >>> I am trying to find a language exposure questionnaire for asking parents >>> about relative exposure to different languages for children between the >>> ages of 2 and 8 years who are growing up in a multilingual environment . I >>> would like to find one which is relatively simple to fill in (for parents >>> who may not read English) and which has been validated through measures of >>> correlations with children's language competence. >>> >>> Does such a tool exist? >>> Cristina >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk >>> . >>> 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca >>> . >>> >>> >>> 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk >> >> . >> >> For more options, visit https://groups.google.com/d/optout. >> > > > > -- > 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/ > PI on Institute of Education Sciences Postdoctoral Training Grant > The late Mary Dunn said, "Life is the time we have to learn." > Please follow me on Twitter: KathyandRo1 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAFWLa7LJYv9YK0j4zu_5WpAeF-wW0Dw7STr5y%3D-BLqy9jyeGQg%40mail.gmail.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/CAGJJ4kKLY0Xpz9yWiytfRH0fPR30cKke3W0EhogNh%2B0TyFf9dw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info-childes at googlegroups.com Fri Sep 12 14:47:18 2014 From: info-childes at googlegroups.com ('Annick De Houwer' via Info-CHILDES) Date: Fri, 12 Sep 2014 07:47:18 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear all, To add to this, may I refer you to a brief (3 p.) questionnaire I listed in my 2009 textbook entitled "Bilingual First Language Acquisition" (pp. 333-336)? In a simple table format, this questionnaire asks (amongst others) about the numbers of hours that caregivers estimate they spoke each language with children in different periods of their lives (I attach the manuscript version of the book appendix in which this questionnaire appears). Having this "absolute" information available rather than "just" relative estimates may be of relevance to bilingual development (see some chapters in the forthcoming book "Input and Experience in Bilingual Development", edited by Theres Grüter and Johanne Paradis, https://www.benjamins.com/#catalog/books/tilar.13/main ). Of course you can compute relative amounts on the basis of having the information in absolute terms. All the best, Annick Annick De Houwer Professor of Language Acquisition and Multilingualism University of Erfurt, Germany annick.dehouwer at uni-erfurt.de On Thursday, September 11, 2014 5:54:52 PM UTC+2, Cristina McKean wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children’s language competence. > > Does such a tool exist? > Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/dbfdf183-7448-4d88-a481-4db192d396d9%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: 09BFLAadhpp333-336.pdf Type: application/pdf Size: 71556 bytes Desc: not available URL: From badry at aus.edu Fri Sep 12 15:03:59 2014 From: badry at aus.edu (Fatima Badry) Date: Fri, 12 Sep 2014 19:03:59 +0400 Subject: When should we consider speech production onset delayed? Message-ID: A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.edu. For more options, visit https://groups.google.com/d/optout. From dalep at unm.edu Fri Sep 12 16:21:42 2014 From: dalep at unm.edu (Philip Dale) Date: Fri, 12 Sep 2014 16:21:42 +0000 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Based on MCDI norms, something like 10% of children acquiring English are not talking at 16 months, so this is not yet out of the normal range. However, as the child approaches 20-24 months it would be important to monitor progress (or lack of it). A speech-language pathologist could help administer and interpret the CDI:Words & Gestures, which obtains information on gestural production and vocabulary comprehension, which would provide a more comprehensive picture. If at a later time some kind of intervention is being considered, you might look at the chapters on intervention in our book "Late Talkers: Language Development, Interventions, and Outcomes," Rescorla and Dale, eds, published by Brooks. Philip Dale -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Fatima Badry Sent: Friday, September 12, 2014 9:04 AM To: info-childes at googlegroups.com Subject: When should we consider speech production onset delayed? A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/070affdb931848bb84f860ab15a9b5e9%40BN1PR07MB326.namprd07.prod.outlook.com. For more options, visit https://groups.google.com/d/optout. From marilyn.vihman at york.ac.uk Fri Sep 12 20:21:26 2014 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Fri, 12 Sep 2014 21:21:26 +0100 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: As Philip Dale already noted, 16 mos. is really too soon to start worrying about a child not yet producing (intelligible) words. A more important question is how well she understands language, and from your comments I am guessing that comprehension is fine. I don't know whether her late standing and walking are related to her slow language development, but not using many consonants or CV syllables is definitely an indicator of delay, perhaps the basis for the delay - and it may even be that she has some word-attempts, but with only vowels available, word use may be hard to pick up on. I agree with Philip: Don't begin to be really concerned until 24 mos. or so. Many children start a bit late, for known and unknown reasons. Given her family's interest and attention, chances are that she will do just fine - but at age two if you are still seeing no progress, a consultation with clinicians would begin to be a good idea. -marilyn vihman On 12 Sep 2014, at 16:03, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.edu. > For more options, visit https://groups.google.com/d/optout. Marilyn Vihman Language and Linguistic Science University of York Heslington YO10 5DD tel +44 (0)1904 323612 http://www.yorkphondev.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0C9C7831-CEE0-434B-91A5-1D41449DD337%40york.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Sat Sep 13 03:25:16 2014 From: beachjade at gmail.com (Maggie Friend) Date: Fri, 12 Sep 2014 20:25:16 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hello, It appears that many of us have realized the need for such an instrument! We have developed an excel-based scoring tool for the Language Exposure Questionnaire (LEQ; Bosch & Sebastian-Gallés, 1997). Below is a link to the manual, the scoring tool, and a macro for collapsing data across participants. The second link provides a poster with data on the reliability and validity of the LEQ (as administered using the scoring tool) for Spanish, English, and French-speaking infants. Here is the folder with the materials: https://www.dropbox.com/sh/zhe16c1jirduq7i/AADYKbffntZxTiNs_HMS7Th7a?dl=0 Here is the poster with validity and reliability data: https://www.dropbox.com/s/6xf4yu44us20n3u/DeAnda%2C%20SRCD%20dev%20methods%20poster%20v6.pdf?dl=0 Here is the citation for the manual: DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2014). The Language Exposure Questionnaire and Scoring Tool Manual. Unpublished manual. Best, Maggie Friend San Diego State University mfriend at mail.sdsu.edu > On Sep 11, 2014, at 8:52 AM, Cristina McKean wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/7A18EBA2-23E5-4440-BB30-FBD98B325645%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsnow at uw.edu Sun Sep 14 05:06:15 2014 From: lsnow at uw.edu (Snow, Laura) Date: Sat, 13 Sep 2014 22:06:15 -0700 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Fatima, I'm a pediatric SLP with a private practice, and also teach graduate students at a university hospital clinic where I work on an interdisciplinary team that does developmental assessments. A few things to consider: -Make sure her hearing has been checked recently (not just at birth). Even a mild hearing loss can impact speech/language development. -I agree with what another responder said about the possibility that this child is producing word approximations that no one is recognizing as such due to her very limited repertoire of speech sounds, or maybe even some error inconsistencies. -I would lean towards referring her for a speech/language evaluation closer to 18 months than 24 months. This child's limited use of consonants at 16 months brings up the possibility of a motor speech disorder like childhood apraxia of speech. If that's the case, the sooner she gets help, the better. Most state early intervention programs first asses speech/language around 18 months, and can assess other areas of development like fine and gross motor, social, etc. --What you described of this child's social interest and communicative intent makes autism unlikely, but I would not rule out a general language delay based on parent perception of what she understands. (Too many parents tell me their child "understands everything" but then report on the CDI or CSBS or Rossetti in a way that confirms the delay in skills revealed by my direct evaluation results) --You didn't mention whether this child has begun walking yet or not, but the OTs and PTs I work with do not consider walking to be "delayed" until 18 months, so no major concern there if she is still not walking at 16 months. Walking is considered a gross motor skill, whereas navigating an iPad would be fine motor (a child can have difficulties in just FM or just GM or both). Interestingly, I've yet to see a child with fine motor deficits who could not navigate an iPad! I think conceptual, Visio-spatial, and motivational factors might be more important than motor skills...but I also think children are just born hard-wired to use i-devices these days:) --When in doubt, refer! Developmental evaluations and therapies are generally fun for kids--we have lots of cool toys and don't give shots! The family will get one of three answers:1) there's no need for concern, 2) Minor concerns and here are some suggestions about how to help your child (e.g., "It takes two to talk" from Hanen.org, ; use of signs or picture symbols to communicate) and come back in 6 months, or 3) she qualifies for some early intervention (more toys!). -Even if she is walking by 18 months but still not talking, I would have both communication and motor skills evaluated. Some kids who walked on the later end of the normal range may have clear delays in other gross motor skill acquisition. Also, some but not all kids with motor speech impairments also have more global motor difficulties, a sort of motor apraxia. This can make it as difficult for them to use manual signs as it is to use speech (some basic signs are often taught to children with expressive speech and/or language delays to help alleviate the frustration of not being able to communicate better in those 2nd and third years of life, but for kids with motor as well as verbal apraxia, picture symbol communication would be more appropriate). --The fact that this child is exposed to two languages should be always be considered in any communication assessments, but would not explain the limited repertoire of speech sounds. Also, tell the family that there is no reason for them to stop using Arabic with their child and to not let anyone tell them that she'd be better off hearing and learning to speak only English (unfortunately there are some "old school" SLPs out there who still give that misguided advice. Those Arabic consonants may be hard for this little girl to produce if she does end up having some degree of motor speech impairment, but the gift of bilingualism is just too great. My own niece, who had a severe language delay as well as dysarthria and apraxia of speech as a youngster, now pronounces both Arabic and English perfectly). --Finally, If the family does end up pursuing a speech/language eval, I would recommend finding a SLP who has experience with motor speech disorders. If the local early intervention program does not have someone with this specific expertise, you could look for someone in a private clinic. Let me know if I can answer any other questions, or help the family find a clinic in their area. Hope this helps. Laura Snow, PhD, CCC-SLP in private practice, and Center on Human Development and Disability University of Washington Seattle, WA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6f25ce6a-18ce-49c3-b872-fb21ec07dce6%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. From cristina.mckean at newcastle.ac.uk Sun Sep 14 09:57:42 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Sun, 14 Sep 2014 09:57:42 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <7A18EBA2-23E5-4440-BB30-FBD98B325645@gmail.com> Message-ID: Thank you very much everyone for your very helpful advice. Cristina On 13 Sep 2014, at 04:25, Maggie Friend > wrote: Hello, It appears that many of us have realized the need for such an instrument! We have developed an excel-based scoring tool for the Language Exposure Questionnaire (LEQ; Bosch & Sebastian-Gallés, 1997). Below is a link to the manual, the scoring tool, and a macro for collapsing data across participants. The second link provides a poster with data on the reliability and validity of the LEQ (as administered using the scoring tool) for Spanish, English, and French-speaking infants. Here is the folder with the materials: https://www.dropbox.com/sh/zhe16c1jirduq7i/AADYKbffntZxTiNs_HMS7Th7a?dl=0 Here is the poster with validity and reliability data: https://www.dropbox.com/s/6xf4yu44us20n3u/DeAnda%2C%20SRCD%20dev%20methods%20poster%20v6.pdf?dl=0 Here is the citation for the manual: DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2014). The Language Exposure Questionnaire and Scoring Tool Manual. Unpublished manual. Best, Maggie Friend San Diego State University mfriend at mail.sdsu.edu On Sep 11, 2014, at 8:52 AM, Cristina McKean > wrote: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. 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/7A18EBA2-23E5-4440-BB30-FBD98B325645%40gmail.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/F47839E7-E9B8-476B-BA30-4E5D117DDA1E%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Sun Sep 14 09:59:02 2014 From: cbowen at ihug.com.au (Caroline Bowen) Date: Sun, 14 Sep 2014 19:59:02 +1000 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Dear Fatima, The advice already given is sound, sensible and reassuring. However, as a speech-language pathologist, I always take a lot of notice if parents are concerned about speech and language acquisition in their OWN children, and encourage them to trust their judgement with regard to seeking referral to (if one is necessary in their country or region) and assessment by an SLP/SLT. Typical Speech and Language Acquisition in Infants and Young Children Red Flags for Speech Impairment Best wishes, Caroline Caroline Bowen PhD CPSP ASHA Fellow, Life Member SPAA, HonFRCSLT Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia http://www.speech-language-therapy.com Twitter @speech_woman On 13/09/2014 1:03 am, "Fatima Badry" wrote: > A 16 months and 2 weeks child has not yet produced her first words Although > she seems to have age appropriate cognitive and social development. She is > very interactive and communicates all her intentions by grabbing adults' hands > and direct them to do what she wants, she makes sounds (mostly vowel > combinations with hardly any consonants) with appropriate intonations. She > also follows melodies by singing, using something like lalala with appropriate > tunes. Her mother has been interacting with her since birth in English and so > have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social > behavior, what could explain the delay in speech production? Are the delayed > speech and walking related? Could it be some motor skill issue eventhough she > has great coordination and can navigate youtube on phones to get to her > favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B508007 > 8AF11%40aus.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/D03BA262.3C7FC%25cbowen%40ihug.com.au. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Sun Sep 14 15:48:46 2014 From: lofa4 at hotmail.com (Veronique lofa Devianne) Date: Sun, 14 Sep 2014 17:48:46 +0200 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Dear Fatima, I agree with all who wrote you back up until now. However, there is always the possibility of a hearing problem, even if only due to otitis (with or without pain), which are a very common root of language delay, and so I would tell the parents to have her ears checked by a pediatric ear doctor. Also, I would not swear that the child has a reasonably good verbal understanding because bright children can react totally appropriately thanks to their understanding of the situation (non-verbal clues). In the meantime, they can have fun with her making faces (exercising mouth and tongue) and imitating noises, reading books while not sticking to the text but rather using very simple words and not putting pressure on her so that she talks. Kind regards, Véronique Devianne orthophoniste -----Message d'origine----- De : info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] De la part de Fatima Badry Envoyé : vendredi 12 septembre 2014 17:04 À : info-childes at googlegroups.com Objet : When should we consider speech production onset delayed? A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080 078AF11%40aus.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/DUB407-EAS263BF1C45C547B8F1E0D843FFCB0%40phx.gbl. For more options, visit https://groups.google.com/d/optout. From eileenbrann at gmail.com Sun Sep 14 17:03:36 2014 From: eileenbrann at gmail.com (Eileen Brann) Date: Sun, 14 Sep 2014 12:03:36 -0500 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: A few thoughts come to mind: Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. I agree with a pediatric audiological evaluation as soon as possible. Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. When in doubt, contact a pediatric speech-language pathologist for an evaluation. Eileen Brann, PhD, CCC-SLP Assistant Professor Communication Disorders Governors State University University Park, Illinois On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.com. For more options, visit https://groups.google.com/d/optout. From hstorkel at gmail.com Mon Sep 15 14:50:37 2014 From: hstorkel at gmail.com (Holly Storkel) Date: Mon, 15 Sep 2014 07:50:37 -0700 Subject: Assistant/Associate/Full Professor: Developmental Communication Disorders -- University of Kansas Message-ID: The Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas seeks to hire two new faculty with expertise in Developmental Communication Disorders. These positions are part of a new College initiative in the area of *Biobehavioral Approaches to Neurodevelopmental Disorders*. KU is looking for highly talented people to develop innovative breakthroughs in etiological mechanisms, preventive approaches, and intervention methods to reduce the challenges for individuals with neurodevelopmental disorders. This initiative recognizes historical and emerging strengths at KU that contribute to new directions of discovery, and it is being mounted to forge bridges across academic disciplines for front line collaborative research projects and next generation training. As part of this initiative, multiple new faculty will be hired and placed in highly competitive and well-ranked academic and research units with long histories of research excellence. You may learn more about the *Biobehavioral Approaches to Neurodevelopmental Disorders* initiative and positions at *lsi.ku.edu/band_initiative* . Individuals who want to engage in our effort to enhance human health and development locally and across the globe are encouraged to apply. KU is committed to promoting well-being and finding cures through research that spans pharmaceutical science and neurological studies, age-related health needs, speech and language, cancer therapies, and more. Due to the interdisciplinary and collaborative nature of this new initiative, applicants for one position will be considered for a position in all three departments (Clinical Child Psychology/Life Span Institute, Child Language Program, and Speech-Language-Hearing). Ranks vary from assistant professor to full professor, depending on experience and program needs. Positions are expected to begin as early as August 18, 2015. The successful candidates will contribute to this new initiative, conduct research leading to publications and external funding; teach courses and mentor students in their specialty; perform academic advising responsibilities; and engage in departmental, College, University, and national service. The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences, including a diversity of scholarly approaches, and four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Harnessing Information, Multiplying Knowledge; and (4) Building Communities, Expanding Opportunities. See *www.provost.ku.edu/planning/themes/* for more information. Qualifications: For all ranks, (1) expertise in communication disorders that complements those of the existing faculty and contributes to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) Ph.D. or ABD (degree expected by start date of employment) in Communication Sciences and Disorders, or a related discipline, is expected by the start date of appointment. For information about qualifications for appointment at the rank of Assistant, Associate or Full Professor, a complete announcement, or to apply online, go to *https://employment.ku.edu/academic/1773BR* or https://employment.ku.edu and click “Search Faculty Jobs”; search by keyword [Biobehavioral]. A complete, electronic application will include: (1) letter of application addressing expertise in communication disorders and potential to contribute to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) CV; (3) research statement and representative publications; (4) teaching statement and representative teaching materials such as sample course syllabi, teaching portfolio, or student or peer evaluations of teaching; and, (5) names and contact information for three references. Questions may be directed to Holly Storkel, Chair, Department of Speech-Language-Hearing, University of Kansas, 1000 Sunnyside Ave., 3001 Dole Center, Lawrence, KS 66045-7555, e-mail *hstorkel at ku.edu* ; 785-864-0497 (voice), 785-864-3974 (fax Initial review of applications begins October 15, 2014 and continues as needed to ensure a large, high quality, and diverse applicant pool. The University of Kansas *prohibits discrimination* on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and is the University’s Title IX Coordinator: the Executive Director of the Office of Institutional Opportunity and Access, *IOA at ku.edu* , 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/eb93f9cc-bbe9-47ac-b9dd-4ef0c3958564%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eva.aguilar at uib.es Mon Sep 15 16:41:35 2014 From: eva.aguilar at uib.es (Eva Aguilar Mediavilla) Date: Mon, 15 Sep 2014 18:41:35 +0200 Subject: PHD fellowship Message-ID: - Topic FPI -MINECO-Executive control in bilingual children and young adults- - Deadline September 24, 2014 - Type of offer Predoctoral grant at I+DEL (Research Development, Education and Language research group) -Balearic Islands University- within a project funded by the National R+D +i is available. Project title: 'Bilingualism and education: impact on executive function in children with and without specific language impairment' (Ref EDU2013-45174-P.) The project focuses on two main interrelated themes: ü Cognitive effects of bilingualism in adults ü Educational, cognitive and linguistic consequences of bilingualism in children with and without Specific Language Impairment (SLI) -Principal Investigator: Dr. Daniel Adrover-Roig -Candidate requirements The application must include the applicant's CV. Also, the following information shall be furnished: * motivation to conduct a doctoral project and interest in the research proposals * at least a name and address (including telephone and email) of researchers/ teachers / professionals who can provide references of the candidate. Contact Please address the application to Dr. Daniel Adrover ( daniel.adrover at uib.es), including as email subject: Candidate FPI 2014 More information: http://www.uib.cat/recerca/ajuts/beques_mobilitat/FPI Palma de Mallorca, September 14, 2014 Eva Aguilar Mediavilla Professora Titular d'Universitat Dep. Pedagogia Aplicada i Psicologia de l'Educació Universitat de les Illes Balears Edif. Beatriu de Pinós Cta. Valldemossa, km. 7,5 07122 Palma de Mallorca 971172566 eva.aguilar at uib.es idel_pequeño.png -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/541716c9.290ab40a.510d.ffff98ebSMTPIN_ADDED_BROKEN%40gmr-mx.google.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: image001.jpg Type: image/jpeg Size: 1464 bytes Desc: not available URL: From eva.aguilar at uib.es Tue Sep 16 07:42:41 2014 From: eva.aguilar at uib.es (Eva Aguilar) Date: Tue, 16 Sep 2014 00:42:41 -0700 Subject: PHD fellowship Message-ID: *- Topic * FPI -MINECO–Executive control in bilingual children and young adults- *- Deadline * September 24, 2014 *- Type of offer * Predoctoral grant at I+DEL (Research Development, Education and Language research group) –Balearic Islands University- within a project funded by the National R+D +i is available. Project title: *'Bilingualism and education: impact on executive function in children with and without specific language impairment' *(Ref EDU2013-45174-P.) The project focuses on *two main interrelated themes*: - Cognitive effects of bilingualism in adults - Educational, cognitive and linguistic consequences of bilingualism in children with and without Specific Language Impairment (SLI) *-Principal Investigator: * Dr. Daniel Adrover-Roig *-Candidate requirements * The application must include the applicant's CV. Also, the following information shall be furnished: • motivation to conduct a doctoral project and interest in the research proposals • at least a name and address (including telephone and email) of researchers/ teachers / professionals who can provide references of the candidate. *Contact * Please address the application to Dr. Daniel Adrover ( *daniel.adrover at uib.es* ), including as email subject: Candidate FPI 2014 More information: *http://www.uib.cat/recerca/ajuts/beques_mobilitat/FPI* Palma de Mallorca, September 14, 2014 Eva Aguilar Mediavilla Senior lecturer Dep. Applied Pedagogy and Educational psycology Universitat de les Illes Balears Edif. Beatriu de Pinós Cta. Valldemossa, km. 7,5 07122 Palma de Mallorca 971172566 *eva.aguilar at uib.es* [image: idel_pequeño.png] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0cb986db-a899-437d-abc7-a2024a4135b5%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 Sep 16 18:27:19 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Sep 2014 14:27:19 -0400 Subject: NICHD Program Officer for Language -- reposting Message-ID: Dear Info-CHILDES, There was a snafu within the Human Resources posting for this position back in August that made it impossible for non-federal employees to apply. That problem has now been corrected. So, if you applied earlier, please consider reapplying. It should be simple and straightforward this time around. Also, even if you had not applied earlier, now is a great change to do so. You will see at the end of the announcement that the URL for the website is not yet up, but that URL will be provided later this week. When I receive that URL, I will post it. Having a talented person in this position is extremely important for the field of child language, as well as related areas in bilingualism and bilteracy. -- Brian MacWhinney Position Description for "Jobs at NICHD" website: Recruiting for a Health Scientist Administrator (GS-14) to direct the Language, Bilingualism, and Biliteracy Program in the Child Development and Behavior Branch (CDBB; ) of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). (This is a re-announcement and second recruitment for this position. Please apply again even if you applied previously.) The incumbent of this position serves as a Program Officer with responsibility for providing scientific leadership and guidance to the planning, development, implementation and evaluation of assigned bio-behavioral research to the Language, Bilingualism and Biliteracy Program in the CDBB. Responsibilities include stimulating, planning, directing and evaluating program activities for a portfolio of research projects and other grants/awards, cooperative agreements, and/or contracts. Using a developmental framework, s/he will identify and formulate program needs to achieve an integrated and responsive effort in the assigned area. Using specialized training and experience and knowledge of current advances and developments in the field of typical language development, including bilingual language development, provides leadership and technical expertise, identifies opportunities and problem areas, research gaps and facilitates new research efforts. The incumbent will also formulate and present new basic, translational and applied language, bilingual language, and biliteracy development research concepts, projects and initiatives to appropriate advisory groups and formulate and develop Funding Opportunity Announcements (FOAs) to achieve objectives. This position involves responsibility for administration of a federal grants program of basic and applied research that requires a professional scientific background. The incumbent must have a Ph.D. with training, experience, and interest in typical language development and/or bilingual language development, which is usually followed by relevant post-doctoral research. Familiarity with the grant making process through either submission of research grant applications or from managing a research grant portfolio is a plus but not required. Interested candidates please contact Dr. Lisa Freund, Branch Chief, Child Development and Behavior Branch: email: lisa.freund at nih.gov or 301-435-6879. A link to the website to apply for this position will be available here on 9/19/2014. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B14D4BDB-14F1-491B-9D33-825B99B5B5D4%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tom.fritzsche at uni-potsdam.de Wed Sep 17 10:15:54 2014 From: tom.fritzsche at uni-potsdam.de (Tom Fritzsche) Date: Wed, 17 Sep 2014 12:15:54 +0200 Subject: PhD program IDEALAB in Potsdam, Groningen, Newcastle & Trento: Application for 2015 Message-ID: Dear CHILDES list, We hope you can draw the attention of colleagues and suitable students (present or past) to this opportunity: We are now accepting applications for the Erasmus Mundus Program "International Doctorate for Experimental Approaches to Language And Brain" (IDEALAB). IDEALAB is a joint PhD organised by the Universities of Potsdam (Germany), Groningen (Netherlands), Newcastle (UK), Trento (Italy). This collaboration means that we can provide expert supervision across a large range of subjects/areas and access to a range of experimental methods. We welcome applications from students with a Research Master's in a relevant area to do research on any area of experimental or applied linguistics and brain. Possible areas of research include acquired or developmental language disorders, processing/acquisition and its disorders or relations to the brain and experimental phonetics. There are typically 8 or more studentships available a year for students from the EU and other countries with funding from the EU Erasmus Mundus Program. These provide generous living allowances; waiver of all fees; and a generous travel allowance. All students have to spend at least 6 months at at least two different European partners. Further details are given on the program website (http://em-idealab.com). We are seeking applications from students who will complete an appropriate Research Master's by August 2015. Completed applications for September 2015 entry are due by 15th November 2014. Kind regards, Anja Papke University of Potsdam IDEALAB Karl-Liebknecht-Str. 24-25 14476 Potsdam-Golm Phone: +49 331 977 2931 Fax: +49 331 977 2095 ------------------------------------------------------------ IDEALAB: www.em-idealab.com ------------------------------------------------------------ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGLQsKcYK%2BKAFaMoeydiZY6138181%2BzdZtU9xaaFi1KX0SmPqA%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From caroline.floccia at plymouth.ac.uk Wed Sep 17 12:28:25 2014 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Wed, 17 Sep 2014 13:28:25 +0100 Subject: Post-doctoral position in the Plymouth Babylab to work on the development of the lexicon in bilingual toddlers Message-ID: Dear colleagues, Please find enclosed details about a forthcoming 19-month post-doc position in the Babylab (starting in January) to work on the ESRC-funded UK Bilingual Toddler Lexicon project. https://hrservices.plymouth.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d45012253OF%1BUSESSION=0135E71FC93147E6A621FFA85C5828B0&WVID=1602750fTZ&LANG=USA Deadline for applications is the 1st of November. Feel free to circulate! Many thanks, Caroline -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAC6wxdHz%2BZvSE%2BSqyFjZWQqXNSF6DFrvyT_Cg7%2B_SGpwapdgng%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info-childes at googlegroups.com Wed Sep 17 12:28:31 2014 From: info-childes at googlegroups.com ('Giang Pham' via Info-CHILDES) Date: Wed, 17 Sep 2014 08:28:31 -0400 Subject: Auto Response Message-ID: An HTML attachment was scrubbed... URL: From badry at aus.edu Wed Sep 17 16:57:31 2014 From: badry at aus.edu (Fatima Badry Zalami) Date: Wed, 17 Sep 2014 20:57:31 +0400 Subject: When should we consider speech production onset delayed? In-Reply-To: <728D2247-8DAB-4D0C-82A0-F94F357003C1@gmail.com> Message-ID: I would like to thank all of those who replied with assurances and suggestions. I have shared them with the mother and it has helped reduce her anxiety for a while. In response to some of the questions that were asked, I have observed the child and even tried to record bits of her speech. Her mother confirmed that the child says 'bye' and waves bye. She says 'no' when she doesn't want to eat something, and says dada-dada-dada when someone holds her hand to help her walk. Those are basically the only words with CV combinations that she produces. She also makes an 'uu' sound by totally rounding her lips to mean 'yes' and 'oo' for 'open' to ask someone to open a box or something. I could hear an attempt for the 'p' in open but it was not a clear stop. She also makes the gesture of covering her mouth in reaction to something falling and tries to say 'oops' but the /p/ sound doesn't come out clearly here either. So no VC syllables so far. She does have pointing gestures to objects and directions. She probably does have words because she has these strings of vowels and almost fricative sounds with appropriate sentence intonation, clearly communicates her needs and even may be comments on what is said. She also seems to be aware of turn taking in interactions. The child's family lives overseas. I have checked the list of SLPs available locally, but it is difficult to determine the right one. Very commercial business in this city and local licensing is not very trustworthy. I hope this additional information may make this case clearer to the specialists on the list, and may be get some more of your assessments. Thanks again, Fatima ----- Original Message ----- From: "Eileen Brann" To: info-childes at googlegroups.com Cc: info-childes at googlegroups.com Sent: Sunday, September 14, 2014 9:03:36 PM Subject: Re: When should we consider speech production onset delayed? A few thoughts come to mind: Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. I agree with a pediatric audiological evaluation as soon as possible. Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. When in doubt, contact a pediatric speech-language pathologist for an evaluation. Eileen Brann, PhD, CCC-SLP Assistant Professor Communication Disorders Governors State University University Park, Illinois On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.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/829802880.1341721.1410973051387.JavaMail.root%40aus.edu. For more options, visit https://groups.google.com/d/optout. From eileenbrann at gmail.com Wed Sep 17 19:50:51 2014 From: eileenbrann at gmail.com (Eileen Brann) Date: Wed, 17 Sep 2014 14:50:51 -0500 Subject: When should we consider speech production onset delayed? In-Reply-To: <829802880.1341721.1410973051387.JavaMail.root@aus.edu> Message-ID: With the gestures you noted, her language skills seem on track. If her consonant sound production does not increase in the next few months, I suggest an evaluation at a medical center's speech pathology department. Best of luck Eileen Brann On Sep 17, 2014, at 11:57 AM, Fatima Badry Zalami wrote: > I would like to thank all of those who replied with assurances and suggestions. I have shared them with the mother and it has helped reduce her anxiety for a while. In response to some of the questions that were asked, I have observed the child and even tried to record bits of her speech. Her mother confirmed that the child says 'bye' and waves bye. She says 'no' when she doesn't want to eat something, and says dada-dada-dada when someone holds her hand to help her walk. Those are basically the only words with CV combinations that she produces. She also makes an 'uu' sound by totally rounding her lips to mean 'yes' and 'oo' for 'open' to ask someone to open a box or something. I could hear an attempt for the 'p' in open but it was not a clear stop. She also makes the gesture of covering her mouth in reaction to something falling and tries to say 'oops' but the /p/ sound doesn't come out clearly here either. So no VC syllables so far. > She does have pointing gestures to objects and directions. She probably does have words because she has these strings of vowels and almost fricative sounds with appropriate sentence intonation, clearly communicates her needs and even may be comments on what is said. She also seems to be aware of turn taking in interactions. > The child's family lives overseas. I have checked the list of SLPs available locally, but it is difficult to determine the right one. Very commercial business in this city and local licensing is not very trustworthy. > I hope this additional information may make this case clearer to the specialists on the list, and may be get some more of your assessments. > Thanks again, > Fatima > > > ----- Original Message ----- > From: "Eileen Brann" > To: info-childes at googlegroups.com > Cc: info-childes at googlegroups.com > Sent: Sunday, September 14, 2014 9:03:36 PM > Subject: Re: When should we consider speech production onset delayed? > > A few thoughts come to mind: > > Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. > I agree with a pediatric audiological evaluation as soon as possible. > Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. > > When in doubt, contact a pediatric speech-language pathologist for an evaluation. > > Eileen Brann, PhD, CCC-SLP > Assistant Professor > Communication Disorders > Governors State University > University Park, Illinois > > > On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > >> A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. >> She is also late in standing and walking. >> If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! >> Her mother wants to know if she can she do to help her start speaking? >> All insights are much appreciated. >> Fatima >> Sent from my iPad >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.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/829802880.1341721.1410973051387.JavaMail.root%40aus.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/422E3BD8-738E-4DA8-BDBF-EE0052CBB496%40gmail.com. For more options, visit https://groups.google.com/d/optout. From lejdais at gmail.com Wed Sep 17 21:16:00 2014 From: lejdais at gmail.com (Lejda) Date: Wed, 17 Sep 2014 14:16:00 -0700 Subject: Post-doctoral position in the Plymouth Babylab to work on the development of the lexicon in bilingual toddlers In-Reply-To: Message-ID: Dear Caroline, I've attempted to see the link in your text several times, but have been unable to open it. Can you please resend it, if it's not too much of a problem? Many thanks in advance, Lejda On Wednesday, September 17, 2014 2:28:29 PM UTC+2, Caroline Floccia wrote: > > Dear colleagues, > > Please find enclosed details about a forthcoming 19-month post-doc > position in the Babylab (starting in January) to work on the ESRC-funded UK > Bilingual Toddler Lexicon project. > > https://hrservices.plymouth.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d45012253OF%1BUSESSION=0135E71FC93147E6A621FFA85C5828B0&WVID=1602750fTZ&LANG=USA > > Deadline for applications is the 1st of November. > > Feel free to circulate! > > Many thanks, > Caroline > > -- > Dr. Caroline Floccia > Reader (Associate Professor) > PSQ A213 > School of Psychology > University of Plymouth > Drake Circus > Devon PL4 8AA > tel: (+0044) 1752 584822 > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7c7bfbc5-56d3-4bb4-8ef9-054d9ea0d0fd%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Thu Sep 18 20:52:59 2014 From: pul8 at psu.edu (Ping Li) Date: Thu, 18 Sep 2014 16:52:59 -0400 Subject: Open Rank position in quantitative methods at Penn State Message-ID: http://psu.jobs/Search/Opportunities.html https://app2.ohr.psu.edu/jobs/hrr-mgr/Session/ISJdetail.cfm?vac=53563 https://app2.ohr.psu.edu/jobs/home_EJMS/ *Open Rank, Psychologist * Job Number: *53563* Date Announced: Work Unit: *College Of The Liberal Arts * Department: *Department Of Psychology* The Department of Psychology at Penn State (http://psych.la.psu.edu/) is recruiting (rank open) for a psychologist with expertise in advanced quantitative methods. This position is co-funded by Penn State's Institute for CyberScience through its cluster hiring initiative, which is recruiting outstanding faculty members whose work exploits 'big data' and 'big computing" in a variety of disciplines (see http://www.ics.psu.edu/hire.html). Examples of possible areas of research focus include (but are not limited to): (a) advanced analysis of imaging data, such as methods focused on connectivity or multivariate pattern analyses of fMRI data; (b) analyses of archival or large-scale observational data, such as videotaped social interactions from multiple studies; (c) advanced methods and statistics for estimating intervention effects while accounting for the role of individual and contextual factors (e.g., Complex MLM, Mixture Modeling); and (d) cutting-edge methods (e.g., technology-based experience sampling, massive social media data) and statistics (e.g., time-series analysis, MLM, Dynamic Factor Analysis, SEM) for modeling dynamic behavioral, cognitive, social-affective, and psychophysiological processes and patterns of change over time using longitudinal and intensive repeated measures data or other big-data driven approaches. A PhD in psychology or related discipline is required. The ideal candidate will have a research program that fits within one or more of our core areas of graduate training (adult or child clinical, social, cognitive, developmental, industrial/organizational). We welcome candidates who can contribute to one or more of the cross-cutting emphases within our department: Culture and Context, Neuroscience/Biological Bases of Behavior, and Applied/Translational Research. Applicants who can contribute to an overarching department initiative to enhance diversity and our understanding of diversity are particularly encouraged to apply. Candidates are expected to have a record of excellence in research and teaching, and a history or promise of external funding. Rich opportunities exist for collaboration within the department and across the campus. The ideal candidate will have a demonstrated ability to work across disciplines and in a team environment. Review of applications will begin October 2014 and will continue until the position is filled. Candidates should submit a letter of application including concise statements of research and teaching interests, a CV, and selected (p)reprints. Please arrange to have three letters of recommendation sent electronically to PsychApplications at psu.edu with the subject line of Quant Methods. Questions regarding the application process can be emailed to Judy Bowman, jak8 at psu.edu, and questions regarding the position can be sent to Aaron Pincus, alp6 at psu.edu. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAHwziKva9SH7WWeGwAjuOdsc8ipR_NVaqsK%3D0%2Bk%3DtSq9kv4gDw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Sat Sep 20 14:23:05 2014 From: mariateresa.guasti at unimib.it (mariateresa.guasti at unimib.it) Date: Sat, 20 Sep 2014 16:23:05 +0200 Subject: post doc opportunities for Italian citizens Message-ID: The call for the Marica De Vincenzi's fellowship is now open. Please visit the website at the link below. Deadline 15 December 2014. http://www.unitn.it/ateneo/bando/36588/dipartimento-di-psicologia-e-scienze-cognitive-bando-per-il-conferimento-di-n-1-assegno-di-ricerca Regards MT Guasti Prof.ssa Maria Teresa Guasti Ph.D. Full Professor of Linguistics and Psycholinguistics University of Milano-Bicocca Department of Psychology Piazza dell'Ateneo Nuovo 1 20126 Milano mariateresa.guasti at unimib.it http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 www.cladproject.eu www.bilinguismoconta.it -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000065292698%40pablo1.pablo.unimib.it. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.Abbot-Smith at kent.ac.uk Tue Sep 23 05:43:06 2014 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Tue, 23 Sep 2014 05:43:06 +0000 Subject: Studies training reference in children with ASD - under-informativity or over-informativity Message-ID: Hi there, Does anyone know of any studies training verbal children or adolescents with Autism Spectrum Disorders in reference? I do not mind if the focus was preventing under- versus over-informativity (or both), whether the training was embedded in broader training (e.g. on 'conversation skills' or 'social skills'), whether the studies found or did not find significant differences post-intervention. Indeed, if a study actually aimed to train a different domain (e.g. Theory of Mind or Inhibitory Control) but this led to an improvement in appropriate use of linguistic reference, then I'd like to know about that study, too! I have found surprisingly little for this topic with this population. Many thanks in advance, Kirsten Dr. Kirsten Abbot-Smith Lecturer in Developmental Psychology and Co-director of Kent Child Development Unit University of Kent Keynes College Canterbury CT2 7NP UK Tel: +44 1227 82 3016 / 7424 http://www.kent.ac.uk/psychology/people/abbot-smithk/ ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/9377941E4B797541A5B6E23FF14E52D9E26190A8%40EX10-LIVE-MBN2.ad.kent.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Sep 24 19:17:50 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 24 Sep 2014 15:17:50 -0400 Subject: LCOM Scientific Review Officer Position Message-ID: From: Plude, Dana (NIH/CSR) [E] Sent: Wednesday, September 24, 2014 8:02 AM Subject: LCOM SRO Job Search Request I send this email in hope you can/will forward it to any prospective candidate you believe may be interested in changing her/his career path to join the ranks of NIH, to fill the Scientific Review Officer position that was vacated not too long ago by my friend and colleague, Dr. Weijia Ni (who was promoted to the position of Chief of the Risk, Prevention and Health Behavior Integrated Review Group here at CSR). Here is a description of LCOM from the CSR website: http://public.csr.nih.gov/studysections/integratedreviewgroups/bbbpirg/lcom/Pages/default.aspx Obviously, the well-qualified candidate will have a background, broadly, in Language and Communication and will have some experience as an independent investigator as well. (Sadly, this rules out promising doctoral/postdoctoral candidates.) Of course, I am happy to speak with any prospective candidate. There is some urgency to this request insofar as the job posting closes Monday, September 29, 2014. Here is the url for the job posting: Health Scientist Administrator (Scientific Review Officer) - GS-13/14 Thanks in advance for your help. Cordially, Dana Dana Jeffrey Plude, Ph.D. Chief and Scientific Review Officer Biobehavioral and Behavioral Processes IRG Center for Scientific Review, Rm. 3178 National Institutes of Health 6701 Rockledge Dr., MSC 7848 BETHESDA MD 20892-7848 (FedEx: 6701 Rockledge Dr., Rm 3178, Bethesda MD 20817) Email: pluded at csr.nih.gov Phone: 301-435-2309 Mobile: 301-905-8228 Fax: 301-435-0014 BBBP information: http://www.csr.nih.gov/review/bbbpirg.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/FF59FF03-4A17-421F-8EBB-6EB29BC30789%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From fredericknewmeyer at gmail.com Thu Sep 25 17:24:22 2014 From: fredericknewmeyer at gmail.com (Frederick Newmeyer) Date: Thu, 25 Sep 2014 10:24:22 -0700 Subject: 'learning paths' instead of parameters Message-ID: Dear colleagues, I hope that you don’t mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal ‘learning paths’, determined by ‘general cognitive optimization strategies’, and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let’s say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word ‘enough’, which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this ‘orderly’ manner? I remember from years ago some inconclusive discussion about the ‘subset principle’, but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! —fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From d.j.van.de.velde at hum.leidenuniv.nl Thu Sep 25 17:26:20 2014 From: d.j.van.de.velde at hum.leidenuniv.nl (Velde, D.J. van de) Date: Thu, 25 Sep 2014 17:26:20 +0000 Subject: Headset for young children in speech production experiments Message-ID: Dear all, I'm planning a set of several minute long experiments in which I record trial-by-trial verbal responses of young children (3-7 y.o.). For instance, they name a picture or respond to a question. I'm afraid the children will not always keep looking at the screen when responding. Therefore, a separate microphone would not be an option. A lapel microphone, although a bit better, is problematic for the same reason. Instead, I'm thinking of a headworn microphone (possibly combined with headphones). Does anybody have experience with using this type of microphone with children these ages? Does it distract them (more than just in the beginning)? Does it easily stay attached to the head? If you have positive experiences, could you recommend a specific brand or type? Thank you very much for your help, Daan van de Velde -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at Colorado.EDU Thu Sep 25 17:29:02 2014 From: lise.menn at Colorado.EDU (Lise Menn) Date: Thu, 25 Sep 2014 11:29:02 -0600 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: I think the evidence suggests the opposite: development is from specific instances to small generalizations to broader ones. Lise On Sep 25, 2014, at 11:24 AM, Frederick Newmeyer wrote: Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. Lise Menn lise.menn at colorado.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/E1C85AA4-8F7D-450F-9135-F010EFDBD9AC%40colorado.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From grinstead.11 at osu.edu Thu Sep 25 18:09:38 2014 From: grinstead.11 at osu.edu (Grinstead, John) Date: Thu, 25 Sep 2014 18:09:38 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi Fritz, It's interesting to think about an alternative to parameters, so thank you for starting a conversation. That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. Most constructions just look adult-like. It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". The exceptions are not that numerous and they are what we spend most of our time thinking about. Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. I hope that helps. Best, John ------------------------------------------------------------------------- John Grinstead Associate Editor Language Acquisition: A Journal of Developmental Linguistics Department of Spanish and Portuguese The Ohio State University 298 Hagerty Hall - 1775 College Road Columbus, OH 43210 Tel. 614.292.8856 Fax. 614.292.7726 grinstead.11 at osu.edu https://u.osu.edu/langlab/ ------------------------------------------------------------------------- From: Frederick Newmeyer > Reply-To: "info-childes at googlegroups.com" > Date: Thursday, September 25, 2014 1:24 PM To: "info-childes at googlegroups.com" > Subject: 'learning paths' instead of parameters Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.C.Levelt at hum.leidenuniv.nl Thu Sep 25 18:11:17 2014 From: C.C.Levelt at hum.leidenuniv.nl (Levelt, C.C.) Date: Thu, 25 Sep 2014 18:11:17 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Fritz, Not really recent, but in 2004 Ruben van de Vijver and I wrote a paper on learning paths in the (phonological) acquisition of syllable structure with exactly the assumptions you mention. I actually do still like this approach! Here is the reference: Levelt, C. & Van de Vijver R. (2004). Syllable types in cross-linguistic- and developmental grammars. In: Kager, R., Pater J. & W. Zonneveld (Eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. 204-218. Clara (Levelt) On Sep 25, 2014, at 7:24 PM, Frederick Newmeyer wrote: Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/9DC37810-8E26-4F3B-9A93-19ED83410D20%40hum.leidenuniv.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rusnakes at gmail.com Thu Sep 25 18:21:42 2014 From: rusnakes at gmail.com (Emily Rusnak) Date: Thu, 25 Sep 2014 14:21:42 -0400 Subject: Headset for young children in speech production experiments In-Reply-To: <37B2ABD6D7A10B439E076F36F99E189954ACC484@SPMXM07.VUW.leidenuniv.nl> Message-ID: Hi Daan, We used a headset microphone with preschoolers (ages 4 and 5) for priming (reaction time) research. The kids did great with the headset. Most of them thought it was very "cool" to wear. It didn't distract them in the least; after one trial, they all basically forgot they were wearing it. We also tried a desktop microphone with this research. Children were definitely more distracted by the microphone sitting in front of them. More than one fiddled with it (one even tried to bite it!). I don't know the name of the equipment off hand, but I can find it out for you with an email or two to colleagues. Just let me know if you'd like me to search for the info. I don't know if it would really be necessary to get a specific brand though, outside of quality differences in recorded information. Hope that helps-- Emily Rusnak On Thu, Sep 25, 2014 at 1:26 PM, Velde, D.J. van de wrote: > Dear all, > > I’m planning a set of several minute long experiments in which I record > trial-by-trial verbal responses of young children (3-7 y.o.). For instance, > they name a picture or respond to a question. > > I’m afraid the children will not always keep looking at the screen when > responding. Therefore, a separate microphone would not be an option. A lapel > microphone, although a bit better, is problematic for the same reason. > Instead, I’m thinking of a headworn microphone (possibly combined with > headphones). Does anybody have experience with using this type of microphone > with children these ages? Does it distract them (more than just in the > beginning)? Does it easily stay attached to the head? If you have positive > experiences, could you recommend a specific brand or type? > > > Thank you very much for your help, > Daan van de Velde > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. > 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/CAGDzgf1fpYMXWcpxXjb5H6-1Dk%3D7iHJCTMcrGpPGvrLozJqrxA%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From info-childes at googlegroups.com Thu Sep 25 19:43:12 2014 From: info-childes at googlegroups.com ('Gabriela Simon-Cereijido' via Info-CHILDES) Date: Thu, 25 Sep 2014 12:43:12 -0700 Subject: Assistant Professor Position in Speech-Language Pathology at CSU Los Angeles Message-ID: The Department of Communication Disorders at California State University, Los Angeles invites applications for an Assistant Professor position in Speech-Language Pathology, with specialization in Developmental Language and/or Speech Disorders or Neurogenic Language and Speech Disorders. *STARTING DATE: *Fall, 2015 *MINIMUM QUALIFICATIONS*: Doctorate from accredited institution of higher education in Speech-Language Pathology or related field. (ABD’s will be considered; however, individuals who have a doctorate at time of appointment are preferred; doctorate required for retention beyond the initial appointment period.) CCC-SLP, eligible for California Licensure in SLP. Teaching experience desirable. Demonstrated ability and/or interest in working in a multi-ethnic, multicultural environment. As a University dedicated to engagement, service and the public good, the successful candidate will be expected to join faculty, staff, students and administrators in a commitment to these purposes. *PREFERRED QUALIFICATIONS*: Expertise and/or particular interest in one or more of the following areas would enhance the application: Alternative/Augmentative Communication, Autism and Autism Spectrum Disorders, Voice Disorders, and/or Research Methods. Perfect opportunity for person wanting major impact in helping to shape future direction of a program with a long rich history of clinical education. *DUTIES:* Duties include teaching undergraduate and graduate courses, some clinical supervision, research in areas of interest, student advisement and committee service. *SALARY: *Initial salary commensurate with qualifications and experience. *THE UNIVERSITY: *California State University, Los Angeles is one of 23 campuses within the California State University system. Founded in 1947, the University is in the city of Los Angeles, adjacent to the San Gabriel Valley, and has more than 23,000 students who reflect the rich ethnic diversity of the area. The University is a federally recognized Hispanic-serving, Asian American and Native American Pacific Islander-serving, and Minority-serving institution. Faculty may have the opportunity to establish affiliate status with other academic programs, including the Honors College and ethnic/area studies. *THE DEPARTMENT:* The Department, which is located in the college of Health and Human Services, offers programs leading to the B.A. and M.A. degrees in Communication Disorders. The M.A. program is highly competitive and no graduating student has failed the Praxis National Examination in Speech-Language Pathology in several years. An on-site Speech Science Lab and a Language Lab are located in the department as well as a Speech Clinic, Hearing Clinic and access to a large variety of off-campus training sites. Release time from some teaching is possible and other major research institutions are in close proximity for collaboration. *REQUIRED DOCUMENTATION: *Please submit a letter of application, curriculum vita, official transcripts, three letters of recommendation and the University’s Application for Academic Employment form . Employment contingent upon proof of eligibility to work in the United States. *APPLICATION: *Screening of applications will begin on October 1, 2014 and will continue until position is filled. Address applications and required documentation (preferably in pdf format) and/or requests for information to: Cari Flint, Ph.D., Chair – Search Committee Department of Communication Disorders California State University, Los Angeles 5151 State University Drive Los Angeles, CA 90032-8171 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f2d8205d-58c8-4c66-ac8d-1e5d776c9c5b%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From chen at uga.edu Thu Sep 25 20:11:47 2014 From: chen at uga.edu (Liang Chen) Date: Thu, 25 Sep 2014 20:11:47 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi, Fritz, This one may be relevant too. Pan, N., & Chen, L. (2008). Onset clusters and coda-onset sequences in disordered speech - A Government Phonology Analysis. Asia Pacific Journal of Speech Language & Hearing (Special Issue on Case Studies in Clinical Phonology), 11(4), 251-267. [PDF] Liang Chen,Ph.D. Associate Professor Communication Sciences and Special Education University of Georgia 542 Aderhold Hall Athens, GA 30602 Phone: 706-542-4561 Fax: 706-542-5348 Email: chen at uga.edu http://liangchen-uga.wikispaces.com/?f=print ________________________________ From: info-childes at googlegroups.com on behalf of Frederick Newmeyer Sent: Thursday, September 25, 2014 1:24 PM To: info-childes at googlegroups.com Subject: 'learning paths' instead of parameters Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! -fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/1411675909094.80665%40uga.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Thu Sep 25 20:51:33 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 25 Sep 2014 22:51:33 +0200 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Fritz, Maybe a few main books/manuals could be helpful to you such as Child Language Acquisition by Ben Ambridge and Elena Lieven, Cambridge University Press (where you'll also find a relevant bibliography and contrasting theoretical approaches) or some of Elena Lieven/Tomasello group's papers to begin with even though you will also find answers in dozens of previous studies. And maybe just looking into actual child data and their adult interlocutors yourself on CHILDES might be useful, concentrating if you are interested in that topic, on the order of elements in NPs. If you choose the five most frequent nouns and the five less frequent ones (and five in the middle of the list as well) for example, you might not find the same "learning paths". But I'm sure someone on the list has already done such a study. And frequency is not the only factor to be taken into account of course. The French children we have studied don't follow the same paths according to the noun they are using. But their productions resemble adults' almost too fast and we would need much denser data to figure out what is really going on. One of the fascinating aspects of our field is that acquisition is not that 'orderly', it actually looks wonderfully messy, even though of course we do find enough regularities to satisfy our need for order and logic and because language and languages are constructed out of common conventionalization processes linked to their social and cognitive aspects. But each child though he/she is as human as the next and born with the same organs and senses, lives through different kinds of experiences, in different cultures, is surrounded by various types of input, is treated differently and has different types of interests. All these factors influence their "learning paths" in dozens of ways and even interfere with each other. Of course you already know that, sorry for my spontaneous reaction to your emaiL... Best, Aliyah Le 25 sept. 2014 à 19:24, Frederick Newmeyer a écrit : > Dear colleagues, > > I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. > > Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). > > According to the theory I am describing, the child will go through the following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. > > Thanks! > > --fritz > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/B7D77F78-AD6F-4C2A-9572-5990919D83B9%40gmail.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 Sep 26 05:57:29 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 25 Sep 2014 22:57:29 -0700 Subject: Headset for young children in speech production experiments In-Reply-To: Message-ID: Hi Daan, You can simply use a voice recorder, as well. If you put it into a paper bag on the table, it would be fine. At least, it worked with Turkish children for our reaction time research. I hope, you will find the best solution for you. Best On Thursday, September 25, 2014 9:21:47 PM UTC+3, Emily Rusnak wrote: > > Hi Daan, > > We used a headset microphone with preschoolers (ages 4 and 5) for > priming (reaction time) research. The kids did great with the > headset. Most of them thought it was very "cool" to wear. It didn't > distract them in the least; after one trial, they all basically forgot > they were wearing it. We also tried a desktop microphone with this > research. Children were definitely more distracted by the microphone > sitting in front of them. More than one fiddled with it (one even > tried to bite it!). > > I don't know the name of the equipment off hand, but I can find it out > for you with an email or two to colleagues. Just let me know if you'd > like me to search for the info. I don't know if it would really be > necessary to get a specific brand though, outside of quality > differences in recorded information. > > Hope that helps-- > > > Emily Rusnak > > > > On Thu, Sep 25, 2014 at 1:26 PM, Velde, D.J. van de > > wrote: > > Dear all, > > > > I’m planning a set of several minute long experiments in which I record > > trial-by-trial verbal responses of young children (3-7 y.o.). For > instance, > > they name a picture or respond to a question. > > > > I’m afraid the children will not always keep looking at the screen when > > responding. Therefore, a separate microphone would not be an option. A > lapel > > microphone, although a bit better, is problematic for the same reason. > > Instead, I’m thinking of a headworn microphone (possibly combined with > > headphones). Does anybody have experience with using this type of > microphone > > with children these ages? Does it distract them (more than just in the > > beginning)? Does it easily stay attached to the head? If you have > positive > > experiences, could you recommend a specific brand or type? > > > > > > Thank you very much for your help, > > Daan van de Velde > > > > > > -- > > You received this message because you are subscribed 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/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. > > > 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/1f6f2feb-2699-4305-b402-1e0baf84455f%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From timlergr at gmail.com Fri Sep 26 13:10:08 2014 From: timlergr at gmail.com (Geralyn Timler) Date: Fri, 26 Sep 2014 09:10:08 -0400 Subject: Assistant Professor Position at Miami University in Oxford, Ohio Message-ID: Department of Speech Pathology and Audiology Miami University, Oxford OH *Assistant Professor*: The Department of Speech Pathology and Audiology is seeking a teacher and scholar with expertise in child language development and disorders. We are seeking an innovative and energetic individual with a research and teaching focus in *school-age language and literacy disorders, but applicants with interests in other areas of child speech and language * *development and disorders are encouraged to apply*. Responsibilities include teaching graduate and undergraduate courses while maintaining active scholarship endeavors and directing undergraduate and graduate student research. Collaborative opportunities are available within the University in the areas of language, literacy, and development/cognitive science. University resources for research start-up funds, faculty development, and teaching effectiveness are available. An earned doctorate in the area of communication sciences and disorders is required; ABDs will be considered, but the doctorate must be completed by the time of appointment in August 2015. The Department of Speech Pathology and Audiology at Miami University is distinguished nationally, with a consistent ranking among the top 10 programs offering Bachelor/Master’s only programs in US News & World Report. Miami University is regarded as a select institution and for the fourth year in a row, Miami ranks #1 among public universities for an exceptionally strong commitment to teaching in the 2014 U.S.News & World Report rankings. Miami University is located in Oxford, Ohio, within 50 minutes of both Cincinnati and Dayton and is the 10th oldest public university in the United States. The Department is situated within the dynamic and inclusive environment of the College of Arts and Science. The University awards baccalaureate degrees in over 100 majors, master’s degrees in 50, and doctoral degrees in 12 disciplines. Applicants with CCC-SLP certification and eligibility for Ohio licensure preferred.* Screening of * *applications begins November 10, 2014*. Interested applicants should submit a letter of intent, CV, and 3 letters of reference to Susan Baker Brehm, Ph.D., Department Chair at bakerse1 at MiamiOH.edu or by postal mail to: Department of Speech Pathology and Audiology, Miami University, 2 Bachelor Hall, Oxford, OH 45056. Visit the department website www.MiamiOH.edu/spa for more detailed information about the program. Miami University, an equal opportunity/affirmative action employer with smoke- and tobacco-free campuses, is committed to a multicultural environment and strongly encourages applications from minorities, females, and veterans and individuals with disabilities. Miami’s Annual Security and Fire Safety Report with information on campus crime, fires, and safety may be found at http://www.MiamiOH.edu/campus-safety/annual-report/index.html. Hard copy available on request. Employment will require a criminal background check according to University guidelines. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGvMyYg7C4wFL0v1HzgrQJ%3DEGNPWogQDvzPCwEG%2B8gOXn8q0xw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rachel.elaine.dudley at gmail.com Fri Sep 26 16:10:38 2014 From: rachel.elaine.dudley at gmail.com (Rachel Dudley) Date: Fri, 26 Sep 2014 12:10:38 -0400 Subject: Final Call for Papers: Generative Approaches to Language Acquisition - North America 6 Message-ID: FINAL CALL FOR PAPERS -- Abstracts due *October 6th, 2014 by 5pm EDT* Abstract submissions are welcomed for the 6th biannual conference on Generative Approaches to Language Acquisition - North America (GALANA 6). GALANA 6 will take place at the University of Maryland campus in College Park, MD on February 19-21, 2015. this conference aims to provide an outlet for cutting edge work on language acquisition, relating results in first and second language acquisition to detailed hypotheses about developing grammatical representations, the mechanisms by which these representations are acquired, and the information processing mechanisms through which these representations are engaged in real time language use by first and second language learners. Invited speakers include Liliana Sanchez (Rutgers) and Antonella Sorace (Edinburgh, Bilingualism Matters). For the general session, abstracts are invited for original, unpublished generative research in all acquisition subfields: L1 acquisition, L2 acquisition, bilingualism, creoles and pidgins, and language disorders. In addition to the general session, there will be a special session entitled "Learning in generative grammar: 50 years since the Evaluation Metric". It has been 50 years since the publication of Aspects of the Theory of Syntax, which first introduced the idea of an evaluation metric as a way for learners to choose between alternative grammars that were compatible with their exposure. In the intervening years, conceptions of Universal Grammar (UG) have changed, and our understanding of children's grammatical knowledge at various ages has similarly advanced, but theories of how children use UG to interpret the data and how they use the data to select a grammar from UG have not been at center stage. In recent years, however, there has been a steady increase in work returning to this question, asking how different models (including rules learning, parameter setting, constraint ranking) of UG might help learners to use the input effectively to acquire a grammatical system. Invited speakers for this special session include Janet Fodor (CUNY Graduate Center), Lisa Pearl (UC Irvine), Bruce Tesar (Rutgers), and Charles Yang (UPenn). We also invite abstract submissions for several additional talks that address the question of how a given grammatical formalism or set of grammatical principles helps to solve particular learnability problems in linguistics. Abstract submissions should be anonymous and should be uploaded as .pdf attachments to the EasyChair site (not typed into the text box). Submissions should fit on one page with 1" margins and 12-point font, with an extra page allowed for examples, tables, figures and references. IMPORTANT DATES: Submissions due: October 6th, 2014 at 5pm EDT Notifications by: November 21, 2014 IMPORTANT WEBSITES: GALANA 6: https://sites.google.com/site/2015galana/ EasyChair: https://easychair.org/conferences/?conf=galana6 GALANA 6 Organizing Committee galana2015organizers at gmail.com -- Sincerely, Rachel Dudley PhD Candidate, Department of Linguistics University of Maryland On behalf of the GALANA 6 Organizing Committee -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGPtfL6%2BO2dWGitYpPkaQUbPNwfn-eYG1p08_FrEPo2Hcecu8Q%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mhout at asu.edu Fri Sep 26 19:45:42 2014 From: mhout at asu.edu (Michael Hout) Date: Fri, 26 Sep 2014 12:45:42 -0700 Subject: Novel Object and Unusual Name (NOUN) database vs.2 now available Message-ID: Dear colleagues: We are pleased to announce that the Novel Object & Unusual Name (NOUN) Database has been updated and the 2nd Edition is now available! This new edition includes 64 primary images and 10 object categories. Information about the objects’ novelty and name-ability are also included. Finally, there is an alphabetical list of novel names (pseudo-words). We hope that this resource will be helpful for many of you as you plan your next studies. You can learn more about the NOUN Database on Jessica Horst's WORD Lab website:http://www.sussex.ac.uk/wordlab/noun and/or Michael Hout's Vision Science and Memory lab website: http://michaelhout.com/?page_id=759. A handy PDF of information and the catalogue of images is available in A4 and US Letter format. Best wishes, ~Jessica & Mike ******************************** Dr. Jessica S. Horst Associate Professor University of Sussex Dr. Michael C. Hout Assistant Professor New Mexico State University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6a14025a-c7fa-44bd-b156-87e26ae11559%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 Sat Sep 27 04:04:00 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Sep 2014 00:04:00 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Fritz and John, The general idea that children follow learning pathways seems like a reasonable one. However, the question is whether these pathways arise from preexisting universals or from the actual encounter of children with the specifics of language. The example of a pathway that Fritz provided involved a gradual retreat from overgeneralization. It had these four steps: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. A pathway of this type is not in accord with the Subset Principle, because that principle is fundamentally conservative, always favoring the most narrow grammar. In the pathway Fritz describes, the child starts out with a huge generalization and then has to retreat, possibly relying on negative evidence. The idea that the child is fundamentally conservative crops up in many accounts. For example, in my "Mechanisms of Language Acquisition" book from 1987, Fodor and Crain argued for conservatism in the form of the Subset Principle. I argued for it in terms of my theory of item-based learning, and Berwick assumed it in his learning on error analysis. The literature is full of evidence for conservatism from older work by Maratsos and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In the area of lexical overgeneralization, there is similarly strong evidence for conservatism. Of course, children are not always conservative. Often they are missing forms and have to resort to overextension. However, I can't think of any evidence for the type of raw overextension from the very beginning suggested by the learning pathway you propose. Is there any empirical evidence for this? Underspecification, as illustrated by the initial collective interpretation of distributive quantifiers such as "each" would seem to be a counterexample. However, the conflict between distributive and collective interpretations is often a bit opaque in actual communicative contexts. -- Brian MacWhinney On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: > Hi Fritz, > > It's interesting to think about an alternative to parameters, so thank you for starting a conversation. > > That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. > > So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. > > Most constructions just look adult-like. > > It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". > > The exceptions are not that numerous and they are what we spend most of our time thinking about. > > Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. > > I hope that helps. > > Best, > > John > > ------------------------------------------------------------------------- > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > https://u.osu.edu/langlab/ > ------------------------------------------------------------------------- > > From: Frederick Newmeyer > Reply-To: "info-childes at googlegroups.com" > Date: Thursday, September 25, 2014 1:24 PM > To: "info-childes at googlegroups.com" > Subject: 'learning paths' instead of parameters > > Dear colleagues, > > I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. > > Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). > > According to the theory I am describing, the child will go through the following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. > > Thanks! > > --fritz > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Sat Sep 27 08:19:05 2014 From: mariateresa.guasti at unimib.it (mariateresa.guasti at unimib.it) Date: Sat, 27 Sep 2014 10:19:05 +0200 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi, one comment on Brian about the pathway: if the child assumes 1., she can move to 2. when she listen to head-initial NPs (and this is positive evidence). It is like the past tense (regularization and then learn the specific forms based on what one hears). Am I wrong? About the specific examples of head-initial/head final, there are proposals in the literature that infants can decide about directionality based on prosody. In one of the two papers, it is discussed the case of German and Dutch (languages that have a mixed situation) Emacs! Emacs! Two more papers on the same issues: Emacs! Emacs! Maria Teresa Guasti At 06.04 27/09/2014, Brian MacWhinney wrote: >Fritz and John, > > The general idea that children follow > learning pathways seems like a reasonable > one. However, the question is whether these > pathways arise from preexisting universals or > from the actual encounter of children with the > specifics of language. The example of a > pathway that Fritz provided involved a gradual > retreat from overgeneralization. It had these four steps: >1. First s/he will assume that ALL phrases are head-final, even noun phrases. >2. Next s/he will assume that ALL NPs are head-initial >3. Next s/he will learn the class of exceptions to 2. >4. Finally, s/he will learn the purely idiosyncratic exceptions. > >A pathway of this type is not in accord with the >Subset Principle, because that principle is >fundamentally conservative, always favoring the >most narrow grammar. In the pathway Fritz >describes, the child starts out with a huge >generalization and then has to retreat, possibly >relying on negative evidence. > >The idea that the child is fundamentally >conservative crops up in many accounts. For >example, in my "Mechanisms of Language >Acquisition" book from 1987, Fodor and Crain >argued for conservatism in the form of the >Subset Principle. I argued for it in terms of >my theory of item-based learning, and Berwick >assumed it in his learning on error >analysis. The literature is full of evidence >for conservatism from older work by Maratsos and >Kuczaj to newer work by Lieven, Rowland, >Ambridge, and colleagues. In the area of >lexical overgeneralization, there is similarly >strong evidence for conservatism. > >Of course, children are not always >conservative. Often they are missing forms and >have to resort to overextension. However, I >can't think of any evidence for the type of raw >overextension from the very beginning suggested >by the learning pathway you propose. Is there any empirical evidence for this? > >Underspecification, as illustrated by the >initial collective interpretation of >distributive quantifiers such as "each" would >seem to be a counterexample. However, the >conflict between distributive and collective >interpretations is often a bit opaque in actual communicative contexts. > >- Brian MacWhinney > >On Sep 25, 2014, at 2:09 PM, Grinstead, John ><grinstead.11 at osu.edu> wrote: > >>Hi Fritz, >> >>It's interesting to think about an alternative >>to parameters, so thank you for starting a conversation. >> >>That said, I can't really think of any >>syntactic phenomena that have the properties >>you have mentioned. That is, starting with one >>look and then completely switching to the >>opposite is pretty well unattested, as far as I >>can remember, at least in morphology, syntax, >>semantics (subjects, DO clitics, articles, >>mass-count, double objects, subject case, >>subject-aux inversion). All of these >>constructions get studied because there are >>variations from the adult patterns, but most of them are relatively subtle. >> >>So, child English speakers start using >>accusative case pronouns in subject position >>for a while (e.g. Him cry.), but don't switch >>to a completely Ergative-Absolutive system (not >>really sure what that would look like, anyway, >>but it would probably involve some interesting >>forms in object position that we don't ever >>see). Subject-verb agreement can take a while >>to develop in Spanish, but kids don't start >>marking direct object agreement (as in Swahili >>or Georgian) or indirect object agreement on >>verbs (as in Euskera) all of a sudden. >> >>Most constructions just look adult-like. >> >>It's like they're not willing to take a stab at >>a construction until they have a pretty good >>idea of what's going on and when they do, it >>looks pretty good. This is Stephen Crain's >>"conservative learner" (I think that was his >>phrase) and William Snyder's "Grammatical Conservatism". >> >>The exceptions are not that numerous and they >>are what we spend most of our time thinking about. >> >>Starting from something that seems unspecified >>and moving to something that's specified, on >>the other hand, is maybe more frequently >>observed. So Brooks and Syrett and Musolino and >>Pagliarini have observed in separate studies >>that children's interpretations of distributive >>quantifiers like "each" seem to allow them in >>collective situations. This tolerance gradually >>goes away and is replaced by a restrictive interpretation. >> >>I hope that helps. >> >>Best, >> >>John >> >>------------------------------------------------------------------------- >>John Grinstead >>Associate Editor >>Language Acquisition: A Journal of Developmental Linguistics >>Department of Spanish and Portuguese >>The Ohio State University >>298 Hagerty Hall - 1775 College Road >>Columbus, OH 43210 >> >>Tel. 614.292.8856 >>Fax. 614.292.7726 >>grinstead.11 at osu.edu >>https://u.osu.edu/langlab/ >>------------------------------------------------------------------------- >> >>From: Frederick Newmeyer >><fredericknewmeyer at gmail.com> >>Reply-To: >>"info-childes at googlegroups.com" >><info-childes at googlegroups.com> >>Date: Thursday, September 25, 2014 1:24 PM >>To: >>"info-childes at googlegroups.com" >><info-childes at googlegroups.com> >>Subject: 'learning paths' instead of parameters >> >>Dear colleagues, >> >>I hope that you don't mind a question from an >>outsider who has a very small mastery of the acquisition literature. >> >>There is a recently-developed approach to >>formal syntax that has abandoned the idea of >>innate parameters directing the course of >>acquisition. In their place, it posits >>universal 'learning paths', determined by >>'general cognitive optimization strategies', >>and whose operation to a considerable degree >>mimics the work once done by parameter >>hierarchies. In a nutshell, it posits that for >>any structural (or constructional?) domain, the >>child makes the most general hypothesis first, >>and then gradually over time zeros in on the adult grammar. >> >>Let me give a concrete example. Let's say that >>a language is consistently head-final except in >>NP, where the noun precedes its complements. >>However, there is a definable class of nouns in >>this language do follow their complements. And >>a few nouns in this language behave >>idiosyncratically in terms of the positioning >>of their specifiers and complements (much like >>the English word 'enough', which is one of the >>few degree modifiers that follows the adjective). >> >>According to the theory I am describing, the >>child will go through the following stages of acquisition: >>1. First s/he will assume that ALL phrases are head-final, even noun phrases. >>2. Next s/he will assume that ALL NPs are head-initial >>3. Next s/he will learn the class of exceptions to 2. >>4. Finally, s/he will learn the purely idiosyncratic exceptions. >> >>Is there any evidence that acquisition actually >>proceeds in this 'orderly' manner? I remember >>from years ago some inconclusive discussion >>about the 'subset principle', but I would very >>very interested to hear what you have to say >>about recent work that bears on the scenario that I have described above. >> >>Thanks! >> >>-fritz >> >>-- >>You received this message because you are >>subscribed to the Google Groups "Info-CHILDES" group. >>To unsubscribe from this group and stop >>receiving emails from it, send an email to >>info-childes+unsubscribe at googlegroups.com. >>To post to this group, send email to >>info-childes at googlegroups.com. >>To view this discussion on the web visit >>https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu. >For more options, visit >https://groups.google.com/d/optout. Prof.ssa Maria Teresa Guasti Ph.D. Full Professor of Linguistics and Psycholinguistics University of Milano-Bicocca Department of Psychology Piazza dell'Ateneo Nuovo 1 20126 Milano mariateresa.guasti at unimib.it http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 www.cladproject.eu www.bilinguismoconta.it -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it. 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: 22e5549e.jpg Type: image/jpeg Size: 97061 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554ad.jpg Type: image/jpeg Size: 116673 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554bd.jpg Type: image/jpeg Size: 130273 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554dc.jpg Type: image/jpeg Size: 259955 bytes Desc: not available URL: From macw at cmu.edu Sat Sep 27 13:37:27 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Sep 2014 09:37:27 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Maria Teresa, In Fritz's example, positive evidence for the second principle (NPs are head-initial) amounts to negative evidence for the first principle (all phrases are near initial). If one assumes a framework such as the Competition Model in which cues compete, then there is no problem with negative evidence, because the child would just be learning cue strength and the cue of NP would dominate over the general cue. This would reduce the problem to a case of a "benign" exception to the logical problem. More importantly, if you compare Fritz's four-stage pathway with that of the learning of the past tense, you will see that the order is largely wrong. For the past tense, it is the high frequency exceptions that are learned first, so the fourth step would come before the first in cases such as "went" or "fell". Such irregularities in areas where we have clear evidence about the sequence might lead us to question the notion of pathways in general. --Brian MacWhinney n Sep 27, 2014, at 4:19 AM, mariateresa.guasti at unimib.it wrote: > Hi, > > one comment on Brian about the pathway: if the child assumes 1., she can move to 2. when she listen to head-initial NPs (and this is positive evidence). It is like the past tense (regularization and then learn the specific forms based on what one hears). Am I wrong? > > > About the specific examples of head-initial/head final, there are proposals in the literature that infants can decide about directionality based on prosody. In one of the two papers, it is discussed the case of German and Dutch (languages that have a mixed situation) > > <22e5549e.jpg> > > <22e554ad.jpg> > > > > Two more papers on the same issues: > > > > <22e554bd.jpg> > > > <22e554dc.jpg> > > > > Maria Teresa Guasti > > > At 06.04 27/09/2014, Brian MacWhinney wrote: >> Fritz and John, >> >> The general idea that children follow learning pathways seems like a reasonable one. However, the question is whether these pathways arise from preexisting universals or from the actual encounter of children with the specifics of language. The example of a pathway that Fritz provided involved a gradual retreat from overgeneralization. It had these four steps: >> 1. First s/he will assume that ALL phrases are head-final, even noun phrases. >> 2. Next s/he will assume that ALL NPs are head-initial >> 3. Next s/he will learn the class of exceptions to 2. >> 4. Finally, s/he will learn the purely idiosyncratic exceptions. >> >> A pathway of this type is not in accord with the Subset Principle, because that principle is fundamentally conservative, always favoring the most narrow grammar. In the pathway Fritz describes, the child starts out with a huge generalization and then has to retreat, possibly relying on negative evidence. >> >> The idea that the child is fundamentally conservative crops up in many accounts. For example, in my "Mechanisms of Language Acquisition" book from 1987, Fodor and Crain argued for conservatism in the form of the Subset Principle. I argued for it in terms of my theory of item-based learning, and Berwick assumed it in his learning on error analysis. The literature is full of evidence for conservatism from older work by Maratsos and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In the area of lexical overgeneralization, there is similarly strong evidence for conservatism. >> >> Of course, children are not always conservative. Often they are missing forms and have to resort to overextension. However, I can't think of any evidence for the type of raw overextension from the very beginning suggested by the learning pathway you propose. Is there any empirical evidence for this? >> >> Underspecification, as illustrated by the initial collective interpretation of distributive quantifiers such as "each" would seem to be a counterexample. However, the conflict between distributive and collective interpretations is often a bit opaque in actual communicative contexts. >> >> Brian MacWhinney >> >> On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: >> >>> Hi Fritz, >>> >>> It's interesting to think about an alternative to parameters, so thank you for starting a conversation. >>> >>> That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. >>> >>> So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. >>> >>> Most constructions just look adult-like. >>> >>> It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". >>> >>> The exceptions are not that numerous and they are what we spend most of our time thinking about. >>> >>> Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. >>> >>> I hope that helps. >>> >>> Best, >>> >>> John >>> >>> ------------------------------------------------------------------------- >>> John Grinstead >>> Associate Editor >>> Language Acquisition: A Journal of Developmental Linguistics >>> Department of Spanish and Portuguese >>> The Ohio State University >>> 298 Hagerty Hall - 1775 College Road >>> Columbus, OH 43210 >>> >>> Tel. 614.292.8856 >>> Fax. 614.292.7726 >>> grinstead.11 at osu.edu >>> https://u.osu.edu/langlab/ >>> ------------------------------------------------------------------------- >>> >>> From: Frederick Newmeyer < fredericknewmeyer at gmail.com> >>> Reply-To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> >>> Date: Thursday, September 25, 2014 1:24 PM >>> To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> >>> Subject: 'learning paths' instead of parameters >>> >>> Dear colleagues, >>> >>> I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. >>> >>> There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. >>> >>> Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). >>> >>> According to the theory I am describing, the child will go through the following stages of acquisition: >>> 1. First s/he will assume that ALL phrases are head-final, even noun phrases. >>> 2. Next s/he will assume that ALL NPs are head-initial >>> 3. Next s/he will learn the class of exceptions to 2. >>> 4. Finally, s/he will learn the purely idiosyncratic exceptions. >>> >>> Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. >>> >>> Thanks! >>> >>> fritz >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu . >> For more options, visit https://groups.google.com/d/optout. > Prof.ssa Maria Teresa Guasti Ph.D. > Full Professor of Linguistics and Psycholinguistics > University of Milano-Bicocca > Department of Psychology > Piazza dell'Ateneo Nuovo 1 > 20126 Milano > mariateresa.guasti at unimib.it > http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 > www.cladproject.eu > www.bilinguismoconta.it > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it. > 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/1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lllb.cuhk at gmail.com Mon Sep 29 08:04:23 2014 From: lllb.cuhk at gmail.com (LabLLB CUHK) Date: Mon, 29 Sep 2014 01:04:23 -0700 Subject: Postdoc and Research Faculty Positions at The Chinese University of Hong Kong Message-ID: Research Faculty (non-tenure-track) and Postdoc positions are available in the Laboratory for Language, Learning, and the Brain at the The Chinese University of Hong Kong (PI: Patrick Wong) and the Utrecht University-CUHK Joint Centre for Language, Mind and Brain. We welcome individuals from any disciplines whose research addresses aspects of language development broadly defined. Researchers who are interested in identifying pre- and peri-natal factors in language development will also be considered Candidates with experience in basic and clinical research using behavioral, neural, and/or genetic methods are all encouraged to apply. We are particularly interested in broad thinkers with good quantitative skills to join our team. The Chinese University of Hong Kong ranks among top 40 in the world according to QS World University Rankings. Hong Kong offers a multitude of living possibilities. For inquiries, candidates should email CV to Patrick Wong (*p.wong at cuhk.edu.hk* ). Postdoc applicants should also email CV to Patrick Wong. Review of applications will begin immediately, and the start date is flexible. We anticipate hiring a cluster of researchers in areas of brain and mind and will be targeting researchers with an excellent research record for their stage of career who can contribute to an interdisciplinary research environment. Visit *http://brain.cuhk.edu.hk/* for more information about our work. Research faculty applicants need to apply formally through the University system; details can be found here: *http://www.per.cuhk.edu.hk/jvadm/jv_for_new_site.asp?id=1314/029(737)/2* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/731cd38b-1970-4afe-bc9a-3574c3c6c616%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From A.E.Baker at uva.nl Mon Sep 29 11:55:19 2014 From: A.E.Baker at uva.nl (Baker, A.E.) Date: Mon, 29 Sep 2014 11:55:19 +0000 Subject: Extension of submission deadline for International Sign Language Acquisition conference July in Amsterdam Message-ID: Dear colleagues, The deadline for ICSLA2015 submissions has been extended to 23.59 CET, October 15th, 2014. The second meeting of the International Conference on Sign Language Acquisition (ICSLA2015) will be held in Amsterdam on July 1st to July 3rd, 2015, three full days of presentations. The conference languages will be English and International Sign. Keynote speakers are prof. Gladys Tang (Chinese University of Hong Kong), dr Robin Thomson (University of Birmingham and prof. Paula Fikkert (Radboud University Nijmegen). The meeting will cover all linguistic aspects of first and second sign language acquisition and include bilingual/bimodal acquisition, atypical populations, sociolinguistic aspects including emergence, diagnostic instruments, methodology and archiving, processing, and literacy in a sign language. There will be both signed or spoken plenary presentations as well as poster sessions. There will be no parallel sessions. Poster sessions form an important part of the conference and provide an opportunity to show and share data also via laptops. On Friday afternoon the focus will be on SL1 and SL2 acquisition in relation to education, with posters, activities and exchange of ideas between practitioners and researchers. Those interested in giving a presentation are invited to go to the website www.icsla2015.nl where they will find instructions for submitting a proposal and further information about the conference. All proposals will be internationally reviewed. Details of acceptance will be made known by the end of December 2014. Anne Baker University of Amsterdam, also on behalf of Beppie van den Bogaerde, Onno Crasborn and Ellen Ormel -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C82E559BD2D7864A852618650E6DC1204825AF00%40MBX02.uva.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.edu Mon Sep 29 15:58:11 2014 From: pgordon at tc.edu (Gordon, Peter) Date: Mon, 29 Sep 2014 11:58:11 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: <1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5@cmu.edu> Message-ID: Dear All: The subset principle is often mistakenly interpreted as favoring the most narrow grammar, or being coextensive with conservatism. Actually this is incorrect. The principle has to do with the size of the language (viz number of sentences generated), not with the restrictiveness of the rules or piecemeal learning vs. generalization. In particular, the principle requires that for any two grammars under consideration by the learner, if grammar A generates the set of sentences {a}, which includes all of the sentences generated by grammar B, i.e., the set {b} plus the complementary set {b'} of sentences not generated by grammar B (In other words, the set {a} = {b + b'}), then {b} is a subset of {a}. For example, a grammar that contains an optional rule is a superset of a grammar that contains a obligatory rule for the same structure. According to the subset principle, if the learner starts out assuming grammar A, which generates the larger language, then there will be no direct evidence that this grammar is incorrect in the language input to the learner (assuming other idealizations like the no negative evidence assumption etc.) However, if one starts out with grammar B, which generates the subset language, then as soon as a sentence from {b'} is heard, then this will disconfirm the hypothesis that grammar B is correct. In the case of the current question about headedness, it seems clear that the languages generated here are not in a subset-superset relation because they appear to generate languages of roughly the same size, but that are in overlapping distribution rather than one being a subset of the other. The differences have to do with the underlying structural descriptions, which can be learned from distributional factors like pronoun substitution, movement and so on. So, whether or not you believe in the subset principle as something that real children actually consider in real life language learning (which I have doubts about), it is important to get the logic right. Peter Gordon On Sat, Sep 27, 2014 at 9:37 AM, Brian MacWhinney wrote: > Dear Maria Teresa, > > In Fritz’s example, positive evidence for the second principle (NPs > are head-initial) amounts to negative evidence for the first principle (all > phrases are near initial). If one assumes a framework such as the > Competition Model in which cues compete, then there is no problem with > negative evidence, because the child would just be learning cue strength > and the cue of NP would dominate over the general cue. This would reduce > the problem to a case of a “benign” exception to the logical problem. > More importantly, if you compare Fritz’s four-stage pathway with that > of the learning of the past tense, you will see that the order is largely > wrong. For the past tense, it is the high frequency exceptions that are > learned first, so the fourth step would come before the first in cases such > as “went” or “fell”. Such irregularities in areas where we have clear > evidence about the sequence might lead us to question the notion of > pathways in general. > > —Brian MacWhinney > > > > n Sep 27, 2014, at 4:19 AM, mariateresa.guasti at unimib.it wrote: > > Hi, > > one comment on Brian about the pathway: if the child assumes 1., she can > move to 2. when she listen to head-initial NPs (and this is positive > evidence). It is like the past tense (regularization and then learn the > specific forms based on what one hears). Am I wrong? > > > About the specific examples of head-initial/head final, there are > proposals in the literature that infants can decide about directionality > based on prosody. In one of the two papers, it is discussed the case of > German and Dutch (languages that have a mixed situation) > > <22e5549e.jpg> > > <22e554ad.jpg> > > > > Two more papers on the same issues: > > > > <22e554bd.jpg> > > > <22e554dc.jpg> > > > > > Maria Teresa Guasti > > > At 06.04 27/09/2014, Brian MacWhinney wrote: > > Fritz and John, > > The general idea that children follow learning pathways seems like a > reasonable one. However, the question is whether these pathways arise from > preexisting universals or from the actual encounter of children with the > specifics of language. The example of a pathway that Fritz provided > involved a gradual retreat from overgeneralization. It had these four > steps: > 1. First s/he will assume that ALL phrases are head-final, even noun > phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > A pathway of this type is not in accord with the Subset Principle, because > that principle is fundamentally conservative, always favoring the most > narrow grammar. In the pathway Fritz describes, the child starts out with > a huge generalization and then has to retreat, possibly relying on negative > evidence. > > The idea that the child is fundamentally conservative crops up in many > accounts. For example, in my “Mechanisms of Language Acquisition” book > from 1987, Fodor and Crain argued for conservatism in the form of the > Subset Principle. I argued for it in terms of my theory of item-based > learning, and Berwick assumed it in his learning on error analysis. The > literature is full of evidence for conservatism from older work by Maratsos > and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In > the area of lexical overgeneralization, there is similarly strong evidence > for conservatism. > > Of course, children are not always conservative. Often they are missing > forms and have to resort to overextension. However, I can’t think of any > evidence for the type of raw overextension from the very beginning > suggested by the learning pathway you propose. Is there any empirical > evidence for this? > > Underspecification, as illustrated by the initial collective > interpretation of distributive quantifiers such as “each” would seem to be > a counterexample. However, the conflict between distributive and > collective interpretations is often a bit opaque in actual communicative > contexts. > > ­ Brian MacWhinney > > On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: > > Hi Fritz, > > It's interesting to think about an alternative to parameters, so thank you > for starting a conversation. > > That said, I can't really think of any syntactic phenomena that have the > properties you have mentioned. That is, starting with one look and then > completely switching to the opposite is pretty well unattested, as far as I > can remember, at least in morphology, syntax, semantics (subjects, DO > clitics, articles, mass-count, double objects, subject case, subject-aux > inversion). All of these constructions get studied because there are > variations from the adult patterns, but most of them are relatively subtle. > > So, child English speakers start using accusative case pronouns in subject > position for a while (e.g. Him cry.), but don't switch to a completely > Ergative-Absolutive system (not really sure what that would look like, > anyway, but it would probably involve some interesting forms in object > position that we don't ever see). Subject-verb agreement can take a while > to develop in Spanish, but kids don't start marking direct object agreement > (as in Swahili or Georgian) or indirect object agreement on verbs (as in > Euskera) all of a sudden. > > Most constructions just look adult-like. > > It's like they're not willing to take a stab at a construction until they > have a pretty good idea of what's going on and when they do, it looks > pretty good. This is Stephen Crain's "conservative learner" (I think that > was his phrase) and William Snyder's "Grammatical Conservatism". > > The exceptions are not that numerous and they are what we spend most of > our time thinking about. > > Starting from something that seems unspecified and moving to something > that's specified, on the other hand, is maybe more frequently observed. So > Brooks and Syrett and Musolino and Pagliarini have observed in separate > studies that children's interpretations of distributive quantifiers like > "each" seem to allow them in collective situations. This tolerance > gradually goes away and is replaced by a restrictive interpretation. > > I hope that helps. > > Best, > > John > > ------------------------------------------------------------------------- > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > https://u.osu.edu/langlab/ > ------------------------------------------------------------------------- > > From: Frederick Newmeyer < fredericknewmeyer at gmail.com> > Reply-To: " info-childes at googlegroups.com" < info-childes at googlegroups.com > > > Date: Thursday, September 25, 2014 1:24 PM > To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> > Subject: 'learning paths' instead of parameters > > Dear colleagues, > > I hope that you don’t mind a question from an outsider who has a very > small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned > the idea of innate parameters directing the course of acquisition. In their > place, it posits universal ‘learning paths’, determined by ‘general > cognitive optimization strategies’, and whose operation to a considerable > degree mimics the work once done by parameter hierarchies. In a nutshell, > it posits that for any structural (or constructional?) domain, the child > makes the most general hypothesis first, and then gradually over time zeros > in on the adult grammar. > > Let me give a concrete example. Let’s say that a language is consistently > head-final except in NP, where the noun precedes its complements. However, > there is a definable class of nouns in this language do follow their > complements. And a few nouns in this language behave idiosyncratically in > terms of the positioning of their specifiers and complements (much like the > English word ‘enough’, which is one of the few degree modifiers that > follows the adjective). > > According to the theory I am describing, the child will go through the > following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun > phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this ‘orderly’ > manner? I remember from years ago some inconclusive discussion about the > ‘subset principle’, but I would very very interested to hear what you have > to say about recent work that bears on the scenario that I have described > above. > > Thanks! > > ­fritz > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu > > . > For more options, visit https://groups.google.com/d/optout. > > Prof.ssa Maria Teresa Guasti Ph.D. > Full Professor of Linguistics and Psycholinguistics > University of Milano-Bicocca > Department of Psychology > Piazza dell'Ateneo Nuovo 1 > 20126 Milano > mariateresa.guasti at unimib.it > > http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 > www.cladproject.eu > www.bilinguismoconta.it > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it > > . > 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/1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5%40cmu.edu > > . > > For more options, visit https://groups.google.com/d/optout. > -- Peter Gordon, Associate Professor Biobehavioral Sciences Department, Box 180 Teachers College, Columbia University 1152 Thorndike Hall 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B9kzn%3D9aPfv39A6yB0tg9jNKJCB3gvB6_2h-e%3Dd%2BA99yg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From clewwilliams at gmail.com Mon Sep 29 17:15:48 2014 From: clewwilliams at gmail.com (Casey Lew-Williams) Date: Mon, 29 Sep 2014 10:15:48 -0700 Subject: Workshop on Language Processing, Oct. 11-12, Princeton University Message-ID: Hi all, please see below for info about an upcoming (& recently organized) workshop on language processing. Registration is free. Please RSVP to bsudnick at princeton.edu if you would like to attend, and email caseylw at princeton.edu with any questions. Thanks! ---- *Workshop on Language Processing* Cognitive Science Initiative Princeton University *Saturday Oct. 11th & Sunday Oct 12th, 2014*Friend Center, Room 004, Princeton University *Sat Oct 11th* 11:30-12:30 -- Kathy Hirsh-Pasek (Temple University) 12:30-1:30 -- Lunch 1:30-2:30 -- Uri Hasson (Princeton University) 2:45-3:45 -- Delphine Dahan (UPenn) 4:00-5:00 -- Casey Lew-Williams (Princeton University) 5:15-6:15 -- Ted Gibson (MIT) 6:30 -- Reception & Dinner at Palmer House *Sun Oct 12th* 9:30-9:45 -- Breakfast 9:45-10:45 -- Anna Papafragou (University of Delaware) 11:00-12:00 -- Ev Fedorenko (Massachusetts General Hospital) 12:00-1:00 -- Lunch 1:00-2:00 -- Kristen Syrett (Rutgers University) 2:15-3:15 -- Adele Goldberg (Princeton University) 3:30-4:30 -- John Trueswell (UPenn) There will be a reception and dinner at Palmer House on Saturday Oct. 11th, following the Saturday sessions. All conference participants are welcome to attend the dinner. RSVPs should be sent to bsudnick at princeton.edu Talk titles will be posted shortly here: http://cogsci.princeton.edu/events/workshop-language-processing. -- Sarah-Jane Leslie Class of 1943 Professor of Philosophy Acting Director, Program in Linguistics 1879 Hall Princeton University www.princeton.edu/~sjleslie www.youtube.com/PhilConversations -- Casey Lew-Williams Assistant Professor Dept. of Psychology Princeton University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/70049085-7cee-40fd-ba01-5f5c436242fc%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From borovsky at psy.fsu.edu Mon Sep 29 17:52:56 2014 From: borovsky at psy.fsu.edu (Arielle Borovsky) Date: Mon, 29 Sep 2014 13:52:56 -0400 Subject: Workshop on Language Processing, Oct. 11-12, Princeton University In-Reply-To: <70049085-7cee-40fd-ba01-5f5c436242fc@googlegroups.com> Message-ID: this looks awesome, Casey! Arielle Borovsky, PhD Assistant Professor Department of Psychology Florida State University Tallahassee, FL 32306 On Mon, Sep 29, 2014 at 1:15 PM, Casey Lew-Williams wrote: > Hi all, please see below for info about an upcoming (& recently organized) > workshop on language processing. Registration is free. Please RSVP to > bsudnick at princeton.edu if you would like to attend, and email > caseylw at princeton.edu with any questions. Thanks! > > ---- > > *Workshop on Language Processing* > > Cognitive Science Initiative > Princeton University > > > *Saturday Oct. 11th & Sunday Oct 12th, 2014*Friend Center, Room 004, > Princeton University > > *Sat Oct 11th* > 11:30-12:30 -- Kathy Hirsh-Pasek (Temple University) > 12:30-1:30 -- Lunch > 1:30-2:30 -- Uri Hasson (Princeton University) > 2:45-3:45 -- Delphine Dahan (UPenn) > 4:00-5:00 -- Casey Lew-Williams (Princeton University) > 5:15-6:15 -- Ted Gibson (MIT) > 6:30 -- Reception & Dinner at Palmer House > > *Sun Oct 12th* > 9:30-9:45 -- Breakfast > 9:45-10:45 -- Anna Papafragou (University of Delaware) > 11:00-12:00 -- Ev Fedorenko (Massachusetts General Hospital) > 12:00-1:00 -- Lunch > 1:00-2:00 -- Kristen Syrett (Rutgers University) > 2:15-3:15 -- Adele Goldberg (Princeton University) > 3:30-4:30 -- John Trueswell (UPenn) > > There will be a reception and dinner at Palmer House on Saturday Oct. > 11th, following the Saturday sessions. All conference participants are > welcome to attend the dinner. RSVPs should be sent to > bsudnick at princeton.edu > > Talk titles will be posted shortly here: > http://cogsci.princeton.edu/events/workshop-language-processing. > > -- > Sarah-Jane Leslie > Class of 1943 Professor of Philosophy > Acting Director, Program in Linguistics > 1879 Hall > Princeton University > www.princeton.edu/~sjleslie > www.youtube.com/PhilConversations > > -- > Casey Lew-Williams > Assistant Professor > Dept. of Psychology > Princeton University > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/70049085-7cee-40fd-ba01-5f5c436242fc%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/CAGT1CmXVtT%3D4fQta4_S8VdYDMnfOCeW6_cdGuqvJfU6WOH_KDw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From carolinemagali at gmail.com Tue Sep 30 15:38:02 2014 From: carolinemagali at gmail.com (Caroline Rossi) Date: Tue, 30 Sep 2014 17:38:02 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France Message-ID: *The 6th International Conference of the French Cognitive Linguistics Association* on *Language, Cognition and Society* will be hosted by Stendhal University, Grenoble (French Alps) May 26-28, 2015 The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. Abstract submission for individual presentations is now open, through November 30, 2014. Please see the attached Call for Papers for further details. For more information please visit our website ( http://aflico6.sciencesconf.org ). Abstracts should also be submitted via Sciencesconf. We hope to see you in the French Alps next year! Caroline Rossi *Lecturer in English and Linguistics* Université Stendhal Grenoble 3 Département LEA et ILCEA-GREMUTS http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vvvstudents at gmail.com Tue Sep 30 18:40:09 2014 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Tue, 30 Sep 2014 11:40:09 -0700 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: > > To emphasize one of Peter Gordon's comments and add a comment: > The subset principle requires that a's grammar generate *all* of the sentences b's grammar generates, plus others. It's not clear that there are any actual examples of that in the grammars children might be considering, even if one doesn't talk about what grammars generate but about what small parts of grammars generate. E.g., in considering null subjects, one might think that Italian has more grammatical sentences than English does, because it includes sentences with and without subjects. If that were so, English would be a subset of Italian with respect to subjects. But English has sentences with expletive subjects and Italian doesn't. The subset relation doesn't obtain. Virginia Valian Hunter College & CUNY Graduate Center -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/574ba450-757a-427d-8c44-7797dbbe6a0f%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Sep 30 20:37:55 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 30 Sep 2014 22:37:55 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France In-Reply-To: Message-ID: Tu me renvoies une version française pour paris linguiste? Ils font la gueule quand c'est anglais! Bises, Aliyah Le 30 sept. 2014 à 17:38, Caroline Rossi a écrit : > The 6th International Conference of the French Cognitive Linguistics Association > on Language, Cognition and Society > > will be hosted by Stendhal University, Grenoble (French Alps) > > May 26-28, 2015 > > The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. > - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. > > Abstract submission for individual presentations is now open, through November 30, 2014. > > Please see the attached Call for Papers for further details. > > For more information please visit our website (http://aflico6.sciencesconf.org ). > Abstracts should also be submitted via Sciencesconf. > > We hope to see you in the French Alps next year! > > Caroline Rossi > Lecturer in English and Linguistics > Université Stendhal Grenoble 3 > Département LEA et ILCEA-GREMUTS > http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.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/62F52E4C-CC00-437B-B903-110D05CFEBF4%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Sep 30 21:37:46 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 30 Sep 2014 23:37:46 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France In-Reply-To: <62F52E4C-CC00-437B-B903-110D05CFEBF4@gmail.com> Message-ID: Dear colleagues, I am absolutely sorry for my previous mail and its slang French, I sent it to the list instead of Caroline Rossi! But I hope you will still come to AFLiCo 2015 in beautiful Grenoble! Best, Aliyah Le 30 sept. 2014 à 22:37, Aliyah MORGENSTERN a écrit : > Tu me renvoies une version française pour paris linguiste? Ils font la gueule quand c'est anglais! > Bises, > Aliyah > Le 30 sept. 2014 à 17:38, Caroline Rossi a écrit : > >> The 6th International Conference of the French Cognitive Linguistics Association >> on Language, Cognition and Society >> >> will be hosted by Stendhal University, Grenoble (French Alps) >> >> May 26-28, 2015 >> >> The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. >> - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. >> >> Abstract submission for individual presentations is now open, through November 30, 2014. >> >> Please see the attached Call for Papers for further details. >> >> For more information please visit our website (http://aflico6.sciencesconf.org ). >> Abstracts should also be submitted via Sciencesconf. >> >> We hope to see you in the French Alps next year! >> >> Caroline Rossi >> Lecturer in English and Linguistics >> Université Stendhal Grenoble 3 >> Département LEA et ILCEA-GREMUTS >> http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.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. 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URL: From editor.iascl.clbulletin at gmail.com Mon Sep 1 10:18:00 2014 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 1 Sep 2014 03:18:00 -0700 Subject: IASCL Child Language Bulletin: late Aug 2014 issue Message-ID: Dear all, I am pleased to announce that the Aug 2014 issue of our IASCL Child Language Bulletin is now online at *http://www.iascl.org/bulletins/bulletinV34N1.html* This issue features: (i) a report on the 13th International Congress for the Study of Child Language (IASCL 2014), by our IASCL president Anne Baker (also chair of the conference organizing committee) and Jan de Jong, Steven Gillis, Frank Wijnen and Akke de Blauw (conference organizers) (ii) an announcement on the number of IASCL conference papers and contributors from 1981 to 2014, by Virginia Valian and Brian MacWhinney (iii) an update on new PhonBank corpora and upcoming release of Phon 2.0, by Yvan Rose, Gregory Hedlund, and Brian MacWhinney (iv) an update from Journal of Child Language by Melissa Good and Heike Behrens (v) an announcement about the international recognition of TALKBANK/CHILDES in the context of CLARIN and DSA, by Brian MacWhinney (vi) an announcement about the Child Language Symposium 2015 and Gesture in Language Development Workshop, by Katherine Messenger (vii) an announcement about the International Conference on Sign Language Acquisition (ICSLA2015), by Anne Baker (viii) an announcement about the Workshop on Infant Language Development by Iris-Corinna Schwarz ? (ix) an announcement about a new book on Language in Interaction in honour of Eve Clark our past IASCL president, by Inbal Arnon (x) a call for submissions for a special issue on Age of Acquisition Effects in Child Language in Journal of Child Language, by Heike Behrens (see ?Further Announcements?) (xi) an announcement about a CDI data aggregation project (called ?Wordbank?) by Michael Frank (see ?Further Announcements?) (xii) a call for submissions for a special issue on First Language Acquisition in Indigenous Contexts in First Language, by Evan Kidd (see ?Further Announcements?) (xiii) an announcement about the CHILDES server recorded hit number two million in March 2014, by Brian MacWhinney (see ?Further Announcements?) (xiv) a reminder about the importance of citing sources when using data from CHILDES, by Brian MacWhinney (see ?Further Announcements?) (xv) a spreadsheet that compiles information on CHILDES longitudinal corpora for English-speaking children by Virginia Valian (see ?Further Announcements?) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, books, completed PhD theses. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: *http://www.iascl.org/bulletins/bulletinV34N1.html* I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. Best Regards Angel Chan Editor IASCL Child Language Bulletin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/c708db11-e7a7-4370-8c3e-70dda395d6f3%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Wed Sep 3 19:12:08 2014 From: barner at ucsd.edu (David Barner) Date: Wed, 3 Sep 2014 12:12:08 -0700 Subject: Assistant Professor in Developmental Psychology, UC San Diego Message-ID: DEVELOPMENTAL PSYCHOLOGY, UNIVERSITY OF CALIFORNIA, SAN DIEGO. The Psychology Department (http://psy.ucsd.edu/) within the Division of Social Sciences at UC, San Diego is committed to academic excellence and diversity within the faculty, staff and student body. The Department invites applications for a tenure track Assistant Professor position in Developmental Psychology. Candidates must have a Ph.D. and have a record of publishable research in any area of developmental psychology, including cognitive, perceptual, and social development. The preferred candidate will have demonstrated strong leadership or a commitment to support diversity, equity, and inclusion in an academic setting. Salary: Salary is commensurate with qualifications and based on University of California pay scales. Closing Date: Review of applications will begin November 1, 2014 and will continue until the position is filled. To Apply: Candidates should submit cover letter, curriculum vitae, research statement, teaching statement, reprints, names of three to five referees, and a personal statement that summarizes their past or potential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp for further information) electronically via UCSD's Academic Personnel On-Line RECRUIT at https://apol-recruit.ucsd.edu/apply/JPF00642. Please apply to the following job posting: Assistant Professor (10-837) - Developmental Psychology. AA-EOE: The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status. -- David Barner, Ph.D. Associate Professor Departments of Psychology & Linguistics University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGYTQ7jZnLa7koz7gM_zk7ar_DLZd2y-B9abtky-_2c%2B%2Be81Fw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From eva.berglund at gmail.com Fri Sep 5 15:48:07 2014 From: eva.berglund at gmail.com (Eva Berglund) Date: Fri, 5 Sep 2014 17:48:07 +0200 Subject: Windows 8 Compatible? In-Reply-To: Message-ID: Hello I worked with my students on CLAN and they downloaded the program, but some students with Windows 8 or 8.1 had some problems. Any idea if we do anything wrong. Best regards Eva Berglund -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/03D59804-9536-4672-AD85-700418AEAC58%40gmail.com. For more options, visit https://groups.google.com/d/optout. From macw at cmu.edu Fri Sep 5 15:58:54 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Sep 2014 11:58:54 -0400 Subject: Windows 8 Compatible? In-Reply-To: <03D59804-9536-4672-AD85-700418AEAC58@gmail.com> Message-ID: Dear Eva, Let's involve Leonid on this question, because he is the expert on diagnosing installation and start-up problems. Also, please remember that questions about CLAN or CHAT should be posted to chibolts at googlegroups.com, not info-childes. It is important to reserve info-childes for more general language acquisition issues. Thanks, --Brian On Sep 5, 2014, at 11:48 AM, Eva Berglund wrote: > Hello > > I worked with my students on CLAN and they downloaded the program, but some students with Windows 8 or 8.1 had some problems. Any idea if we do anything wrong. > > Best regards > > Eva Berglund > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/03D59804-9536-4672-AD85-700418AEAC58%40gmail.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/B018F5AE-2567-4AE2-B886-C645977BBEED%40cmu.edu. For more options, visit https://groups.google.com/d/optout. From cynthia.fisher at gmail.com Mon Sep 8 14:05:55 2014 From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com) Date: Mon, 8 Sep 2014 07:05:55 -0700 Subject: Student awards for SLD Symposium preceding BUCLD, Nov. 6 Message-ID: Please encourage your students to apply for this award if they are interested in attending the SLD Symposium and are also presenting a paper at BUCLD. Information about the Award and a link to the Symposium announcement are included below. best, CF *SLD Student Award:* The Society for Language Development invites applications for the SLD Student Award. This award is intended to help defray the costs of attending the Symposium, for graduate students who are presenting papers or posters at BUCLD. The award includes a year's free membership in the Society for Language Development, free admission to this year's SLD Symposium, and a cash award of $75. Applicants should send a CV and their accepted BUCLD abstract (paper, poster, or alternate status) by email to Cynthia Fisher at clfishe at illinois.edu ; applications are due by Oct 1. Up to two graduate students whose CVs show a record of achievement and of sustained interest in interdisciplinary research will be selected. Award recipients will be notified by email before the conference (approximately Oct 15), and the awards will be announced at the SLD Symposium on Thursday November 6. *Information about this year's Symposium* can be found at this link: http://www.bcs.rochester.edu/sld/symposium.html, or on the BUCLD webpage here: http://www.bu.edu/bucld/. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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Name: Colorado-two-faculty-openings.pdf Type: application/pdf Size: 65122 bytes Desc: not available URL: From cristina.mckean at newcastle.ac.uk Thu Sep 11 15:52:47 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Thu, 11 Sep 2014 15:52:47 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context Message-ID: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. From mcfrank at stanford.edu Thu Sep 11 15:59:05 2014 From: mcfrank at stanford.edu (Michael C Frank) Date: Thu, 11 Sep 2014 08:59:05 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, I believe Ping Li has posted to this list before about the Language History Questionnaire, now in version 2.0: http://blclab.org/language-history-questionnaire/ That's quite close to what you're looking for, I think. Mike On Sep 11, 2014, at 8:52 AM, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/AC9C57D4-5AD4-4ACE-BE96-C04553DDA71B%40stanford.edu. For more options, visit https://groups.google.com/d/optout. From caroline.floccia at plymouth.ac.uk Thu Sep 11 16:07:15 2014 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Thu, 11 Sep 2014 17:07:15 +0100 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, You can also use our online questionaire http://www.psy.plymouth.ac.uk/babylab/leq which has been used in our recent publication to show that bilingual toddlers' vocabulary in English is predicted by exposure. http://www.ncbi.nlm.nih.gov/pubmed/25039327 Caroline Floccia On Thu, Sep 11, 2014 at 4:59 PM, Michael C Frank wrote: > Hi Cristina, > > I believe Ping Li has posted to this list before about the Language > History Questionnaire, now in version 2.0: > > http://blclab.org/language-history-questionnaire/ > > That's quite close to what you're looking for, I think. > > Mike > > On Sep 11, 2014, at 8:52 AM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > > > Hello everyone, > > > > It would be great to have some advice if possible. > > > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > > > Does such a tool exist? > > Cristina > > > > -- > > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com. > > To post to this group, send email to info-childes at googlegroups.com. > > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > > 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/AC9C57D4-5AD4-4ACE-BE96-C04553DDA71B%40stanford.edu > . > For more options, visit https://groups.google.com/d/optout. > -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAC6wxdF2zJnp7-3iAOZU613FtszHA%3DTrznjXYAre153060QDXg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From silvikins at gmail.com Thu Sep 11 16:49:53 2014 From: silvikins at gmail.com (Silvia) Date: Thu, 11 Sep 2014 12:49:53 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hi Cristina, I have been using the VLL/VCLA child multilingualism questionnaire created by Lust et al. (the link on the VLL page is not working, so I am attaching it to this e-mail). The questionnaire has been used in a wide range of studies (http://www.clal.cornell.edu/multiling.php), and it is very precise -albeit a tad long-. Best, Silvia Perez-Cortes On 11 September 2014 11:52, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > For more options, visit https://groups.google.com/d/optout. > -- Silvia Perez-Cortes Ph.D student and Teaching Associate - Bilingualism and SLA Department of Spanish Rutgers, the State University of New Jersey -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAO-_4Z7c%2B%3Df1mXzxZOM3aXBVH8nMSB9LCKC-3hSqTepMhufZoQ%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: VLL_Child+MQ_English_0929_2006_PDF2-1.pdf Type: application/pdf Size: 570737 bytes Desc: not available URL: From jparadis at ualberta.ca Thu Sep 11 16:57:36 2014 From: jparadis at ualberta.ca (Johanne Paradis) Date: Thu, 11 Sep 2014 10:57:36 -0600 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear Cristina, It appears you have many choices, but let me add to them. You could consider a questionnaire we have developed in my lab - The Alberta Language Environment Questionnaire - for use with parents of children from immigrant families, aged 4-8 (link below). You would need to adapt it if you wanted parents to complete it on their own. It was designed to be given as part of an oral interview with parents, often with an interpreter present. Reference to a paper showing the predictive value of variables obtained from the questionnaire on children's English development is also below. http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx Paradis, J. (2011). Individual Differences in Child English Second Language Acquisition: Comparing Child-Internal and Child-External Factors. Linguistic Approaches to Bilingualism. 1:3, 213-237. Regards, Johanne Johanne Paradis | Professor | Department of Linguistics 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ Child English Second Language Centre: http://www.linguistics.ualberta.ca/CHESL_Centre.aspx On 2014-09-11, at 9:52 AM, Cristina McKean wrote: > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at gmail.com Thu Sep 11 17:35:49 2014 From: walesgin at gmail.com (walesgin) Date: Thu, 11 Sep 2014 13:35:49 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <01BC31E9-6C8C-4999-9F82-90A658310315@ualberta.ca> Message-ID: Just to add one more to the mix. Here is the questionnaire we've been using for child participants here in Miami. We have it in Spanish as well, if you would like a copy of that. Please feel free to adapt this to your needs. All the best, V. C. Mueller Gathercole, Ph.D. Professor of Linguistics Director, Linguistics Program Director, Linguistics Experimental Research Laboratory Florida International University http://vcmuellergathercole.weebly.com/index.html *Issues in the Assessment of Bilinguals* and *Solutions for the Assessment of Bilinguals*, edited by V C Mueller Gathercole and published by Multilingual Matters: http://www.channelviewpublications.com/specialoffers.asp? [TOC at: http://vcmuellergathercole.weebly.com/selected-publications-books.html] Latest news from FIU's Linguistics Program: http://linguisticshotnews.weebly.com On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis wrote: > Dear Cristina, > > It appears you have many choices, but let me add to them. > > You could consider a questionnaire we have developed in my lab - The > Alberta Language Environment Questionnaire - for use with parents of > children from immigrant families, aged 4-8 (link below). You would need to > adapt it if you wanted parents to complete it on their own. It was > designed to be given as part of an oral interview with parents, often with > an interpreter present. Reference to a paper showing the predictive value > of variables obtained from the questionnaire on children's English > development is also below. > > http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx > > Paradis, J. (2011). Individual Differences in Child English Second > Language Acquisition: Comparing Child-Internal and Child-External Factors*. > Linguistic Approaches to Bilingualism. *1:3, 213-237. > > Regards, > Johanne > > *Johanne Paradis* | Professor | Department of Linguistics > 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 > | Canada > tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | > http://www.ualberta.ca/~jparadis/ > Child English Second Language Centre: > http://www.linguistics.ualberta.ca/CHESL_Centre.aspx > > > > > On 2014-09-11, at 9:52 AM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk > . > 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca > > . > > 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%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: Questionnaire ENGLISH CHILD Gathercole et al.pdf Type: application/pdf Size: 139768 bytes Desc: not available URL: From cristina.mckean at newcastle.ac.uk Thu Sep 11 17:40:10 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Thu, 11 Sep 2014 17:40:10 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Thank you very much indeed everyone, these are all very helpful. Keep them coming if there are more! It is very useful to see different approaches. Cristina On 11 Sep 2014, at 18:35, walesgin > wrote: Just to add one more to the mix. Here is the questionnaire we've been using for child participants here in Miami. We have it in Spanish as well, if you would like a copy of that. Please feel free to adapt this to your needs. All the best, V. C. Mueller Gathercole, Ph.D. Professor of Linguistics Director, Linguistics Program Director, Linguistics Experimental Research Laboratory Florida International University http://vcmuellergathercole.weebly.com/index.html Issues in the Assessment of Bilinguals and Solutions for the Assessment of Bilinguals, edited by V C Mueller Gathercole and published by Multilingual Matters: http://www.channelviewpublications.com/specialoffers.asp? [TOC at: http://vcmuellergathercole.weebly.com/selected-publications-books.html] Latest news from FIU's Linguistics Program: http://linguisticshotnews.weebly.com On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis > wrote: Dear Cristina, It appears you have many choices, but let me add to them. You could consider a questionnaire we have developed in my lab - The Alberta Language Environment Questionnaire - for use with parents of children from immigrant families, aged 4-8 (link below). You would need to adapt it if you wanted parents to complete it on their own. It was designed to be given as part of an oral interview with parents, often with an interpreter present. Reference to a paper showing the predictive value of variables obtained from the questionnaire on children's English development is also below. http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx Paradis, J. (2011). Individual Differences in Child English Second Language Acquisition: Comparing Child-Internal and Child-External Factors. Linguistic Approaches to Bilingualism. 1:3, 213-237. Regards, Johanne Johanne Paradis | Professor | Department of Linguistics 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ Child English Second Language Centre: http://www.linguistics.ualberta.ca/CHESL_Centre.aspx On 2014-09-11, at 9:52 AM, Cristina McKean > wrote: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca. 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Thu Sep 11 18:22:03 2014 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Sep 2014 14:22:03 -0400 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <4AAB70FA-451D-436B-9ABB-A9B4B621AD26@ncl.ac.uk> Message-ID: Dear People, While we are on the topic of questionnaires, I was asked recently by 2 neonatologists if there is a questionnaire we might give to new moms that would predict who will NOT provide the sensitive and responsive mothering that kids with birth insults of various types need. I thought this was a great question. I know of an old Zero to Three parenting questionnaire but not sure I can find it. Any help appreciated! Of course this has tremendous implications for language devel too! Best, Roberta On Thu, Sep 11, 2014 at 1:40 PM, Cristina McKean < cristina.mckean at newcastle.ac.uk> wrote: > Thank you very much indeed everyone, these are all very helpful. > > Keep them coming if there are more! It is very useful to see different > approaches. > > Cristina > > > On 11 Sep 2014, at 18:35, walesgin wrote: > > Just to add one more to the mix. Here is the questionnaire we've been > using for child participants here in Miami. We have it in Spanish as well, > if you would like a copy of that. > Please feel free to adapt this to your needs. > All the best, > > > > > V. C. Mueller Gathercole, Ph.D. > Professor of Linguistics > Director, Linguistics Program > Director, Linguistics Experimental Research Laboratory > Florida International University > > > > > http://vcmuellergathercole.weebly.com/index.html > > *Issues in the Assessment of Bilinguals* and *Solutions for the > Assessment of Bilinguals*, edited by V C Mueller Gathercole and published > by Multilingual Matters: > http://www.channelviewpublications.com/specialoffers.asp? > [TOC at: > http://vcmuellergathercole.weebly.com/selected-publications-books.html] > > Latest news from FIU's Linguistics Program: > http://linguisticshotnews.weebly.com > > > On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis > wrote: > >> Dear Cristina, >> >> It appears you have many choices, but let me add to them. >> >> You could consider a questionnaire we have developed in my lab - The >> Alberta Language Environment Questionnaire - for use with parents of >> children from immigrant families, aged 4-8 (link below). You would need to >> adapt it if you wanted parents to complete it on their own. It was >> designed to be given as part of an oral interview with parents, often with >> an interpreter present. Reference to a paper showing the predictive value >> of variables obtained from the questionnaire on children's English >> development is also below. >> >> http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx >> >> Paradis, J. (2011). Individual Differences in Child English Second >> Language Acquisition: Comparing Child-Internal and Child-External Factors*. >> Linguistic Approaches to Bilingualism. *1:3, 213-237. >> >> Regards, >> Johanne >> >> *Johanne Paradis* | Professor | Department of Linguistics >> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 >> | Canada >> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | >> http://www.ualberta.ca/~jparadis/ >> Child English Second Language Centre: >> http://www.linguistics.ualberta.ca/CHESL_Centre.aspx >> >> >> >> >> On 2014-09-11, at 9:52 AM, Cristina McKean < >> cristina.mckean at newcastle.ac.uk> wrote: >> >> Hello everyone, >> >> It would be great to have some advice if possible. >> >> I am trying to find a language exposure questionnaire for asking parents >> about relative exposure to different languages for children between the >> ages of 2 and 8 years who are growing up in a multilingual environment . I >> would like to find one which is relatively simple to fill in (for parents >> who may not read English) and which has been validated through measures of >> correlations with children's language competence. >> >> Does such a tool exist? >> Cristina >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk >> . >> 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca >> . >> >> >> 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk > > . > > For more options, visit https://groups.google.com/d/optout. > -- 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/ PI on Institute of Education Sciences Postdoctoral Training Grant The late Mary Dunn said, "Life is the time we have to learn." Please follow me on Twitter: KathyandRo1 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LJYv9YK0j4zu_5WpAeF-wW0Dw7STr5y%3D-BLqy9jyeGQg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Fri Sep 12 00:32:14 2014 From: cam47 at psu.edu (Carol Miller) Date: Thu, 11 Sep 2014 17:32:14 -0700 Subject: Department Head position, Communication Sciences and Disorders, Penn State Message-ID: The Department of Communication Sciences and Disorders (CSD), College of Health and Human Development (HHD), at The Pennsylvania State University, invites applications for the position of Department Head to begin Fall 2015. Penn State seeks an innovative and energetic leader to build upon the existing strengths of this nationally and internationally acclaimed department. Please see the attached, complete position announcement for further information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b31e1647-1dce-4644-9419-e2d19bfb938d%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: PSU Department Head - CSD Position Announcement #52263.pdf Type: application/pdf Size: 14718 bytes Desc: not available URL: From christophe.dossantos at univ-tours.fr Fri Sep 12 09:01:34 2014 From: christophe.dossantos at univ-tours.fr (Christophe dos Santos) Date: Fri, 12 Sep 2014 11:01:34 +0200 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear Cristina, During the European Cost Action IS0804 on bilingualism and SLI, a questionnaire was created largely inspired from the questionnaire created by Johanne Paradis. This questionnaire was tested in various countries and publication on it are already available or going to be published. It exists in several different languages including English : http://www.bi-sli.org/Downloads-MEMBERS.htm Carolyn Letts from Newcastle participated to the Cost action and can give you more information about it I think. Best, Christophe dos Santos Universit? Fran?ois-Rabelais, Tours 2014-09-11 20:22 GMT+02:00 Roberta Golinkoff : > Dear People, > > While we are on the topic of questionnaires, I was asked recently by 2 > neonatologists if there is a questionnaire we might give to new moms that > would predict who will NOT provide the sensitive and responsive mothering > that kids with birth insults of various types need. I thought this was a > great question. I know of an old Zero to Three parenting questionnaire but > not sure I can find it. > > Any help appreciated! Of course this has tremendous implications for > language devel too! > > Best, Roberta > > On Thu, Sep 11, 2014 at 1:40 PM, Cristina McKean < > cristina.mckean at newcastle.ac.uk> wrote: > >> Thank you very much indeed everyone, these are all very helpful. >> >> Keep them coming if there are more! It is very useful to see different >> approaches. >> >> Cristina >> >> >> On 11 Sep 2014, at 18:35, walesgin wrote: >> >> Just to add one more to the mix. Here is the questionnaire we've been >> using for child participants here in Miami. We have it in Spanish as well, >> if you would like a copy of that. >> Please feel free to adapt this to your needs. >> All the best, >> >> >> >> >> V. C. Mueller Gathercole, Ph.D. >> Professor of Linguistics >> Director, Linguistics Program >> Director, Linguistics Experimental Research Laboratory >> Florida International University >> >> >> >> >> http://vcmuellergathercole.weebly.com/index.html >> >> *Issues in the Assessment of Bilinguals* and *Solutions for the >> Assessment of Bilinguals*, edited by V C Mueller Gathercole and >> published by Multilingual Matters: >> http://www.channelviewpublications.com/specialoffers.asp? >> [TOC at: >> http://vcmuellergathercole.weebly.com/selected-publications-books.html] >> >> Latest news from FIU's Linguistics Program: >> http://linguisticshotnews.weebly.com >> >> >> On Thu, Sep 11, 2014 at 12:57 PM, Johanne Paradis >> wrote: >> >>> Dear Cristina, >>> >>> It appears you have many choices, but let me add to them. >>> >>> You could consider a questionnaire we have developed in my lab - The >>> Alberta Language Environment Questionnaire - for use with parents of >>> children from immigrant families, aged 4-8 (link below). You would need to >>> adapt it if you wanted parents to complete it on their own. It was >>> designed to be given as part of an oral interview with parents, often with >>> an interpreter present. Reference to a paper showing the predictive value >>> of variables obtained from the questionnaire on children's English >>> development is also below. >>> >>> http://www.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx >>> >>> Paradis, J. (2011). Individual Differences in Child English Second >>> Language Acquisition: Comparing Child-Internal and Child-External Factors*. >>> Linguistic Approaches to Bilingualism. *1:3, 213-237. >>> >>> Regards, >>> Johanne >>> >>> *Johanne Paradis* | Professor | Department of Linguistics >>> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 >>> | Canada >>> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | >>> http://www.ualberta.ca/~jparadis/ >>> Child English Second Language Centre: >>> http://www.linguistics.ualberta.ca/CHESL_Centre.aspx >>> >>> >>> >>> >>> On 2014-09-11, at 9:52 AM, Cristina McKean < >>> cristina.mckean at newcastle.ac.uk> wrote: >>> >>> Hello everyone, >>> >>> It would be great to have some advice if possible. >>> >>> I am trying to find a language exposure questionnaire for asking parents >>> about relative exposure to different languages for children between the >>> ages of 2 and 8 years who are growing up in a multilingual environment . I >>> would like to find one which is relatively simple to fill in (for parents >>> who may not read English) and which has been validated through measures of >>> correlations with children's language competence. >>> >>> Does such a tool exist? >>> Cristina >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk >>> . >>> 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/01BC31E9-6C8C-4999-9F82-90A658310315%40ualberta.ca >>> . >>> >>> >>> 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/CAOr3bM5NtE1WfG%3Dw4QBefwqJ0kyoMpWEbvkFA3rD7bJ4xKdXtA%40mail.gmail.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/4AAB70FA-451D-436B-9ABB-A9B4B621AD26%40ncl.ac.uk >> >> . >> >> For more options, visit https://groups.google.com/d/optout. >> > > > > -- > 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/ > PI on Institute of Education Sciences Postdoctoral Training Grant > The late Mary Dunn said, "Life is the time we have to learn." > Please follow me on Twitter: KathyandRo1 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAFWLa7LJYv9YK0j4zu_5WpAeF-wW0Dw7STr5y%3D-BLqy9jyeGQg%40mail.gmail.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/CAGJJ4kKLY0Xpz9yWiytfRH0fPR30cKke3W0EhogNh%2B0TyFf9dw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info-childes at googlegroups.com Fri Sep 12 14:47:18 2014 From: info-childes at googlegroups.com ('Annick De Houwer' via Info-CHILDES) Date: Fri, 12 Sep 2014 07:47:18 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Dear all, To add to this, may I refer you to a brief (3 p.) questionnaire I listed in my 2009 textbook entitled "Bilingual First Language Acquisition" (pp. 333-336)? In a simple table format, this questionnaire asks (amongst others) about the numbers of hours that caregivers estimate they spoke each language with children in different periods of their lives (I attach the manuscript version of the book appendix in which this questionnaire appears). Having this "absolute" information available rather than "just" relative estimates may be of relevance to bilingual development (see some chapters in the forthcoming book "Input and Experience in Bilingual Development", edited by Theres Gr?ter and Johanne Paradis, https://www.benjamins.com/#catalog/books/tilar.13/main ). Of course you can compute relative amounts on the basis of having the information in absolute terms. All the best, Annick Annick De Houwer Professor of Language Acquisition and Multilingualism University of Erfurt, Germany annick.dehouwer at uni-erfurt.de On Thursday, September 11, 2014 5:54:52 PM UTC+2, Cristina McKean wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents > about relative exposure to different languages for children between the > ages of 2 and 8 years who are growing up in a multilingual environment . I > would like to find one which is relatively simple to fill in (for parents > who may not read English) and which has been validated through measures of > correlations with children?s language competence. > > Does such a tool exist? > Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/dbfdf183-7448-4d88-a481-4db192d396d9%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: 09BFLAadhpp333-336.pdf Type: application/pdf Size: 71556 bytes Desc: not available URL: From badry at aus.edu Fri Sep 12 15:03:59 2014 From: badry at aus.edu (Fatima Badry) Date: Fri, 12 Sep 2014 19:03:59 +0400 Subject: When should we consider speech production onset delayed? Message-ID: A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.edu. For more options, visit https://groups.google.com/d/optout. From dalep at unm.edu Fri Sep 12 16:21:42 2014 From: dalep at unm.edu (Philip Dale) Date: Fri, 12 Sep 2014 16:21:42 +0000 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Based on MCDI norms, something like 10% of children acquiring English are not talking at 16 months, so this is not yet out of the normal range. However, as the child approaches 20-24 months it would be important to monitor progress (or lack of it). A speech-language pathologist could help administer and interpret the CDI:Words & Gestures, which obtains information on gestural production and vocabulary comprehension, which would provide a more comprehensive picture. If at a later time some kind of intervention is being considered, you might look at the chapters on intervention in our book "Late Talkers: Language Development, Interventions, and Outcomes," Rescorla and Dale, eds, published by Brooks. Philip Dale -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Fatima Badry Sent: Friday, September 12, 2014 9:04 AM To: info-childes at googlegroups.com Subject: When should we consider speech production onset delayed? A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/070affdb931848bb84f860ab15a9b5e9%40BN1PR07MB326.namprd07.prod.outlook.com. For more options, visit https://groups.google.com/d/optout. From marilyn.vihman at york.ac.uk Fri Sep 12 20:21:26 2014 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Fri, 12 Sep 2014 21:21:26 +0100 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: As Philip Dale already noted, 16 mos. is really too soon to start worrying about a child not yet producing (intelligible) words. A more important question is how well she understands language, and from your comments I am guessing that comprehension is fine. I don't know whether her late standing and walking are related to her slow language development, but not using many consonants or CV syllables is definitely an indicator of delay, perhaps the basis for the delay - and it may even be that she has some word-attempts, but with only vowels available, word use may be hard to pick up on. I agree with Philip: Don't begin to be really concerned until 24 mos. or so. Many children start a bit late, for known and unknown reasons. Given her family's interest and attention, chances are that she will do just fine - but at age two if you are still seeing no progress, a consultation with clinicians would begin to be a good idea. -marilyn vihman On 12 Sep 2014, at 16:03, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.edu. > For more options, visit https://groups.google.com/d/optout. Marilyn Vihman Language and Linguistic Science University of York Heslington YO10 5DD tel +44 (0)1904 323612 http://www.yorkphondev.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0C9C7831-CEE0-434B-91A5-1D41449DD337%40york.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Sat Sep 13 03:25:16 2014 From: beachjade at gmail.com (Maggie Friend) Date: Fri, 12 Sep 2014 20:25:16 -0700 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: Message-ID: Hello, It appears that many of us have realized the need for such an instrument! We have developed an excel-based scoring tool for the Language Exposure Questionnaire (LEQ; Bosch & Sebastian-Gall?s, 1997). Below is a link to the manual, the scoring tool, and a macro for collapsing data across participants. The second link provides a poster with data on the reliability and validity of the LEQ (as administered using the scoring tool) for Spanish, English, and French-speaking infants. Here is the folder with the materials: https://www.dropbox.com/sh/zhe16c1jirduq7i/AADYKbffntZxTiNs_HMS7Th7a?dl=0 Here is the poster with validity and reliability data: https://www.dropbox.com/s/6xf4yu44us20n3u/DeAnda%2C%20SRCD%20dev%20methods%20poster%20v6.pdf?dl=0 Here is the citation for the manual: DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2014). The Language Exposure Questionnaire and Scoring Tool Manual. Unpublished manual. Best, Maggie Friend San Diego State University mfriend at mail.sdsu.edu > On Sep 11, 2014, at 8:52 AM, Cristina McKean wrote: > > Hello everyone, > > It would be great to have some advice if possible. > > I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. > > Does such a tool exist? > Cristina > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. > 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/7A18EBA2-23E5-4440-BB30-FBD98B325645%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsnow at uw.edu Sun Sep 14 05:06:15 2014 From: lsnow at uw.edu (Snow, Laura) Date: Sat, 13 Sep 2014 22:06:15 -0700 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Fatima, I'm a pediatric SLP with a private practice, and also teach graduate students at a university hospital clinic where I work on an interdisciplinary team that does developmental assessments. A few things to consider: -Make sure her hearing has been checked recently (not just at birth). Even a mild hearing loss can impact speech/language development. -I agree with what another responder said about the possibility that this child is producing word approximations that no one is recognizing as such due to her very limited repertoire of speech sounds, or maybe even some error inconsistencies. -I would lean towards referring her for a speech/language evaluation closer to 18 months than 24 months. This child's limited use of consonants at 16 months brings up the possibility of a motor speech disorder like childhood apraxia of speech. If that's the case, the sooner she gets help, the better. Most state early intervention programs first asses speech/language around 18 months, and can assess other areas of development like fine and gross motor, social, etc. --What you described of this child's social interest and communicative intent makes autism unlikely, but I would not rule out a general language delay based on parent perception of what she understands. (Too many parents tell me their child "understands everything" but then report on the CDI or CSBS or Rossetti in a way that confirms the delay in skills revealed by my direct evaluation results) --You didn't mention whether this child has begun walking yet or not, but the OTs and PTs I work with do not consider walking to be "delayed" until 18 months, so no major concern there if she is still not walking at 16 months. Walking is considered a gross motor skill, whereas navigating an iPad would be fine motor (a child can have difficulties in just FM or just GM or both). Interestingly, I've yet to see a child with fine motor deficits who could not navigate an iPad! I think conceptual, Visio-spatial, and motivational factors might be more important than motor skills...but I also think children are just born hard-wired to use i-devices these days:) --When in doubt, refer! Developmental evaluations and therapies are generally fun for kids--we have lots of cool toys and don't give shots! The family will get one of three answers:1) there's no need for concern, 2) Minor concerns and here are some suggestions about how to help your child (e.g., "It takes two to talk" from Hanen.org, ; use of signs or picture symbols to communicate) and come back in 6 months, or 3) she qualifies for some early intervention (more toys!). -Even if she is walking by 18 months but still not talking, I would have both communication and motor skills evaluated. Some kids who walked on the later end of the normal range may have clear delays in other gross motor skill acquisition. Also, some but not all kids with motor speech impairments also have more global motor difficulties, a sort of motor apraxia. This can make it as difficult for them to use manual signs as it is to use speech (some basic signs are often taught to children with expressive speech and/or language delays to help alleviate the frustration of not being able to communicate better in those 2nd and third years of life, but for kids with motor as well as verbal apraxia, picture symbol communication would be more appropriate). --The fact that this child is exposed to two languages should be always be considered in any communication assessments, but would not explain the limited repertoire of speech sounds. Also, tell the family that there is no reason for them to stop using Arabic with their child and to not let anyone tell them that she'd be better off hearing and learning to speak only English (unfortunately there are some "old school" SLPs out there who still give that misguided advice. Those Arabic consonants may be hard for this little girl to produce if she does end up having some degree of motor speech impairment, but the gift of bilingualism is just too great. My own niece, who had a severe language delay as well as dysarthria and apraxia of speech as a youngster, now pronounces both Arabic and English perfectly). --Finally, If the family does end up pursuing a speech/language eval, I would recommend finding a SLP who has experience with motor speech disorders. If the local early intervention program does not have someone with this specific expertise, you could look for someone in a private clinic. Let me know if I can answer any other questions, or help the family find a clinic in their area. Hope this helps. Laura Snow, PhD, CCC-SLP in private practice, and Center on Human Development and Disability University of Washington Seattle, WA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6f25ce6a-18ce-49c3-b872-fb21ec07dce6%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. From cristina.mckean at newcastle.ac.uk Sun Sep 14 09:57:42 2014 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Sun, 14 Sep 2014 09:57:42 +0000 Subject: Validated Language exposure questionnaires for children growing up in a multilingual context In-Reply-To: <7A18EBA2-23E5-4440-BB30-FBD98B325645@gmail.com> Message-ID: Thank you very much everyone for your very helpful advice. Cristina On 13 Sep 2014, at 04:25, Maggie Friend > wrote: Hello, It appears that many of us have realized the need for such an instrument! We have developed an excel-based scoring tool for the Language Exposure Questionnaire (LEQ; Bosch & Sebastian-Gall?s, 1997). Below is a link to the manual, the scoring tool, and a macro for collapsing data across participants. The second link provides a poster with data on the reliability and validity of the LEQ (as administered using the scoring tool) for Spanish, English, and French-speaking infants. Here is the folder with the materials: https://www.dropbox.com/sh/zhe16c1jirduq7i/AADYKbffntZxTiNs_HMS7Th7a?dl=0 Here is the poster with validity and reliability data: https://www.dropbox.com/s/6xf4yu44us20n3u/DeAnda%2C%20SRCD%20dev%20methods%20poster%20v6.pdf?dl=0 Here is the citation for the manual: DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2014). The Language Exposure Questionnaire and Scoring Tool Manual. Unpublished manual. Best, Maggie Friend San Diego State University mfriend at mail.sdsu.edu On Sep 11, 2014, at 8:52 AM, Cristina McKean > wrote: Hello everyone, It would be great to have some advice if possible. I am trying to find a language exposure questionnaire for asking parents about relative exposure to different languages for children between the ages of 2 and 8 years who are growing up in a multilingual environment . I would like to find one which is relatively simple to fill in (for parents who may not read English) and which has been validated through measures of correlations with children's language competence. Does such a tool exist? Cristina -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C3A2CE74-4903-4F96-9A31-16DE1F0ACA97%40ncl.ac.uk. 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/7A18EBA2-23E5-4440-BB30-FBD98B325645%40gmail.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/F47839E7-E9B8-476B-BA30-4E5D117DDA1E%40ncl.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Sun Sep 14 09:59:02 2014 From: cbowen at ihug.com.au (Caroline Bowen) Date: Sun, 14 Sep 2014 19:59:02 +1000 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Dear Fatima, The advice already given is sound, sensible and reassuring. However, as a speech-language pathologist, I always take a lot of notice if parents are concerned about speech and language acquisition in their OWN children, and encourage them to trust their judgement with regard to seeking referral to (if one is necessary in their country or region) and assessment by an SLP/SLT. Typical Speech and Language Acquisition in Infants and Young Children Red Flags for Speech Impairment Best wishes, Caroline Caroline Bowen PhD CPSP ASHA Fellow, Life Member SPAA, HonFRCSLT Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia http://www.speech-language-therapy.com Twitter @speech_woman On 13/09/2014 1:03 am, "Fatima Badry" wrote: > A 16 months and 2 weeks child has not yet produced her first words Although > she seems to have age appropriate cognitive and social development. She is > very interactive and communicates all her intentions by grabbing adults' hands > and direct them to do what she wants, she makes sounds (mostly vowel > combinations with hardly any consonants) with appropriate intonations. She > also follows melodies by singing, using something like lalala with appropriate > tunes. Her mother has been interacting with her since birth in English and so > have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social > behavior, what could explain the delay in speech production? Are the delayed > speech and walking related? Could it be some motor skill issue eventhough she > has great coordination and can navigate youtube on phones to get to her > favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B508007 > 8AF11%40aus.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/D03BA262.3C7FC%25cbowen%40ihug.com.au. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Sun Sep 14 15:48:46 2014 From: lofa4 at hotmail.com (Veronique lofa Devianne) Date: Sun, 14 Sep 2014 17:48:46 +0200 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: Dear Fatima, I agree with all who wrote you back up until now. However, there is always the possibility of a hearing problem, even if only due to otitis (with or without pain), which are a very common root of language delay, and so I would tell the parents to have her ears checked by a pediatric ear doctor. Also, I would not swear that the child has a reasonably good verbal understanding because bright children can react totally appropriately thanks to their understanding of the situation (non-verbal clues). In the meantime, they can have fun with her making faces (exercising mouth and tongue) and imitating noises, reading books while not sticking to the text but rather using very simple words and not putting pressure on her so that she talks. Kind regards, V?ronique Devianne orthophoniste -----Message d'origine----- De?: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] De la part de Fatima Badry Envoy??: vendredi 12 septembre 2014 17:04 ??: info-childes at googlegroups.com Objet?: When should we consider speech production onset delayed? A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. She is also late in standing and walking. If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! Her mother wants to know if she can she do to help her start speaking? All insights are much appreciated. Fatima Sent from my iPad -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080 078AF11%40aus.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/DUB407-EAS263BF1C45C547B8F1E0D843FFCB0%40phx.gbl. For more options, visit https://groups.google.com/d/optout. From eileenbrann at gmail.com Sun Sep 14 17:03:36 2014 From: eileenbrann at gmail.com (Eileen Brann) Date: Sun, 14 Sep 2014 12:03:36 -0500 Subject: When should we consider speech production onset delayed? In-Reply-To: <59106D83-C90A-4E37-AC60-B5080078AF11@aus.edu> Message-ID: A few thoughts come to mind: Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. I agree with a pediatric audiological evaluation as soon as possible. Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. When in doubt, contact a pediatric speech-language pathologist for an evaluation. Eileen Brann, PhD, CCC-SLP Assistant Professor Communication Disorders Governors State University University Park, Illinois On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.com. For more options, visit https://groups.google.com/d/optout. From hstorkel at gmail.com Mon Sep 15 14:50:37 2014 From: hstorkel at gmail.com (Holly Storkel) Date: Mon, 15 Sep 2014 07:50:37 -0700 Subject: Assistant/Associate/Full Professor: Developmental Communication Disorders -- University of Kansas Message-ID: The Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas seeks to hire two new faculty with expertise in Developmental Communication Disorders. These positions are part of a new College initiative in the area of *Biobehavioral Approaches to Neurodevelopmental Disorders*. KU is looking for highly talented people to develop innovative breakthroughs in etiological mechanisms, preventive approaches, and intervention methods to reduce the challenges for individuals with neurodevelopmental disorders. This initiative recognizes historical and emerging strengths at KU that contribute to new directions of discovery, and it is being mounted to forge bridges across academic disciplines for front line collaborative research projects and next generation training. As part of this initiative, multiple new faculty will be hired and placed in highly competitive and well-ranked academic and research units with long histories of research excellence. You may learn more about the *Biobehavioral Approaches to Neurodevelopmental Disorders* initiative and positions at *lsi.ku.edu/band_initiative* . Individuals who want to engage in our effort to enhance human health and development locally and across the globe are encouraged to apply. KU is committed to promoting well-being and finding cures through research that spans pharmaceutical science and neurological studies, age-related health needs, speech and language, cancer therapies, and more. Due to the interdisciplinary and collaborative nature of this new initiative, applicants for one position will be considered for a position in all three departments (Clinical Child Psychology/Life Span Institute, Child Language Program, and Speech-Language-Hearing). Ranks vary from assistant professor to full professor, depending on experience and program needs. Positions are expected to begin as early as August 18, 2015. The successful candidates will contribute to this new initiative, conduct research leading to publications and external funding; teach courses and mentor students in their specialty; perform academic advising responsibilities; and engage in departmental, College, University, and national service. The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences, including a diversity of scholarly approaches, and four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Harnessing Information, Multiplying Knowledge; and (4) Building Communities, Expanding Opportunities. See *www.provost.ku.edu/planning/themes/* for more information. Qualifications: For all ranks, (1) expertise in communication disorders that complements those of the existing faculty and contributes to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) Ph.D. or ABD (degree expected by start date of employment) in Communication Sciences and Disorders, or a related discipline, is expected by the start date of appointment. For information about qualifications for appointment at the rank of Assistant, Associate or Full Professor, a complete announcement, or to apply online, go to *https://employment.ku.edu/academic/1773BR* or https://employment.ku.edu and click ?Search Faculty Jobs?; search by keyword [Biobehavioral]. A complete, electronic application will include: (1) letter of application addressing expertise in communication disorders and potential to contribute to the interdisciplinary theme of biobehavioral approaches to neurodevelopmental disorders; (2) CV; (3) research statement and representative publications; (4) teaching statement and representative teaching materials such as sample course syllabi, teaching portfolio, or student or peer evaluations of teaching; and, (5) names and contact information for three references. Questions may be directed to Holly Storkel, Chair, Department of Speech-Language-Hearing, University of Kansas, 1000 Sunnyside Ave., 3001 Dole Center, Lawrence, KS 66045-7555, e-mail *hstorkel at ku.edu* ; 785-864-0497 (voice), 785-864-3974 (fax Initial review of applications begins October 15, 2014 and continues as needed to ensure a large, high quality, and diverse applicant pool. The University of Kansas *prohibits discrimination* on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University?s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and is the University?s Title IX Coordinator: the Executive Director of the Office of Institutional Opportunity and Access, *IOA at ku.edu* , 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/eb93f9cc-bbe9-47ac-b9dd-4ef0c3958564%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eva.aguilar at uib.es Mon Sep 15 16:41:35 2014 From: eva.aguilar at uib.es (Eva Aguilar Mediavilla) Date: Mon, 15 Sep 2014 18:41:35 +0200 Subject: PHD fellowship Message-ID: - Topic FPI -MINECO-Executive control in bilingual children and young adults- - Deadline September 24, 2014 - Type of offer Predoctoral grant at I+DEL (Research Development, Education and Language research group) -Balearic Islands University- within a project funded by the National R+D +i is available. Project title: 'Bilingualism and education: impact on executive function in children with and without specific language impairment' (Ref EDU2013-45174-P.) The project focuses on two main interrelated themes: ? Cognitive effects of bilingualism in adults ? Educational, cognitive and linguistic consequences of bilingualism in children with and without Specific Language Impairment (SLI) -Principal Investigator: Dr. Daniel Adrover-Roig -Candidate requirements The application must include the applicant's CV. Also, the following information shall be furnished: * motivation to conduct a doctoral project and interest in the research proposals * at least a name and address (including telephone and email) of researchers/ teachers / professionals who can provide references of the candidate. Contact Please address the application to Dr. Daniel Adrover ( daniel.adrover at uib.es), including as email subject: Candidate FPI 2014 More information: http://www.uib.cat/recerca/ajuts/beques_mobilitat/FPI Palma de Mallorca, September 14, 2014 Eva Aguilar Mediavilla Professora Titular d'Universitat Dep. Pedagogia Aplicada i Psicologia de l'Educaci? Universitat de les Illes Balears Edif. Beatriu de Pin?s Cta. Valldemossa, km. 7,5 07122 Palma de Mallorca 971172566 eva.aguilar at uib.es idel_peque?o.png -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/541716c9.290ab40a.510d.ffff98ebSMTPIN_ADDED_BROKEN%40gmr-mx.google.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: image001.jpg Type: image/jpeg Size: 1464 bytes Desc: not available URL: From eva.aguilar at uib.es Tue Sep 16 07:42:41 2014 From: eva.aguilar at uib.es (Eva Aguilar) Date: Tue, 16 Sep 2014 00:42:41 -0700 Subject: PHD fellowship Message-ID: *- Topic * FPI -MINECO?Executive control in bilingual children and young adults- *- Deadline * September 24, 2014 *- Type of offer * Predoctoral grant at I+DEL (Research Development, Education and Language research group) ?Balearic Islands University- within a project funded by the National R+D +i is available. Project title: *'Bilingualism and education: impact on executive function in children with and without specific language impairment' *(Ref EDU2013-45174-P.) The project focuses on *two main interrelated themes*: - Cognitive effects of bilingualism in adults - Educational, cognitive and linguistic consequences of bilingualism in children with and without Specific Language Impairment (SLI) *-Principal Investigator: * Dr. Daniel Adrover-Roig *-Candidate requirements * The application must include the applicant's CV. Also, the following information shall be furnished: ? motivation to conduct a doctoral project and interest in the research proposals ? at least a name and address (including telephone and email) of researchers/ teachers / professionals who can provide references of the candidate. *Contact * Please address the application to Dr. Daniel Adrover ( *daniel.adrover at uib.es* ), including as email subject: Candidate FPI 2014 More information: *http://www.uib.cat/recerca/ajuts/beques_mobilitat/FPI* Palma de Mallorca, September 14, 2014 Eva Aguilar Mediavilla Senior lecturer Dep. Applied Pedagogy and Educational psycology Universitat de les Illes Balears Edif. Beatriu de Pin?s Cta. Valldemossa, km. 7,5 07122 Palma de Mallorca 971172566 *eva.aguilar at uib.es* [image: idel_peque?o.png] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/0cb986db-a899-437d-abc7-a2024a4135b5%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 Sep 16 18:27:19 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Sep 2014 14:27:19 -0400 Subject: NICHD Program Officer for Language -- reposting Message-ID: Dear Info-CHILDES, There was a snafu within the Human Resources posting for this position back in August that made it impossible for non-federal employees to apply. That problem has now been corrected. So, if you applied earlier, please consider reapplying. It should be simple and straightforward this time around. Also, even if you had not applied earlier, now is a great change to do so. You will see at the end of the announcement that the URL for the website is not yet up, but that URL will be provided later this week. When I receive that URL, I will post it. Having a talented person in this position is extremely important for the field of child language, as well as related areas in bilingualism and bilteracy. -- Brian MacWhinney Position Description for "Jobs at NICHD" website: Recruiting for a Health Scientist Administrator (GS-14) to direct the Language, Bilingualism, and Biliteracy Program in the Child Development and Behavior Branch (CDBB; ) of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). (This is a re-announcement and second recruitment for this position. Please apply again even if you applied previously.) The incumbent of this position serves as a Program Officer with responsibility for providing scientific leadership and guidance to the planning, development, implementation and evaluation of assigned bio-behavioral research to the Language, Bilingualism and Biliteracy Program in the CDBB. Responsibilities include stimulating, planning, directing and evaluating program activities for a portfolio of research projects and other grants/awards, cooperative agreements, and/or contracts. Using a developmental framework, s/he will identify and formulate program needs to achieve an integrated and responsive effort in the assigned area. Using specialized training and experience and knowledge of current advances and developments in the field of typical language development, including bilingual language development, provides leadership and technical expertise, identifies opportunities and problem areas, research gaps and facilitates new research efforts. The incumbent will also formulate and present new basic, translational and applied language, bilingual language, and biliteracy development research concepts, projects and initiatives to appropriate advisory groups and formulate and develop Funding Opportunity Announcements (FOAs) to achieve objectives. This position involves responsibility for administration of a federal grants program of basic and applied research that requires a professional scientific background. The incumbent must have a Ph.D. with training, experience, and interest in typical language development and/or bilingual language development, which is usually followed by relevant post-doctoral research. Familiarity with the grant making process through either submission of research grant applications or from managing a research grant portfolio is a plus but not required. Interested candidates please contact Dr. Lisa Freund, Branch Chief, Child Development and Behavior Branch: email: lisa.freund at nih.gov or 301-435-6879. A link to the website to apply for this position will be available here on 9/19/2014. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B14D4BDB-14F1-491B-9D33-825B99B5B5D4%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tom.fritzsche at uni-potsdam.de Wed Sep 17 10:15:54 2014 From: tom.fritzsche at uni-potsdam.de (Tom Fritzsche) Date: Wed, 17 Sep 2014 12:15:54 +0200 Subject: PhD program IDEALAB in Potsdam, Groningen, Newcastle & Trento: Application for 2015 Message-ID: Dear CHILDES list, We hope you can draw the attention of colleagues and suitable students (present or past) to this opportunity: We are now accepting applications for the Erasmus Mundus Program "International Doctorate for Experimental Approaches to Language And Brain" (IDEALAB). IDEALAB is a joint PhD organised by the Universities of Potsdam (Germany), Groningen (Netherlands), Newcastle (UK), Trento (Italy). This collaboration means that we can provide expert supervision across a large range of subjects/areas and access to a range of experimental methods. We welcome applications from students with a Research Master's in a relevant area to do research on any area of experimental or applied linguistics and brain. Possible areas of research include acquired or developmental language disorders, processing/acquisition and its disorders or relations to the brain and experimental phonetics. There are typically 8 or more studentships available a year for students from the EU and other countries with funding from the EU Erasmus Mundus Program. These provide generous living allowances; waiver of all fees; and a generous travel allowance. All students have to spend at least 6 months at at least two different European partners. Further details are given on the program website (http://em-idealab.com). We are seeking applications from students who will complete an appropriate Research Master's by August 2015. Completed applications for September 2015 entry are due by 15th November 2014. Kind regards, Anja Papke University of Potsdam IDEALAB Karl-Liebknecht-Str. 24-25 14476 Potsdam-Golm Phone: +49 331 977 2931 Fax: +49 331 977 2095 ------------------------------------------------------------ IDEALAB: www.em-idealab.com ------------------------------------------------------------ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGLQsKcYK%2BKAFaMoeydiZY6138181%2BzdZtU9xaaFi1KX0SmPqA%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From caroline.floccia at plymouth.ac.uk Wed Sep 17 12:28:25 2014 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Wed, 17 Sep 2014 13:28:25 +0100 Subject: Post-doctoral position in the Plymouth Babylab to work on the development of the lexicon in bilingual toddlers Message-ID: Dear colleagues, Please find enclosed details about a forthcoming 19-month post-doc position in the Babylab (starting in January) to work on the ESRC-funded UK Bilingual Toddler Lexicon project. https://hrservices.plymouth.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d45012253OF%1BUSESSION=0135E71FC93147E6A621FFA85C5828B0&WVID=1602750fTZ&LANG=USA Deadline for applications is the 1st of November. Feel free to circulate! Many thanks, Caroline -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAC6wxdHz%2BZvSE%2BSqyFjZWQqXNSF6DFrvyT_Cg7%2B_SGpwapdgng%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From info-childes at googlegroups.com Wed Sep 17 12:28:31 2014 From: info-childes at googlegroups.com ('Giang Pham' via Info-CHILDES) Date: Wed, 17 Sep 2014 08:28:31 -0400 Subject: Auto Response Message-ID: An HTML attachment was scrubbed... URL: From badry at aus.edu Wed Sep 17 16:57:31 2014 From: badry at aus.edu (Fatima Badry Zalami) Date: Wed, 17 Sep 2014 20:57:31 +0400 Subject: When should we consider speech production onset delayed? In-Reply-To: <728D2247-8DAB-4D0C-82A0-F94F357003C1@gmail.com> Message-ID: I would like to thank all of those who replied with assurances and suggestions. I have shared them with the mother and it has helped reduce her anxiety for a while. In response to some of the questions that were asked, I have observed the child and even tried to record bits of her speech. Her mother confirmed that the child says 'bye' and waves bye. She says 'no' when she doesn't want to eat something, and says dada-dada-dada when someone holds her hand to help her walk. Those are basically the only words with CV combinations that she produces. She also makes an 'uu' sound by totally rounding her lips to mean 'yes' and 'oo' for 'open' to ask someone to open a box or something. I could hear an attempt for the 'p' in open but it was not a clear stop. She also makes the gesture of covering her mouth in reaction to something falling and tries to say 'oops' but the /p/ sound doesn't come out clearly here either. So no VC syllables so far. She does have pointing gestures to objects and directions. She probably does have words because she has these strings of vowels and almost fricative sounds with appropriate sentence intonation, clearly communicates her needs and even may be comments on what is said. She also seems to be aware of turn taking in interactions. The child's family lives overseas. I have checked the list of SLPs available locally, but it is difficult to determine the right one. Very commercial business in this city and local licensing is not very trustworthy. I hope this additional information may make this case clearer to the specialists on the list, and may be get some more of your assessments. Thanks again, Fatima ----- Original Message ----- From: "Eileen Brann" To: info-childes at googlegroups.com Cc: info-childes at googlegroups.com Sent: Sunday, September 14, 2014 9:03:36 PM Subject: Re: When should we consider speech production onset delayed? A few thoughts come to mind: Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. I agree with a pediatric audiological evaluation as soon as possible. Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. When in doubt, contact a pediatric speech-language pathologist for an evaluation. Eileen Brann, PhD, CCC-SLP Assistant Professor Communication Disorders Governors State University University Park, Illinois On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. > She is also late in standing and walking. > If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! > Her mother wants to know if she can she do to help her start speaking? > All insights are much appreciated. > Fatima > Sent from my iPad > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.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/829802880.1341721.1410973051387.JavaMail.root%40aus.edu. For more options, visit https://groups.google.com/d/optout. From eileenbrann at gmail.com Wed Sep 17 19:50:51 2014 From: eileenbrann at gmail.com (Eileen Brann) Date: Wed, 17 Sep 2014 14:50:51 -0500 Subject: When should we consider speech production onset delayed? In-Reply-To: <829802880.1341721.1410973051387.JavaMail.root@aus.edu> Message-ID: With the gestures you noted, her language skills seem on track. If her consonant sound production does not increase in the next few months, I suggest an evaluation at a medical center's speech pathology department. Best of luck Eileen Brann On Sep 17, 2014, at 11:57 AM, Fatima Badry Zalami wrote: > I would like to thank all of those who replied with assurances and suggestions. I have shared them with the mother and it has helped reduce her anxiety for a while. In response to some of the questions that were asked, I have observed the child and even tried to record bits of her speech. Her mother confirmed that the child says 'bye' and waves bye. She says 'no' when she doesn't want to eat something, and says dada-dada-dada when someone holds her hand to help her walk. Those are basically the only words with CV combinations that she produces. She also makes an 'uu' sound by totally rounding her lips to mean 'yes' and 'oo' for 'open' to ask someone to open a box or something. I could hear an attempt for the 'p' in open but it was not a clear stop. She also makes the gesture of covering her mouth in reaction to something falling and tries to say 'oops' but the /p/ sound doesn't come out clearly here either. So no VC syllables so far. > She does have pointing gestures to objects and directions. She probably does have words because she has these strings of vowels and almost fricative sounds with appropriate sentence intonation, clearly communicates her needs and even may be comments on what is said. She also seems to be aware of turn taking in interactions. > The child's family lives overseas. I have checked the list of SLPs available locally, but it is difficult to determine the right one. Very commercial business in this city and local licensing is not very trustworthy. > I hope this additional information may make this case clearer to the specialists on the list, and may be get some more of your assessments. > Thanks again, > Fatima > > > ----- Original Message ----- > From: "Eileen Brann" > To: info-childes at googlegroups.com > Cc: info-childes at googlegroups.com > Sent: Sunday, September 14, 2014 9:03:36 PM > Subject: Re: When should we consider speech production onset delayed? > > A few thoughts come to mind: > > Does she blow bubbles or blow out birthday candles? Make environmental sounds (beep-beep for a truck backing up, imitate animal sounds, which are consonant-vowel productions). I tell parents to start with these tasks in a playful environment and see what happens in 6-8 weeks. > I agree with a pediatric audiological evaluation as soon as possible. > Is the child using communicative gestures now, such as pointing to objects that she wants, waving "hi"/"bye"?. Very young children shake their heads "no" to refuse an activity or to answer a question. > > When in doubt, contact a pediatric speech-language pathologist for an evaluation. > > Eileen Brann, PhD, CCC-SLP > Assistant Professor > Communication Disorders > Governors State University > University Park, Illinois > > > On Sep 12, 2014, at 10:03 AM, Fatima Badry wrote: > >> A 16 months and 2 weeks child has not yet produced her first words Although she seems to have age appropriate cognitive and social development. She is very interactive and communicates all her intentions by grabbing adults' hands and direct them to do what she wants, she makes sounds (mostly vowel combinations with hardly any consonants) with appropriate intonations. She also follows melodies by singing, using something like lalala with appropriate tunes. Her mother has been interacting with her since birth in English and so have other family members. Her dad is interacting with her in Arabic. >> She is also late in standing and walking. >> If we rule out delayed cognitive development and autism givien her very social behavior, what could explain the delay in speech production? Are the delayed speech and walking related? Could it be some motor skill issue eventhough she has great coordination and can navigate youtube on phones to get to her favorite nursery rhymes with amazing dexterity! >> Her mother wants to know if she can she do to help her start speaking? >> All insights are much appreciated. >> Fatima >> Sent from my iPad >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/59106D83-C90A-4E37-AC60-B5080078AF11%40aus.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/728D2247-8DAB-4D0C-82A0-F94F357003C1%40gmail.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/829802880.1341721.1410973051387.JavaMail.root%40aus.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/422E3BD8-738E-4DA8-BDBF-EE0052CBB496%40gmail.com. For more options, visit https://groups.google.com/d/optout. From lejdais at gmail.com Wed Sep 17 21:16:00 2014 From: lejdais at gmail.com (Lejda) Date: Wed, 17 Sep 2014 14:16:00 -0700 Subject: Post-doctoral position in the Plymouth Babylab to work on the development of the lexicon in bilingual toddlers In-Reply-To: Message-ID: Dear Caroline, I've attempted to see the link in your text several times, but have been unable to open it. Can you please resend it, if it's not too much of a problem? Many thanks in advance, Lejda On Wednesday, September 17, 2014 2:28:29 PM UTC+2, Caroline Floccia wrote: > > Dear colleagues, > > Please find enclosed details about a forthcoming 19-month post-doc > position in the Babylab (starting in January) to work on the ESRC-funded UK > Bilingual Toddler Lexicon project. > > https://hrservices.plymouth.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d45012253OF%1BUSESSION=0135E71FC93147E6A621FFA85C5828B0&WVID=1602750fTZ&LANG=USA > > Deadline for applications is the 1st of November. > > Feel free to circulate! > > Many thanks, > Caroline > > -- > Dr. Caroline Floccia > Reader (Associate Professor) > PSQ A213 > School of Psychology > University of Plymouth > Drake Circus > Devon PL4 8AA > tel: (+0044) 1752 584822 > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7c7bfbc5-56d3-4bb4-8ef9-054d9ea0d0fd%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Thu Sep 18 20:52:59 2014 From: pul8 at psu.edu (Ping Li) Date: Thu, 18 Sep 2014 16:52:59 -0400 Subject: Open Rank position in quantitative methods at Penn State Message-ID: http://psu.jobs/Search/Opportunities.html https://app2.ohr.psu.edu/jobs/hrr-mgr/Session/ISJdetail.cfm?vac=53563 https://app2.ohr.psu.edu/jobs/home_EJMS/ *Open Rank, Psychologist * Job Number: *53563* Date Announced: Work Unit: *College Of The Liberal Arts * Department: *Department Of Psychology* The Department of Psychology at Penn State (http://psych.la.psu.edu/) is recruiting (rank open) for a psychologist with expertise in advanced quantitative methods. This position is co-funded by Penn State's Institute for CyberScience through its cluster hiring initiative, which is recruiting outstanding faculty members whose work exploits 'big data' and 'big computing" in a variety of disciplines (see http://www.ics.psu.edu/hire.html). Examples of possible areas of research focus include (but are not limited to): (a) advanced analysis of imaging data, such as methods focused on connectivity or multivariate pattern analyses of fMRI data; (b) analyses of archival or large-scale observational data, such as videotaped social interactions from multiple studies; (c) advanced methods and statistics for estimating intervention effects while accounting for the role of individual and contextual factors (e.g., Complex MLM, Mixture Modeling); and (d) cutting-edge methods (e.g., technology-based experience sampling, massive social media data) and statistics (e.g., time-series analysis, MLM, Dynamic Factor Analysis, SEM) for modeling dynamic behavioral, cognitive, social-affective, and psychophysiological processes and patterns of change over time using longitudinal and intensive repeated measures data or other big-data driven approaches. A PhD in psychology or related discipline is required. The ideal candidate will have a research program that fits within one or more of our core areas of graduate training (adult or child clinical, social, cognitive, developmental, industrial/organizational). We welcome candidates who can contribute to one or more of the cross-cutting emphases within our department: Culture and Context, Neuroscience/Biological Bases of Behavior, and Applied/Translational Research. Applicants who can contribute to an overarching department initiative to enhance diversity and our understanding of diversity are particularly encouraged to apply. Candidates are expected to have a record of excellence in research and teaching, and a history or promise of external funding. Rich opportunities exist for collaboration within the department and across the campus. The ideal candidate will have a demonstrated ability to work across disciplines and in a team environment. Review of applications will begin October 2014 and will continue until the position is filled. Candidates should submit a letter of application including concise statements of research and teaching interests, a CV, and selected (p)reprints. Please arrange to have three letters of recommendation sent electronically to PsychApplications at psu.edu with the subject line of Quant Methods. Questions regarding the application process can be emailed to Judy Bowman, jak8 at psu.edu, and questions regarding the position can be sent to Aaron Pincus, alp6 at psu.edu. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAHwziKva9SH7WWeGwAjuOdsc8ipR_NVaqsK%3D0%2Bk%3DtSq9kv4gDw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Sat Sep 20 14:23:05 2014 From: mariateresa.guasti at unimib.it (mariateresa.guasti at unimib.it) Date: Sat, 20 Sep 2014 16:23:05 +0200 Subject: post doc opportunities for Italian citizens Message-ID: The call for the Marica De Vincenzi's fellowship is now open. Please visit the website at the link below. Deadline 15 December 2014. http://www.unitn.it/ateneo/bando/36588/dipartimento-di-psicologia-e-scienze-cognitive-bando-per-il-conferimento-di-n-1-assegno-di-ricerca Regards MT Guasti Prof.ssa Maria Teresa Guasti Ph.D. Full Professor of Linguistics and Psycholinguistics University of Milano-Bicocca Department of Psychology Piazza dell'Ateneo Nuovo 1 20126 Milano mariateresa.guasti at unimib.it http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 www.cladproject.eu www.bilinguismoconta.it -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000065292698%40pablo1.pablo.unimib.it. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.Abbot-Smith at kent.ac.uk Tue Sep 23 05:43:06 2014 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Tue, 23 Sep 2014 05:43:06 +0000 Subject: Studies training reference in children with ASD - under-informativity or over-informativity Message-ID: Hi there, Does anyone know of any studies training verbal children or adolescents with Autism Spectrum Disorders in reference? I do not mind if the focus was preventing under- versus over-informativity (or both), whether the training was embedded in broader training (e.g. on 'conversation skills' or 'social skills'), whether the studies found or did not find significant differences post-intervention. Indeed, if a study actually aimed to train a different domain (e.g. Theory of Mind or Inhibitory Control) but this led to an improvement in appropriate use of linguistic reference, then I'd like to know about that study, too! I have found surprisingly little for this topic with this population. Many thanks in advance, Kirsten Dr. Kirsten Abbot-Smith Lecturer in Developmental Psychology and Co-director of Kent Child Development Unit University of Kent Keynes College Canterbury CT2 7NP UK Tel: +44 1227 82 3016 / 7424 http://www.kent.ac.uk/psychology/people/abbot-smithk/ ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/9377941E4B797541A5B6E23FF14E52D9E26190A8%40EX10-LIVE-MBN2.ad.kent.ac.uk. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Sep 24 19:17:50 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 24 Sep 2014 15:17:50 -0400 Subject: LCOM Scientific Review Officer Position Message-ID: From: Plude, Dana (NIH/CSR) [E] Sent: Wednesday, September 24, 2014 8:02 AM Subject: LCOM SRO Job Search Request I send this email in hope you can/will forward it to any prospective candidate you believe may be interested in changing her/his career path to join the ranks of NIH, to fill the Scientific Review Officer position that was vacated not too long ago by my friend and colleague, Dr. Weijia Ni (who was promoted to the position of Chief of the Risk, Prevention and Health Behavior Integrated Review Group here at CSR). Here is a description of LCOM from the CSR website: http://public.csr.nih.gov/studysections/integratedreviewgroups/bbbpirg/lcom/Pages/default.aspx Obviously, the well-qualified candidate will have a background, broadly, in Language and Communication and will have some experience as an independent investigator as well. (Sadly, this rules out promising doctoral/postdoctoral candidates.) Of course, I am happy to speak with any prospective candidate. There is some urgency to this request insofar as the job posting closes Monday, September 29, 2014. Here is the url for the job posting: Health Scientist Administrator (Scientific Review Officer) - GS-13/14 Thanks in advance for your help. Cordially, Dana Dana Jeffrey Plude, Ph.D. Chief and Scientific Review Officer Biobehavioral and Behavioral Processes IRG Center for Scientific Review, Rm. 3178 National Institutes of Health 6701 Rockledge Dr., MSC 7848 BETHESDA MD 20892-7848 (FedEx: 6701 Rockledge Dr., Rm 3178, Bethesda MD 20817) Email: pluded at csr.nih.gov Phone: 301-435-2309 Mobile: 301-905-8228 Fax: 301-435-0014 BBBP information: http://www.csr.nih.gov/review/bbbpirg.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/FF59FF03-4A17-421F-8EBB-6EB29BC30789%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From fredericknewmeyer at gmail.com Thu Sep 25 17:24:22 2014 From: fredericknewmeyer at gmail.com (Frederick Newmeyer) Date: Thu, 25 Sep 2014 10:24:22 -0700 Subject: 'learning paths' instead of parameters Message-ID: Dear colleagues, I hope that you don?t mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal ?learning paths?, determined by ?general cognitive optimization strategies?, and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let?s say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word ?enough?, which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this ?orderly? manner? I remember from years ago some inconclusive discussion about the ?subset principle?, but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! ?fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From d.j.van.de.velde at hum.leidenuniv.nl Thu Sep 25 17:26:20 2014 From: d.j.van.de.velde at hum.leidenuniv.nl (Velde, D.J. van de) Date: Thu, 25 Sep 2014 17:26:20 +0000 Subject: Headset for young children in speech production experiments Message-ID: Dear all, I'm planning a set of several minute long experiments in which I record trial-by-trial verbal responses of young children (3-7 y.o.). For instance, they name a picture or respond to a question. I'm afraid the children will not always keep looking at the screen when responding. Therefore, a separate microphone would not be an option. A lapel microphone, although a bit better, is problematic for the same reason. Instead, I'm thinking of a headworn microphone (possibly combined with headphones). Does anybody have experience with using this type of microphone with children these ages? Does it distract them (more than just in the beginning)? Does it easily stay attached to the head? If you have positive experiences, could you recommend a specific brand or type? Thank you very much for your help, Daan van de Velde -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at Colorado.EDU Thu Sep 25 17:29:02 2014 From: lise.menn at Colorado.EDU (Lise Menn) Date: Thu, 25 Sep 2014 11:29:02 -0600 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: I think the evidence suggests the opposite: development is from specific instances to small generalizations to broader ones. Lise On Sep 25, 2014, at 11:24 AM, Frederick Newmeyer wrote: Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. Lise Menn lise.menn at colorado.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/E1C85AA4-8F7D-450F-9135-F010EFDBD9AC%40colorado.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From grinstead.11 at osu.edu Thu Sep 25 18:09:38 2014 From: grinstead.11 at osu.edu (Grinstead, John) Date: Thu, 25 Sep 2014 18:09:38 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi Fritz, It's interesting to think about an alternative to parameters, so thank you for starting a conversation. That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. Most constructions just look adult-like. It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". The exceptions are not that numerous and they are what we spend most of our time thinking about. Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. I hope that helps. Best, John ------------------------------------------------------------------------- John Grinstead Associate Editor Language Acquisition: A Journal of Developmental Linguistics Department of Spanish and Portuguese The Ohio State University 298 Hagerty Hall - 1775 College Road Columbus, OH 43210 Tel. 614.292.8856 Fax. 614.292.7726 grinstead.11 at osu.edu https://u.osu.edu/langlab/ ------------------------------------------------------------------------- From: Frederick Newmeyer > Reply-To: "info-childes at googlegroups.com" > Date: Thursday, September 25, 2014 1:24 PM To: "info-childes at googlegroups.com" > Subject: 'learning paths' instead of parameters Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.C.Levelt at hum.leidenuniv.nl Thu Sep 25 18:11:17 2014 From: C.C.Levelt at hum.leidenuniv.nl (Levelt, C.C.) Date: Thu, 25 Sep 2014 18:11:17 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Fritz, Not really recent, but in 2004 Ruben van de Vijver and I wrote a paper on learning paths in the (phonological) acquisition of syllable structure with exactly the assumptions you mention. I actually do still like this approach! Here is the reference: Levelt, C. & Van de Vijver R. (2004). Syllable types in cross-linguistic- and developmental grammars. In: Kager, R., Pater J. & W. Zonneveld (Eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. 204-218. Clara (Levelt) On Sep 25, 2014, at 7:24 PM, Frederick Newmeyer wrote: Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! --fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/9DC37810-8E26-4F3B-9A93-19ED83410D20%40hum.leidenuniv.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rusnakes at gmail.com Thu Sep 25 18:21:42 2014 From: rusnakes at gmail.com (Emily Rusnak) Date: Thu, 25 Sep 2014 14:21:42 -0400 Subject: Headset for young children in speech production experiments In-Reply-To: <37B2ABD6D7A10B439E076F36F99E189954ACC484@SPMXM07.VUW.leidenuniv.nl> Message-ID: Hi Daan, We used a headset microphone with preschoolers (ages 4 and 5) for priming (reaction time) research. The kids did great with the headset. Most of them thought it was very "cool" to wear. It didn't distract them in the least; after one trial, they all basically forgot they were wearing it. We also tried a desktop microphone with this research. Children were definitely more distracted by the microphone sitting in front of them. More than one fiddled with it (one even tried to bite it!). I don't know the name of the equipment off hand, but I can find it out for you with an email or two to colleagues. Just let me know if you'd like me to search for the info. I don't know if it would really be necessary to get a specific brand though, outside of quality differences in recorded information. Hope that helps-- Emily Rusnak On Thu, Sep 25, 2014 at 1:26 PM, Velde, D.J. van de wrote: > Dear all, > > I?m planning a set of several minute long experiments in which I record > trial-by-trial verbal responses of young children (3-7 y.o.). For instance, > they name a picture or respond to a question. > > I?m afraid the children will not always keep looking at the screen when > responding. Therefore, a separate microphone would not be an option. A lapel > microphone, although a bit better, is problematic for the same reason. > Instead, I?m thinking of a headworn microphone (possibly combined with > headphones). Does anybody have experience with using this type of microphone > with children these ages? Does it distract them (more than just in the > beginning)? Does it easily stay attached to the head? If you have positive > experiences, could you recommend a specific brand or type? > > > Thank you very much for your help, > Daan van de Velde > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. > 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/CAGDzgf1fpYMXWcpxXjb5H6-1Dk%3D7iHJCTMcrGpPGvrLozJqrxA%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. From info-childes at googlegroups.com Thu Sep 25 19:43:12 2014 From: info-childes at googlegroups.com ('Gabriela Simon-Cereijido' via Info-CHILDES) Date: Thu, 25 Sep 2014 12:43:12 -0700 Subject: Assistant Professor Position in Speech-Language Pathology at CSU Los Angeles Message-ID: The Department of Communication Disorders at California State University, Los Angeles invites applications for an Assistant Professor position in Speech-Language Pathology, with specialization in Developmental Language and/or Speech Disorders or Neurogenic Language and Speech Disorders. *STARTING DATE: *Fall, 2015 *MINIMUM QUALIFICATIONS*: Doctorate from accredited institution of higher education in Speech-Language Pathology or related field. (ABD?s will be considered; however, individuals who have a doctorate at time of appointment are preferred; doctorate required for retention beyond the initial appointment period.) CCC-SLP, eligible for California Licensure in SLP. Teaching experience desirable. Demonstrated ability and/or interest in working in a multi-ethnic, multicultural environment. As a University dedicated to engagement, service and the public good, the successful candidate will be expected to join faculty, staff, students and administrators in a commitment to these purposes. *PREFERRED QUALIFICATIONS*: Expertise and/or particular interest in one or more of the following areas would enhance the application: Alternative/Augmentative Communication, Autism and Autism Spectrum Disorders, Voice Disorders, and/or Research Methods. Perfect opportunity for person wanting major impact in helping to shape future direction of a program with a long rich history of clinical education. *DUTIES:* Duties include teaching undergraduate and graduate courses, some clinical supervision, research in areas of interest, student advisement and committee service. *SALARY: *Initial salary commensurate with qualifications and experience. *THE UNIVERSITY: *California State University, Los Angeles is one of 23 campuses within the California State University system. Founded in 1947, the University is in the city of Los Angeles, adjacent to the San Gabriel Valley, and has more than 23,000 students who reflect the rich ethnic diversity of the area. The University is a federally recognized Hispanic-serving, Asian American and Native American Pacific Islander-serving, and Minority-serving institution. Faculty may have the opportunity to establish affiliate status with other academic programs, including the Honors College and ethnic/area studies. *THE DEPARTMENT:* The Department, which is located in the college of Health and Human Services, offers programs leading to the B.A. and M.A. degrees in Communication Disorders. The M.A. program is highly competitive and no graduating student has failed the Praxis National Examination in Speech-Language Pathology in several years. An on-site Speech Science Lab and a Language Lab are located in the department as well as a Speech Clinic, Hearing Clinic and access to a large variety of off-campus training sites. Release time from some teaching is possible and other major research institutions are in close proximity for collaboration. *REQUIRED DOCUMENTATION: *Please submit a letter of application, curriculum vita, official transcripts, three letters of recommendation and the University?s Application for Academic Employment form . Employment contingent upon proof of eligibility to work in the United States. *APPLICATION: *Screening of applications will begin on October 1, 2014 and will continue until position is filled. Address applications and required documentation (preferably in pdf format) and/or requests for information to: Cari Flint, Ph.D., Chair ? Search Committee Department of Communication Disorders California State University, Los Angeles 5151 State University Drive Los Angeles, CA 90032-8171 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/f2d8205d-58c8-4c66-ac8d-1e5d776c9c5b%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From chen at uga.edu Thu Sep 25 20:11:47 2014 From: chen at uga.edu (Liang Chen) Date: Thu, 25 Sep 2014 20:11:47 +0000 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi, Fritz, This one may be relevant too. Pan, N., & Chen, L. (2008). Onset clusters and coda-onset sequences in disordered speech - A Government Phonology Analysis. Asia Pacific Journal of Speech Language & Hearing (Special Issue on Case Studies in Clinical Phonology), 11(4), 251-267. [PDF] Liang Chen,Ph.D. Associate Professor Communication Sciences and Special Education University of Georgia 542 Aderhold Hall Athens, GA 30602 Phone: 706-542-4561 Fax: 706-542-5348 Email: chen at uga.edu http://liangchen-uga.wikispaces.com/?f=print ________________________________ From: info-childes at googlegroups.com on behalf of Frederick Newmeyer Sent: Thursday, September 25, 2014 1:24 PM To: info-childes at googlegroups.com Subject: 'learning paths' instead of parameters Dear colleagues, I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). According to the theory I am describing, the child will go through the following stages of acquisition: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. Thanks! -fritz -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/1411675909094.80665%40uga.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Thu Sep 25 20:51:33 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 25 Sep 2014 22:51:33 +0200 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Fritz, Maybe a few main books/manuals could be helpful to you such as Child Language Acquisition by Ben Ambridge and Elena Lieven, Cambridge University Press (where you'll also find a relevant bibliography and contrasting theoretical approaches) or some of Elena Lieven/Tomasello group's papers to begin with even though you will also find answers in dozens of previous studies. And maybe just looking into actual child data and their adult interlocutors yourself on CHILDES might be useful, concentrating if you are interested in that topic, on the order of elements in NPs. If you choose the five most frequent nouns and the five less frequent ones (and five in the middle of the list as well) for example, you might not find the same "learning paths". But I'm sure someone on the list has already done such a study. And frequency is not the only factor to be taken into account of course. The French children we have studied don't follow the same paths according to the noun they are using. But their productions resemble adults' almost too fast and we would need much denser data to figure out what is really going on. One of the fascinating aspects of our field is that acquisition is not that 'orderly', it actually looks wonderfully messy, even though of course we do find enough regularities to satisfy our need for order and logic and because language and languages are constructed out of common conventionalization processes linked to their social and cognitive aspects. But each child though he/she is as human as the next and born with the same organs and senses, lives through different kinds of experiences, in different cultures, is surrounded by various types of input, is treated differently and has different types of interests. All these factors influence their "learning paths" in dozens of ways and even interfere with each other. Of course you already know that, sorry for my spontaneous reaction to your emaiL... Best, Aliyah Le 25 sept. 2014 ? 19:24, Frederick Newmeyer a ?crit : > Dear colleagues, > > I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. > > Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). > > According to the theory I am describing, the child will go through the following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. > > Thanks! > > --fritz > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/B7D77F78-AD6F-4C2A-9572-5990919D83B9%40gmail.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 Sep 26 05:57:29 2014 From: huysal9 at gmail.com (huysal9 at gmail.com) Date: Thu, 25 Sep 2014 22:57:29 -0700 Subject: Headset for young children in speech production experiments In-Reply-To: Message-ID: Hi Daan, You can simply use a voice recorder, as well. If you put it into a paper bag on the table, it would be fine. At least, it worked with Turkish children for our reaction time research. I hope, you will find the best solution for you. Best On Thursday, September 25, 2014 9:21:47 PM UTC+3, Emily Rusnak wrote: > > Hi Daan, > > We used a headset microphone with preschoolers (ages 4 and 5) for > priming (reaction time) research. The kids did great with the > headset. Most of them thought it was very "cool" to wear. It didn't > distract them in the least; after one trial, they all basically forgot > they were wearing it. We also tried a desktop microphone with this > research. Children were definitely more distracted by the microphone > sitting in front of them. More than one fiddled with it (one even > tried to bite it!). > > I don't know the name of the equipment off hand, but I can find it out > for you with an email or two to colleagues. Just let me know if you'd > like me to search for the info. I don't know if it would really be > necessary to get a specific brand though, outside of quality > differences in recorded information. > > Hope that helps-- > > > Emily Rusnak > > > > On Thu, Sep 25, 2014 at 1:26 PM, Velde, D.J. van de > > wrote: > > Dear all, > > > > I?m planning a set of several minute long experiments in which I record > > trial-by-trial verbal responses of young children (3-7 y.o.). For > instance, > > they name a picture or respond to a question. > > > > I?m afraid the children will not always keep looking at the screen when > > responding. Therefore, a separate microphone would not be an option. A > lapel > > microphone, although a bit better, is problematic for the same reason. > > Instead, I?m thinking of a headworn microphone (possibly combined with > > headphones). Does anybody have experience with using this type of > microphone > > with children these ages? Does it distract them (more than just in the > > beginning)? Does it easily stay attached to the head? If you have > positive > > experiences, could you recommend a specific brand or type? > > > > > > Thank you very much for your help, > > Daan van de Velde > > > > > > -- > > You received this message because you are subscribed 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/37B2ABD6D7A10B439E076F36F99E189954ACC484%40SPMXM07.VUW.leidenuniv.nl. > > > 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/1f6f2feb-2699-4305-b402-1e0baf84455f%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From timlergr at gmail.com Fri Sep 26 13:10:08 2014 From: timlergr at gmail.com (Geralyn Timler) Date: Fri, 26 Sep 2014 09:10:08 -0400 Subject: Assistant Professor Position at Miami University in Oxford, Ohio Message-ID: Department of Speech Pathology and Audiology Miami University, Oxford OH *Assistant Professor*: The Department of Speech Pathology and Audiology is seeking a teacher and scholar with expertise in child language development and disorders. We are seeking an innovative and energetic individual with a research and teaching focus in *school-age language and literacy disorders, but applicants with interests in other areas of child speech and language * *development and disorders are encouraged to apply*. Responsibilities include teaching graduate and undergraduate courses while maintaining active scholarship endeavors and directing undergraduate and graduate student research. Collaborative opportunities are available within the University in the areas of language, literacy, and development/cognitive science. University resources for research start-up funds, faculty development, and teaching effectiveness are available. An earned doctorate in the area of communication sciences and disorders is required; ABDs will be considered, but the doctorate must be completed by the time of appointment in August 2015. The Department of Speech Pathology and Audiology at Miami University is distinguished nationally, with a consistent ranking among the top 10 programs offering Bachelor/Master?s only programs in US News & World Report. Miami University is regarded as a select institution and for the fourth year in a row, Miami ranks #1 among public universities for an exceptionally strong commitment to teaching in the 2014 U.S.News & World Report rankings. Miami University is located in Oxford, Ohio, within 50 minutes of both Cincinnati and Dayton and is the 10th oldest public university in the United States. The Department is situated within the dynamic and inclusive environment of the College of Arts and Science. The University awards baccalaureate degrees in over 100 majors, master?s degrees in 50, and doctoral degrees in 12 disciplines. Applicants with CCC-SLP certification and eligibility for Ohio licensure preferred.* Screening of * *applications begins November 10, 2014*. Interested applicants should submit a letter of intent, CV, and 3 letters of reference to Susan Baker Brehm, Ph.D., Department Chair at bakerse1 at MiamiOH.edu or by postal mail to: Department of Speech Pathology and Audiology, Miami University, 2 Bachelor Hall, Oxford, OH 45056. Visit the department website www.MiamiOH.edu/spa for more detailed information about the program. Miami University, an equal opportunity/affirmative action employer with smoke- and tobacco-free campuses, is committed to a multicultural environment and strongly encourages applications from minorities, females, and veterans and individuals with disabilities. Miami?s Annual Security and Fire Safety Report with information on campus crime, fires, and safety may be found at http://www.MiamiOH.edu/campus-safety/annual-report/index.html. Hard copy available on request. Employment will require a criminal background check according to University guidelines. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGvMyYg7C4wFL0v1HzgrQJ%3DEGNPWogQDvzPCwEG%2B8gOXn8q0xw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rachel.elaine.dudley at gmail.com Fri Sep 26 16:10:38 2014 From: rachel.elaine.dudley at gmail.com (Rachel Dudley) Date: Fri, 26 Sep 2014 12:10:38 -0400 Subject: Final Call for Papers: Generative Approaches to Language Acquisition - North America 6 Message-ID: FINAL CALL FOR PAPERS -- Abstracts due *October 6th, 2014 by 5pm EDT* Abstract submissions are welcomed for the 6th biannual conference on Generative Approaches to Language Acquisition - North America (GALANA 6). GALANA 6 will take place at the University of Maryland campus in College Park, MD on February 19-21, 2015. this conference aims to provide an outlet for cutting edge work on language acquisition, relating results in first and second language acquisition to detailed hypotheses about developing grammatical representations, the mechanisms by which these representations are acquired, and the information processing mechanisms through which these representations are engaged in real time language use by first and second language learners. Invited speakers include Liliana Sanchez (Rutgers) and Antonella Sorace (Edinburgh, Bilingualism Matters). For the general session, abstracts are invited for original, unpublished generative research in all acquisition subfields: L1 acquisition, L2 acquisition, bilingualism, creoles and pidgins, and language disorders. In addition to the general session, there will be a special session entitled "Learning in generative grammar: 50 years since the Evaluation Metric". It has been 50 years since the publication of Aspects of the Theory of Syntax, which first introduced the idea of an evaluation metric as a way for learners to choose between alternative grammars that were compatible with their exposure. In the intervening years, conceptions of Universal Grammar (UG) have changed, and our understanding of children's grammatical knowledge at various ages has similarly advanced, but theories of how children use UG to interpret the data and how they use the data to select a grammar from UG have not been at center stage. In recent years, however, there has been a steady increase in work returning to this question, asking how different models (including rules learning, parameter setting, constraint ranking) of UG might help learners to use the input effectively to acquire a grammatical system. Invited speakers for this special session include Janet Fodor (CUNY Graduate Center), Lisa Pearl (UC Irvine), Bruce Tesar (Rutgers), and Charles Yang (UPenn). We also invite abstract submissions for several additional talks that address the question of how a given grammatical formalism or set of grammatical principles helps to solve particular learnability problems in linguistics. Abstract submissions should be anonymous and should be uploaded as .pdf attachments to the EasyChair site (not typed into the text box). Submissions should fit on one page with 1" margins and 12-point font, with an extra page allowed for examples, tables, figures and references. IMPORTANT DATES: Submissions due: October 6th, 2014 at 5pm EDT Notifications by: November 21, 2014 IMPORTANT WEBSITES: GALANA 6: https://sites.google.com/site/2015galana/ EasyChair: https://easychair.org/conferences/?conf=galana6 GALANA 6 Organizing Committee galana2015organizers at gmail.com -- Sincerely, Rachel Dudley PhD Candidate, Department of Linguistics University of Maryland On behalf of the GALANA 6 Organizing Committee -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAGPtfL6%2BO2dWGitYpPkaQUbPNwfn-eYG1p08_FrEPo2Hcecu8Q%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mhout at asu.edu Fri Sep 26 19:45:42 2014 From: mhout at asu.edu (Michael Hout) Date: Fri, 26 Sep 2014 12:45:42 -0700 Subject: Novel Object and Unusual Name (NOUN) database vs.2 now available Message-ID: Dear colleagues: We are pleased to announce that the Novel Object & Unusual Name (NOUN) Database has been updated and the 2nd Edition is now available! This new edition includes 64 primary images and 10 object categories. Information about the objects? novelty and name-ability are also included. Finally, there is an alphabetical list of novel names (pseudo-words). We hope that this resource will be helpful for many of you as you plan your next studies. You can learn more about the NOUN Database on Jessica Horst's WORD Lab website:http://www.sussex.ac.uk/wordlab/noun and/or Michael Hout's Vision Science and Memory lab website: http://michaelhout.com/?page_id=759. A handy PDF of information and the catalogue of images is available in A4 and US Letter format. Best wishes, ~Jessica & Mike ******************************** Dr. Jessica S. Horst Associate Professor University of Sussex Dr. Michael C. Hout Assistant Professor New Mexico State University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6a14025a-c7fa-44bd-b156-87e26ae11559%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 Sat Sep 27 04:04:00 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Sep 2014 00:04:00 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Fritz and John, The general idea that children follow learning pathways seems like a reasonable one. However, the question is whether these pathways arise from preexisting universals or from the actual encounter of children with the specifics of language. The example of a pathway that Fritz provided involved a gradual retreat from overgeneralization. It had these four steps: 1. First s/he will assume that ALL phrases are head-final, even noun phrases. 2. Next s/he will assume that ALL NPs are head-initial 3. Next s/he will learn the class of exceptions to 2. 4. Finally, s/he will learn the purely idiosyncratic exceptions. A pathway of this type is not in accord with the Subset Principle, because that principle is fundamentally conservative, always favoring the most narrow grammar. In the pathway Fritz describes, the child starts out with a huge generalization and then has to retreat, possibly relying on negative evidence. The idea that the child is fundamentally conservative crops up in many accounts. For example, in my "Mechanisms of Language Acquisition" book from 1987, Fodor and Crain argued for conservatism in the form of the Subset Principle. I argued for it in terms of my theory of item-based learning, and Berwick assumed it in his learning on error analysis. The literature is full of evidence for conservatism from older work by Maratsos and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In the area of lexical overgeneralization, there is similarly strong evidence for conservatism. Of course, children are not always conservative. Often they are missing forms and have to resort to overextension. However, I can't think of any evidence for the type of raw overextension from the very beginning suggested by the learning pathway you propose. Is there any empirical evidence for this? Underspecification, as illustrated by the initial collective interpretation of distributive quantifiers such as "each" would seem to be a counterexample. However, the conflict between distributive and collective interpretations is often a bit opaque in actual communicative contexts. -- Brian MacWhinney On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: > Hi Fritz, > > It's interesting to think about an alternative to parameters, so thank you for starting a conversation. > > That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. > > So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. > > Most constructions just look adult-like. > > It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". > > The exceptions are not that numerous and they are what we spend most of our time thinking about. > > Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. > > I hope that helps. > > Best, > > John > > ------------------------------------------------------------------------- > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > https://u.osu.edu/langlab/ > ------------------------------------------------------------------------- > > From: Frederick Newmeyer > Reply-To: "info-childes at googlegroups.com" > Date: Thursday, September 25, 2014 1:24 PM > To: "info-childes at googlegroups.com" > Subject: 'learning paths' instead of parameters > > Dear colleagues, > > I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. > > Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). > > According to the theory I am describing, the child will go through the following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. > > Thanks! > > --fritz > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Sat Sep 27 08:19:05 2014 From: mariateresa.guasti at unimib.it (mariateresa.guasti at unimib.it) Date: Sat, 27 Sep 2014 10:19:05 +0200 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Hi, one comment on Brian about the pathway: if the child assumes 1., she can move to 2. when she listen to head-initial NPs (and this is positive evidence). It is like the past tense (regularization and then learn the specific forms based on what one hears). Am I wrong? About the specific examples of head-initial/head final, there are proposals in the literature that infants can decide about directionality based on prosody. In one of the two papers, it is discussed the case of German and Dutch (languages that have a mixed situation) Emacs! Emacs! Two more papers on the same issues: Emacs! Emacs! Maria Teresa Guasti At 06.04 27/09/2014, Brian MacWhinney wrote: >Fritz and John, > > The general idea that children follow > learning pathways seems like a reasonable > one. However, the question is whether these > pathways arise from preexisting universals or > from the actual encounter of children with the > specifics of language. The example of a > pathway that Fritz provided involved a gradual > retreat from overgeneralization. It had these four steps: >1. First s/he will assume that ALL phrases are head-final, even noun phrases. >2. Next s/he will assume that ALL NPs are head-initial >3. Next s/he will learn the class of exceptions to 2. >4. Finally, s/he will learn the purely idiosyncratic exceptions. > >A pathway of this type is not in accord with the >Subset Principle, because that principle is >fundamentally conservative, always favoring the >most narrow grammar. In the pathway Fritz >describes, the child starts out with a huge >generalization and then has to retreat, possibly >relying on negative evidence. > >The idea that the child is fundamentally >conservative crops up in many accounts. For >example, in my "Mechanisms of Language >Acquisition" book from 1987, Fodor and Crain >argued for conservatism in the form of the >Subset Principle. I argued for it in terms of >my theory of item-based learning, and Berwick >assumed it in his learning on error >analysis. The literature is full of evidence >for conservatism from older work by Maratsos and >Kuczaj to newer work by Lieven, Rowland, >Ambridge, and colleagues. In the area of >lexical overgeneralization, there is similarly >strong evidence for conservatism. > >Of course, children are not always >conservative. Often they are missing forms and >have to resort to overextension. However, I >can't think of any evidence for the type of raw >overextension from the very beginning suggested >by the learning pathway you propose. Is there any empirical evidence for this? > >Underspecification, as illustrated by the >initial collective interpretation of >distributive quantifiers such as "each" would >seem to be a counterexample. However, the >conflict between distributive and collective >interpretations is often a bit opaque in actual communicative contexts. > >- Brian MacWhinney > >On Sep 25, 2014, at 2:09 PM, Grinstead, John ><grinstead.11 at osu.edu> wrote: > >>Hi Fritz, >> >>It's interesting to think about an alternative >>to parameters, so thank you for starting a conversation. >> >>That said, I can't really think of any >>syntactic phenomena that have the properties >>you have mentioned. That is, starting with one >>look and then completely switching to the >>opposite is pretty well unattested, as far as I >>can remember, at least in morphology, syntax, >>semantics (subjects, DO clitics, articles, >>mass-count, double objects, subject case, >>subject-aux inversion). All of these >>constructions get studied because there are >>variations from the adult patterns, but most of them are relatively subtle. >> >>So, child English speakers start using >>accusative case pronouns in subject position >>for a while (e.g. Him cry.), but don't switch >>to a completely Ergative-Absolutive system (not >>really sure what that would look like, anyway, >>but it would probably involve some interesting >>forms in object position that we don't ever >>see). Subject-verb agreement can take a while >>to develop in Spanish, but kids don't start >>marking direct object agreement (as in Swahili >>or Georgian) or indirect object agreement on >>verbs (as in Euskera) all of a sudden. >> >>Most constructions just look adult-like. >> >>It's like they're not willing to take a stab at >>a construction until they have a pretty good >>idea of what's going on and when they do, it >>looks pretty good. This is Stephen Crain's >>"conservative learner" (I think that was his >>phrase) and William Snyder's "Grammatical Conservatism". >> >>The exceptions are not that numerous and they >>are what we spend most of our time thinking about. >> >>Starting from something that seems unspecified >>and moving to something that's specified, on >>the other hand, is maybe more frequently >>observed. So Brooks and Syrett and Musolino and >>Pagliarini have observed in separate studies >>that children's interpretations of distributive >>quantifiers like "each" seem to allow them in >>collective situations. This tolerance gradually >>goes away and is replaced by a restrictive interpretation. >> >>I hope that helps. >> >>Best, >> >>John >> >>------------------------------------------------------------------------- >>John Grinstead >>Associate Editor >>Language Acquisition: A Journal of Developmental Linguistics >>Department of Spanish and Portuguese >>The Ohio State University >>298 Hagerty Hall - 1775 College Road >>Columbus, OH 43210 >> >>Tel. 614.292.8856 >>Fax. 614.292.7726 >>grinstead.11 at osu.edu >>https://u.osu.edu/langlab/ >>------------------------------------------------------------------------- >> >>From: Frederick Newmeyer >><fredericknewmeyer at gmail.com> >>Reply-To: >>"info-childes at googlegroups.com" >><info-childes at googlegroups.com> >>Date: Thursday, September 25, 2014 1:24 PM >>To: >>"info-childes at googlegroups.com" >><info-childes at googlegroups.com> >>Subject: 'learning paths' instead of parameters >> >>Dear colleagues, >> >>I hope that you don't mind a question from an >>outsider who has a very small mastery of the acquisition literature. >> >>There is a recently-developed approach to >>formal syntax that has abandoned the idea of >>innate parameters directing the course of >>acquisition. In their place, it posits >>universal 'learning paths', determined by >>'general cognitive optimization strategies', >>and whose operation to a considerable degree >>mimics the work once done by parameter >>hierarchies. In a nutshell, it posits that for >>any structural (or constructional?) domain, the >>child makes the most general hypothesis first, >>and then gradually over time zeros in on the adult grammar. >> >>Let me give a concrete example. Let's say that >>a language is consistently head-final except in >>NP, where the noun precedes its complements. >>However, there is a definable class of nouns in >>this language do follow their complements. And >>a few nouns in this language behave >>idiosyncratically in terms of the positioning >>of their specifiers and complements (much like >>the English word 'enough', which is one of the >>few degree modifiers that follows the adjective). >> >>According to the theory I am describing, the >>child will go through the following stages of acquisition: >>1. First s/he will assume that ALL phrases are head-final, even noun phrases. >>2. Next s/he will assume that ALL NPs are head-initial >>3. Next s/he will learn the class of exceptions to 2. >>4. Finally, s/he will learn the purely idiosyncratic exceptions. >> >>Is there any evidence that acquisition actually >>proceeds in this 'orderly' manner? I remember >>from years ago some inconclusive discussion >>about the 'subset principle', but I would very >>very interested to hear what you have to say >>about recent work that bears on the scenario that I have described above. >> >>Thanks! >> >>-fritz >> >>-- >>You received this message because you are >>subscribed to the Google Groups "Info-CHILDES" group. >>To unsubscribe from this group and stop >>receiving emails from it, send an email to >>info-childes+unsubscribe at googlegroups.com. >>To post to this group, send email to >>info-childes at googlegroups.com. >>To view this discussion on the web visit >>https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu. >For more options, visit >https://groups.google.com/d/optout. Prof.ssa Maria Teresa Guasti Ph.D. Full Professor of Linguistics and Psycholinguistics University of Milano-Bicocca Department of Psychology Piazza dell'Ateneo Nuovo 1 20126 Milano mariateresa.guasti at unimib.it http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 www.cladproject.eu www.bilinguismoconta.it -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it. 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: 22e5549e.jpg Type: image/jpeg Size: 97061 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554ad.jpg Type: image/jpeg Size: 116673 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554bd.jpg Type: image/jpeg Size: 130273 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 22e554dc.jpg Type: image/jpeg Size: 259955 bytes Desc: not available URL: From macw at cmu.edu Sat Sep 27 13:37:27 2014 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Sep 2014 09:37:27 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: Dear Maria Teresa, In Fritz's example, positive evidence for the second principle (NPs are head-initial) amounts to negative evidence for the first principle (all phrases are near initial). If one assumes a framework such as the Competition Model in which cues compete, then there is no problem with negative evidence, because the child would just be learning cue strength and the cue of NP would dominate over the general cue. This would reduce the problem to a case of a "benign" exception to the logical problem. More importantly, if you compare Fritz's four-stage pathway with that of the learning of the past tense, you will see that the order is largely wrong. For the past tense, it is the high frequency exceptions that are learned first, so the fourth step would come before the first in cases such as "went" or "fell". Such irregularities in areas where we have clear evidence about the sequence might lead us to question the notion of pathways in general. --Brian MacWhinney n Sep 27, 2014, at 4:19 AM, mariateresa.guasti at unimib.it wrote: > Hi, > > one comment on Brian about the pathway: if the child assumes 1., she can move to 2. when she listen to head-initial NPs (and this is positive evidence). It is like the past tense (regularization and then learn the specific forms based on what one hears). Am I wrong? > > > About the specific examples of head-initial/head final, there are proposals in the literature that infants can decide about directionality based on prosody. In one of the two papers, it is discussed the case of German and Dutch (languages that have a mixed situation) > > <22e5549e.jpg> > > <22e554ad.jpg> > > > > Two more papers on the same issues: > > > > <22e554bd.jpg> > > > <22e554dc.jpg> > > > > Maria Teresa Guasti > > > At 06.04 27/09/2014, Brian MacWhinney wrote: >> Fritz and John, >> >> The general idea that children follow learning pathways seems like a reasonable one. However, the question is whether these pathways arise from preexisting universals or from the actual encounter of children with the specifics of language. The example of a pathway that Fritz provided involved a gradual retreat from overgeneralization. It had these four steps: >> 1. First s/he will assume that ALL phrases are head-final, even noun phrases. >> 2. Next s/he will assume that ALL NPs are head-initial >> 3. Next s/he will learn the class of exceptions to 2. >> 4. Finally, s/he will learn the purely idiosyncratic exceptions. >> >> A pathway of this type is not in accord with the Subset Principle, because that principle is fundamentally conservative, always favoring the most narrow grammar. In the pathway Fritz describes, the child starts out with a huge generalization and then has to retreat, possibly relying on negative evidence. >> >> The idea that the child is fundamentally conservative crops up in many accounts. For example, in my "Mechanisms of Language Acquisition" book from 1987, Fodor and Crain argued for conservatism in the form of the Subset Principle. I argued for it in terms of my theory of item-based learning, and Berwick assumed it in his learning on error analysis. The literature is full of evidence for conservatism from older work by Maratsos and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In the area of lexical overgeneralization, there is similarly strong evidence for conservatism. >> >> Of course, children are not always conservative. Often they are missing forms and have to resort to overextension. However, I can't think of any evidence for the type of raw overextension from the very beginning suggested by the learning pathway you propose. Is there any empirical evidence for this? >> >> Underspecification, as illustrated by the initial collective interpretation of distributive quantifiers such as "each" would seem to be a counterexample. However, the conflict between distributive and collective interpretations is often a bit opaque in actual communicative contexts. >> >> Brian MacWhinney >> >> On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: >> >>> Hi Fritz, >>> >>> It's interesting to think about an alternative to parameters, so thank you for starting a conversation. >>> >>> That said, I can't really think of any syntactic phenomena that have the properties you have mentioned. That is, starting with one look and then completely switching to the opposite is pretty well unattested, as far as I can remember, at least in morphology, syntax, semantics (subjects, DO clitics, articles, mass-count, double objects, subject case, subject-aux inversion). All of these constructions get studied because there are variations from the adult patterns, but most of them are relatively subtle. >>> >>> So, child English speakers start using accusative case pronouns in subject position for a while (e.g. Him cry.), but don't switch to a completely Ergative-Absolutive system (not really sure what that would look like, anyway, but it would probably involve some interesting forms in object position that we don't ever see). Subject-verb agreement can take a while to develop in Spanish, but kids don't start marking direct object agreement (as in Swahili or Georgian) or indirect object agreement on verbs (as in Euskera) all of a sudden. >>> >>> Most constructions just look adult-like. >>> >>> It's like they're not willing to take a stab at a construction until they have a pretty good idea of what's going on and when they do, it looks pretty good. This is Stephen Crain's "conservative learner" (I think that was his phrase) and William Snyder's "Grammatical Conservatism". >>> >>> The exceptions are not that numerous and they are what we spend most of our time thinking about. >>> >>> Starting from something that seems unspecified and moving to something that's specified, on the other hand, is maybe more frequently observed. So Brooks and Syrett and Musolino and Pagliarini have observed in separate studies that children's interpretations of distributive quantifiers like "each" seem to allow them in collective situations. This tolerance gradually goes away and is replaced by a restrictive interpretation. >>> >>> I hope that helps. >>> >>> Best, >>> >>> John >>> >>> ------------------------------------------------------------------------- >>> John Grinstead >>> Associate Editor >>> Language Acquisition: A Journal of Developmental Linguistics >>> Department of Spanish and Portuguese >>> The Ohio State University >>> 298 Hagerty Hall - 1775 College Road >>> Columbus, OH 43210 >>> >>> Tel. 614.292.8856 >>> Fax. 614.292.7726 >>> grinstead.11 at osu.edu >>> https://u.osu.edu/langlab/ >>> ------------------------------------------------------------------------- >>> >>> From: Frederick Newmeyer < fredericknewmeyer at gmail.com> >>> Reply-To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> >>> Date: Thursday, September 25, 2014 1:24 PM >>> To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> >>> Subject: 'learning paths' instead of parameters >>> >>> Dear colleagues, >>> >>> I hope that you don't mind a question from an outsider who has a very small mastery of the acquisition literature. >>> >>> There is a recently-developed approach to formal syntax that has abandoned the idea of innate parameters directing the course of acquisition. In their place, it posits universal 'learning paths', determined by 'general cognitive optimization strategies', and whose operation to a considerable degree mimics the work once done by parameter hierarchies. In a nutshell, it posits that for any structural (or constructional?) domain, the child makes the most general hypothesis first, and then gradually over time zeros in on the adult grammar. >>> >>> Let me give a concrete example. Let's say that a language is consistently head-final except in NP, where the noun precedes its complements. However, there is a definable class of nouns in this language do follow their complements. And a few nouns in this language behave idiosyncratically in terms of the positioning of their specifiers and complements (much like the English word 'enough', which is one of the few degree modifiers that follows the adjective). >>> >>> According to the theory I am describing, the child will go through the following stages of acquisition: >>> 1. First s/he will assume that ALL phrases are head-final, even noun phrases. >>> 2. Next s/he will assume that ALL NPs are head-initial >>> 3. Next s/he will learn the class of exceptions to 2. >>> 4. Finally, s/he will learn the purely idiosyncratic exceptions. >>> >>> Is there any evidence that acquisition actually proceeds in this 'orderly' manner? I remember from years ago some inconclusive discussion about the 'subset principle', but I would very very interested to hear what you have to say about recent work that bears on the scenario that I have described above. >>> >>> Thanks! >>> >>> fritz >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu . >> For more options, visit https://groups.google.com/d/optout. > Prof.ssa Maria Teresa Guasti Ph.D. > Full Professor of Linguistics and Psycholinguistics > University of Milano-Bicocca > Department of Psychology > Piazza dell'Ateneo Nuovo 1 > 20126 Milano > mariateresa.guasti at unimib.it > http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 > www.cladproject.eu > www.bilinguismoconta.it > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it. > 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/1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5%40cmu.edu. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lllb.cuhk at gmail.com Mon Sep 29 08:04:23 2014 From: lllb.cuhk at gmail.com (LabLLB CUHK) Date: Mon, 29 Sep 2014 01:04:23 -0700 Subject: Postdoc and Research Faculty Positions at The Chinese University of Hong Kong Message-ID: Research Faculty (non-tenure-track) and Postdoc positions are available in the Laboratory for Language, Learning, and the Brain at the The Chinese University of Hong Kong (PI: Patrick Wong) and the Utrecht University-CUHK Joint Centre for Language, Mind and Brain. We welcome individuals from any disciplines whose research addresses aspects of language development broadly defined. Researchers who are interested in identifying pre- and peri-natal factors in language development will also be considered Candidates with experience in basic and clinical research using behavioral, neural, and/or genetic methods are all encouraged to apply. We are particularly interested in broad thinkers with good quantitative skills to join our team. The Chinese University of Hong Kong ranks among top 40 in the world according to QS World University Rankings. Hong Kong offers a multitude of living possibilities. For inquiries, candidates should email CV to Patrick Wong (*p.wong at cuhk.edu.hk* ). Postdoc applicants should also email CV to Patrick Wong. Review of applications will begin immediately, and the start date is flexible. We anticipate hiring a cluster of researchers in areas of brain and mind and will be targeting researchers with an excellent research record for their stage of career who can contribute to an interdisciplinary research environment. Visit *http://brain.cuhk.edu.hk/* for more information about our work. Research faculty applicants need to apply formally through the University system; details can be found here: *http://www.per.cuhk.edu.hk/jvadm/jv_for_new_site.asp?id=1314/029(737)/2* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/731cd38b-1970-4afe-bc9a-3574c3c6c616%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From A.E.Baker at uva.nl Mon Sep 29 11:55:19 2014 From: A.E.Baker at uva.nl (Baker, A.E.) Date: Mon, 29 Sep 2014 11:55:19 +0000 Subject: Extension of submission deadline for International Sign Language Acquisition conference July in Amsterdam Message-ID: Dear colleagues, The deadline for ICSLA2015 submissions has been extended to 23.59 CET, October 15th, 2014. The second meeting of the International Conference on Sign Language Acquisition (ICSLA2015) will be held in Amsterdam on July 1st to July 3rd, 2015, three full days of presentations. The conference languages will be English and International Sign. Keynote speakers are prof. Gladys Tang (Chinese University of Hong Kong), dr Robin Thomson (University of Birmingham and prof. Paula Fikkert (Radboud University Nijmegen). The meeting will cover all linguistic aspects of first and second sign language acquisition and include bilingual/bimodal acquisition, atypical populations, sociolinguistic aspects including emergence, diagnostic instruments, methodology and archiving, processing, and literacy in a sign language. There will be both signed or spoken plenary presentations as well as poster sessions. There will be no parallel sessions. Poster sessions form an important part of the conference and provide an opportunity to show and share data also via laptops. On Friday afternoon the focus will be on SL1 and SL2 acquisition in relation to education, with posters, activities and exchange of ideas between practitioners and researchers. Those interested in giving a presentation are invited to go to the website www.icsla2015.nl where they will find instructions for submitting a proposal and further information about the conference. All proposals will be internationally reviewed. Details of acceptance will be made known by the end of December 2014. Anne Baker University of Amsterdam, also on behalf of Beppie van den Bogaerde, Onno Crasborn and Ellen Ormel -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C82E559BD2D7864A852618650E6DC1204825AF00%40MBX02.uva.nl. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.edu Mon Sep 29 15:58:11 2014 From: pgordon at tc.edu (Gordon, Peter) Date: Mon, 29 Sep 2014 11:58:11 -0400 Subject: 'learning paths' instead of parameters In-Reply-To: <1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5@cmu.edu> Message-ID: Dear All: The subset principle is often mistakenly interpreted as favoring the most narrow grammar, or being coextensive with conservatism. Actually this is incorrect. The principle has to do with the size of the language (viz number of sentences generated), not with the restrictiveness of the rules or piecemeal learning vs. generalization. In particular, the principle requires that for any two grammars under consideration by the learner, if grammar A generates the set of sentences {a}, which includes all of the sentences generated by grammar B, i.e., the set {b} plus the complementary set {b'} of sentences not generated by grammar B (In other words, the set {a} = {b + b'}), then {b} is a subset of {a}. For example, a grammar that contains an optional rule is a superset of a grammar that contains a obligatory rule for the same structure. According to the subset principle, if the learner starts out assuming grammar A, which generates the larger language, then there will be no direct evidence that this grammar is incorrect in the language input to the learner (assuming other idealizations like the no negative evidence assumption etc.) However, if one starts out with grammar B, which generates the subset language, then as soon as a sentence from {b'} is heard, then this will disconfirm the hypothesis that grammar B is correct. In the case of the current question about headedness, it seems clear that the languages generated here are not in a subset-superset relation because they appear to generate languages of roughly the same size, but that are in overlapping distribution rather than one being a subset of the other. The differences have to do with the underlying structural descriptions, which can be learned from distributional factors like pronoun substitution, movement and so on. So, whether or not you believe in the subset principle as something that real children actually consider in real life language learning (which I have doubts about), it is important to get the logic right. Peter Gordon On Sat, Sep 27, 2014 at 9:37 AM, Brian MacWhinney wrote: > Dear Maria Teresa, > > In Fritz?s example, positive evidence for the second principle (NPs > are head-initial) amounts to negative evidence for the first principle (all > phrases are near initial). If one assumes a framework such as the > Competition Model in which cues compete, then there is no problem with > negative evidence, because the child would just be learning cue strength > and the cue of NP would dominate over the general cue. This would reduce > the problem to a case of a ?benign? exception to the logical problem. > More importantly, if you compare Fritz?s four-stage pathway with that > of the learning of the past tense, you will see that the order is largely > wrong. For the past tense, it is the high frequency exceptions that are > learned first, so the fourth step would come before the first in cases such > as ?went? or ?fell?. Such irregularities in areas where we have clear > evidence about the sequence might lead us to question the notion of > pathways in general. > > ?Brian MacWhinney > > > > n Sep 27, 2014, at 4:19 AM, mariateresa.guasti at unimib.it wrote: > > Hi, > > one comment on Brian about the pathway: if the child assumes 1., she can > move to 2. when she listen to head-initial NPs (and this is positive > evidence). It is like the past tense (regularization and then learn the > specific forms based on what one hears). Am I wrong? > > > About the specific examples of head-initial/head final, there are > proposals in the literature that infants can decide about directionality > based on prosody. In one of the two papers, it is discussed the case of > German and Dutch (languages that have a mixed situation) > > <22e5549e.jpg> > > <22e554ad.jpg> > > > > Two more papers on the same issues: > > > > <22e554bd.jpg> > > > <22e554dc.jpg> > > > > > Maria Teresa Guasti > > > At 06.04 27/09/2014, Brian MacWhinney wrote: > > Fritz and John, > > The general idea that children follow learning pathways seems like a > reasonable one. However, the question is whether these pathways arise from > preexisting universals or from the actual encounter of children with the > specifics of language. The example of a pathway that Fritz provided > involved a gradual retreat from overgeneralization. It had these four > steps: > 1. First s/he will assume that ALL phrases are head-final, even noun > phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > A pathway of this type is not in accord with the Subset Principle, because > that principle is fundamentally conservative, always favoring the most > narrow grammar. In the pathway Fritz describes, the child starts out with > a huge generalization and then has to retreat, possibly relying on negative > evidence. > > The idea that the child is fundamentally conservative crops up in many > accounts. For example, in my ?Mechanisms of Language Acquisition? book > from 1987, Fodor and Crain argued for conservatism in the form of the > Subset Principle. I argued for it in terms of my theory of item-based > learning, and Berwick assumed it in his learning on error analysis. The > literature is full of evidence for conservatism from older work by Maratsos > and Kuczaj to newer work by Lieven, Rowland, Ambridge, and colleagues. In > the area of lexical overgeneralization, there is similarly strong evidence > for conservatism. > > Of course, children are not always conservative. Often they are missing > forms and have to resort to overextension. However, I can?t think of any > evidence for the type of raw overextension from the very beginning > suggested by the learning pathway you propose. Is there any empirical > evidence for this? > > Underspecification, as illustrated by the initial collective > interpretation of distributive quantifiers such as ?each? would seem to be > a counterexample. However, the conflict between distributive and > collective interpretations is often a bit opaque in actual communicative > contexts. > > ? Brian MacWhinney > > On Sep 25, 2014, at 2:09 PM, Grinstead, John wrote: > > Hi Fritz, > > It's interesting to think about an alternative to parameters, so thank you > for starting a conversation. > > That said, I can't really think of any syntactic phenomena that have the > properties you have mentioned. That is, starting with one look and then > completely switching to the opposite is pretty well unattested, as far as I > can remember, at least in morphology, syntax, semantics (subjects, DO > clitics, articles, mass-count, double objects, subject case, subject-aux > inversion). All of these constructions get studied because there are > variations from the adult patterns, but most of them are relatively subtle. > > So, child English speakers start using accusative case pronouns in subject > position for a while (e.g. Him cry.), but don't switch to a completely > Ergative-Absolutive system (not really sure what that would look like, > anyway, but it would probably involve some interesting forms in object > position that we don't ever see). Subject-verb agreement can take a while > to develop in Spanish, but kids don't start marking direct object agreement > (as in Swahili or Georgian) or indirect object agreement on verbs (as in > Euskera) all of a sudden. > > Most constructions just look adult-like. > > It's like they're not willing to take a stab at a construction until they > have a pretty good idea of what's going on and when they do, it looks > pretty good. This is Stephen Crain's "conservative learner" (I think that > was his phrase) and William Snyder's "Grammatical Conservatism". > > The exceptions are not that numerous and they are what we spend most of > our time thinking about. > > Starting from something that seems unspecified and moving to something > that's specified, on the other hand, is maybe more frequently observed. So > Brooks and Syrett and Musolino and Pagliarini have observed in separate > studies that children's interpretations of distributive quantifiers like > "each" seem to allow them in collective situations. This tolerance > gradually goes away and is replaced by a restrictive interpretation. > > I hope that helps. > > Best, > > John > > ------------------------------------------------------------------------- > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > https://u.osu.edu/langlab/ > ------------------------------------------------------------------------- > > From: Frederick Newmeyer < fredericknewmeyer at gmail.com> > Reply-To: " info-childes at googlegroups.com" < info-childes at googlegroups.com > > > Date: Thursday, September 25, 2014 1:24 PM > To: " info-childes at googlegroups.com" < info-childes at googlegroups.com> > Subject: 'learning paths' instead of parameters > > Dear colleagues, > > I hope that you don?t mind a question from an outsider who has a very > small mastery of the acquisition literature. > > There is a recently-developed approach to formal syntax that has abandoned > the idea of innate parameters directing the course of acquisition. In their > place, it posits universal ?learning paths?, determined by ?general > cognitive optimization strategies?, and whose operation to a considerable > degree mimics the work once done by parameter hierarchies. In a nutshell, > it posits that for any structural (or constructional?) domain, the child > makes the most general hypothesis first, and then gradually over time zeros > in on the adult grammar. > > Let me give a concrete example. Let?s say that a language is consistently > head-final except in NP, where the noun precedes its complements. However, > there is a definable class of nouns in this language do follow their > complements. And a few nouns in this language behave idiosyncratically in > terms of the positioning of their specifiers and complements (much like the > English word ?enough?, which is one of the few degree modifiers that > follows the adjective). > > According to the theory I am describing, the child will go through the > following stages of acquisition: > 1. First s/he will assume that ALL phrases are head-final, even noun > phrases. > 2. Next s/he will assume that ALL NPs are head-initial > 3. Next s/he will learn the class of exceptions to 2. > 4. Finally, s/he will learn the purely idiosyncratic exceptions. > > Is there any evidence that acquisition actually proceeds in this ?orderly? > manner? I remember from years ago some inconclusive discussion about the > ?subset principle?, but I would very very interested to hear what you have > to say about recent work that bears on the scenario that I have described > above. > > Thanks! > > ?fritz > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANZD-QKs%3Dknk9z4CJ3j5ntHbiQPfkZ8NC1%3DugeBP5jsVapqt9w%40mail.gmail.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/D049CEFB.3594A%25grinstead.11%40osu.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/BA4DA931-8876-4FCF-AD14-1CF648D07784%40cmu.edu > > . > For more options, visit https://groups.google.com/d/optout. > > Prof.ssa Maria Teresa Guasti Ph.D. > Full Professor of Linguistics and Psycholinguistics > University of Milano-Bicocca > Department of Psychology > Piazza dell'Ateneo Nuovo 1 > 20126 Milano > mariateresa.guasti at unimib.it > > http://www.psicologia.unimib.it/03_persone/scheda_personale.php?personId=63 > www.cladproject.eu > www.bilinguismoconta.it > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/auto-000057239662%40pablo2.pablo.unimib.it > > . > 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/1D47AEEC-1ADD-4EA3-8EC6-AE0D81BB7FC5%40cmu.edu > > . > > For more options, visit https://groups.google.com/d/optout. > -- Peter Gordon, Associate Professor Biobehavioral Sciences Department, Box 180 Teachers College, Columbia University 1152 Thorndike Hall 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B9kzn%3D9aPfv39A6yB0tg9jNKJCB3gvB6_2h-e%3Dd%2BA99yg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From clewwilliams at gmail.com Mon Sep 29 17:15:48 2014 From: clewwilliams at gmail.com (Casey Lew-Williams) Date: Mon, 29 Sep 2014 10:15:48 -0700 Subject: Workshop on Language Processing, Oct. 11-12, Princeton University Message-ID: Hi all, please see below for info about an upcoming (& recently organized) workshop on language processing. Registration is free. Please RSVP to bsudnick at princeton.edu if you would like to attend, and email caseylw at princeton.edu with any questions. Thanks! ---- *Workshop on Language Processing* Cognitive Science Initiative Princeton University *Saturday Oct. 11th & Sunday Oct 12th, 2014*Friend Center, Room 004, Princeton University *Sat Oct 11th* 11:30-12:30 -- Kathy Hirsh-Pasek (Temple University) 12:30-1:30 -- Lunch 1:30-2:30 -- Uri Hasson (Princeton University) 2:45-3:45 -- Delphine Dahan (UPenn) 4:00-5:00 -- Casey Lew-Williams (Princeton University) 5:15-6:15 -- Ted Gibson (MIT) 6:30 -- Reception & Dinner at Palmer House *Sun Oct 12th* 9:30-9:45 -- Breakfast 9:45-10:45 -- Anna Papafragou (University of Delaware) 11:00-12:00 -- Ev Fedorenko (Massachusetts General Hospital) 12:00-1:00 -- Lunch 1:00-2:00 -- Kristen Syrett (Rutgers University) 2:15-3:15 -- Adele Goldberg (Princeton University) 3:30-4:30 -- John Trueswell (UPenn) There will be a reception and dinner at Palmer House on Saturday Oct. 11th, following the Saturday sessions. All conference participants are welcome to attend the dinner. RSVPs should be sent to bsudnick at princeton.edu Talk titles will be posted shortly here: http://cogsci.princeton.edu/events/workshop-language-processing. -- Sarah-Jane Leslie Class of 1943 Professor of Philosophy Acting Director, Program in Linguistics 1879 Hall Princeton University www.princeton.edu/~sjleslie www.youtube.com/PhilConversations -- Casey Lew-Williams Assistant Professor Dept. of Psychology Princeton University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/70049085-7cee-40fd-ba01-5f5c436242fc%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From borovsky at psy.fsu.edu Mon Sep 29 17:52:56 2014 From: borovsky at psy.fsu.edu (Arielle Borovsky) Date: Mon, 29 Sep 2014 13:52:56 -0400 Subject: Workshop on Language Processing, Oct. 11-12, Princeton University In-Reply-To: <70049085-7cee-40fd-ba01-5f5c436242fc@googlegroups.com> Message-ID: this looks awesome, Casey! Arielle Borovsky, PhD Assistant Professor Department of Psychology Florida State University Tallahassee, FL 32306 On Mon, Sep 29, 2014 at 1:15 PM, Casey Lew-Williams wrote: > Hi all, please see below for info about an upcoming (& recently organized) > workshop on language processing. Registration is free. Please RSVP to > bsudnick at princeton.edu if you would like to attend, and email > caseylw at princeton.edu with any questions. Thanks! > > ---- > > *Workshop on Language Processing* > > Cognitive Science Initiative > Princeton University > > > *Saturday Oct. 11th & Sunday Oct 12th, 2014*Friend Center, Room 004, > Princeton University > > *Sat Oct 11th* > 11:30-12:30 -- Kathy Hirsh-Pasek (Temple University) > 12:30-1:30 -- Lunch > 1:30-2:30 -- Uri Hasson (Princeton University) > 2:45-3:45 -- Delphine Dahan (UPenn) > 4:00-5:00 -- Casey Lew-Williams (Princeton University) > 5:15-6:15 -- Ted Gibson (MIT) > 6:30 -- Reception & Dinner at Palmer House > > *Sun Oct 12th* > 9:30-9:45 -- Breakfast > 9:45-10:45 -- Anna Papafragou (University of Delaware) > 11:00-12:00 -- Ev Fedorenko (Massachusetts General Hospital) > 12:00-1:00 -- Lunch > 1:00-2:00 -- Kristen Syrett (Rutgers University) > 2:15-3:15 -- Adele Goldberg (Princeton University) > 3:30-4:30 -- John Trueswell (UPenn) > > There will be a reception and dinner at Palmer House on Saturday Oct. > 11th, following the Saturday sessions. All conference participants are > welcome to attend the dinner. RSVPs should be sent to > bsudnick at princeton.edu > > Talk titles will be posted shortly here: > http://cogsci.princeton.edu/events/workshop-language-processing. > > -- > Sarah-Jane Leslie > Class of 1943 Professor of Philosophy > Acting Director, Program in Linguistics > 1879 Hall > Princeton University > www.princeton.edu/~sjleslie > www.youtube.com/PhilConversations > > -- > Casey Lew-Williams > Assistant Professor > Dept. of Psychology > Princeton University > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/70049085-7cee-40fd-ba01-5f5c436242fc%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/CAGT1CmXVtT%3D4fQta4_S8VdYDMnfOCeW6_cdGuqvJfU6WOH_KDw%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From carolinemagali at gmail.com Tue Sep 30 15:38:02 2014 From: carolinemagali at gmail.com (Caroline Rossi) Date: Tue, 30 Sep 2014 17:38:02 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France Message-ID: *The 6th International Conference of the French Cognitive Linguistics Association* on *Language, Cognition and Society* will be hosted by Stendhal University, Grenoble (French Alps) May 26-28, 2015 The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. Abstract submission for individual presentations is now open, through November 30, 2014. Please see the attached Call for Papers for further details. For more information please visit our website ( http://aflico6.sciencesconf.org ). Abstracts should also be submitted via Sciencesconf. We hope to see you in the French Alps next year! Caroline Rossi *Lecturer in English and Linguistics* Universit? Stendhal Grenoble 3 D?partement LEA et ILCEA-GREMUTS http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vvvstudents at gmail.com Tue Sep 30 18:40:09 2014 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Tue, 30 Sep 2014 11:40:09 -0700 Subject: 'learning paths' instead of parameters In-Reply-To: Message-ID: > > To emphasize one of Peter Gordon's comments and add a comment: > The subset principle requires that a's grammar generate *all* of the sentences b's grammar generates, plus others. It's not clear that there are any actual examples of that in the grammars children might be considering, even if one doesn't talk about what grammars generate but about what small parts of grammars generate. E.g., in considering null subjects, one might think that Italian has more grammatical sentences than English does, because it includes sentences with and without subjects. If that were so, English would be a subset of Italian with respect to subjects. But English has sentences with expletive subjects and Italian doesn't. The subset relation doesn't obtain. Virginia Valian Hunter College & CUNY Graduate Center -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/574ba450-757a-427d-8c44-7797dbbe6a0f%40googlegroups.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Sep 30 20:37:55 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 30 Sep 2014 22:37:55 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France In-Reply-To: Message-ID: Tu me renvoies une version fran?aise pour paris linguiste? Ils font la gueule quand c'est anglais! Bises, Aliyah Le 30 sept. 2014 ? 17:38, Caroline Rossi a ?crit : > The 6th International Conference of the French Cognitive Linguistics Association > on Language, Cognition and Society > > will be hosted by Stendhal University, Grenoble (French Alps) > > May 26-28, 2015 > > The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. > - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. > > Abstract submission for individual presentations is now open, through November 30, 2014. > > Please see the attached Call for Papers for further details. > > For more information please visit our website (http://aflico6.sciencesconf.org ). > Abstracts should also be submitted via Sciencesconf. > > We hope to see you in the French Alps next year! > > Caroline Rossi > Lecturer in English and Linguistics > Universit? Stendhal Grenoble 3 > D?partement LEA et ILCEA-GREMUTS > http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.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/62F52E4C-CC00-437B-B903-110D05CFEBF4%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Sep 30 21:37:46 2014 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 30 Sep 2014 23:37:46 +0200 Subject: 6th AFLiCo conference, May 26-28 2015, Grenoble France In-Reply-To: <62F52E4C-CC00-437B-B903-110D05CFEBF4@gmail.com> Message-ID: Dear colleagues, I am absolutely sorry for my previous mail and its slang French, I sent it to the list instead of Caroline Rossi! But I hope you will still come to AFLiCo 2015 in beautiful Grenoble! Best, Aliyah Le 30 sept. 2014 ? 22:37, Aliyah MORGENSTERN a ?crit : > Tu me renvoies une version fran?aise pour paris linguiste? Ils font la gueule quand c'est anglais! > Bises, > Aliyah > Le 30 sept. 2014 ? 17:38, Caroline Rossi a ?crit : > >> The 6th International Conference of the French Cognitive Linguistics Association >> on Language, Cognition and Society >> >> will be hosted by Stendhal University, Grenoble (French Alps) >> >> May 26-28, 2015 >> >> The conference welcomes proposals linking cognitive and linguistic topics while taking into account social and cultural contexts. >> - Papers adopting a sociolinguistic approach to first and/or second language acquisition are especially welcome. >> >> Abstract submission for individual presentations is now open, through November 30, 2014. >> >> Please see the attached Call for Papers for further details. >> >> For more information please visit our website (http://aflico6.sciencesconf.org ). >> Abstracts should also be submitted via Sciencesconf. >> >> We hope to see you in the French Alps next year! >> >> Caroline Rossi >> Lecturer in English and Linguistics >> Universit? Stendhal Grenoble 3 >> D?partement LEA et ILCEA-GREMUTS >> http://www.u-grenoble3.fr/version-francaise/recherche-valorisation/mme-rossi-caroline-180484.kjsp >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bz9W2LOCU-Q0b4EHdOY4qv74_Ovz0MUD%2BdgWF_MfG5QYG9YXg%40mail.gmail.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/9B4D432F-24D4-4815-952D-BBDB935AE7B9%40gmail.com. For more options, visit https://groups.google.com/d/optout. -------------- next part -------------- An HTML attachment was scrubbed... URL: