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Language</title></head><body>
<div><font face="Palatino" size="+2" color="#000000">Call for Papers:
Special Issue of<i> First Language</i>:<br>
<br>
Guest Editor: Virginia C. Mueller Gathercole, University of Wales
Bangor<br>
<br>
Theme: Language-specific influences on acquisition and
cognition<br>
<br>
In recent years there has been a growing interest in the possible
effects of language-specific structural properties on linguistic and
cognitive development. This special issue will focus on evidence
bearing on the specific ways in which linguistic differences across
languages may affect what is learned early (or late) in language
and/or cognition. Special attention will focus on aspects of
development for which new data from a heretofore unexplored language
is able to address the question of whether or not development follows
a universal course. Of particular interest in the linguistic
realm will be new data exploring whether or when late linguistic
developments are due to the cognitive complexity of the concepts
underlying the linguistic patterns, and when they might not be; of
particular interest in the cognitive realm will be areas for which new
cross-linguistic data reveal linguistic influences on the timing of
development of cognitive concepts or on attentional patterns in young
children. <br>
<br>
Possible topics might include (but are not restricted to):<br>
<br>
- Morphological or syntactic development and how language-specific
differences affect or interact with differences in cognitive patterns
of development.<br>
<br>
- How differences in the encoding of a certain domain of concepts
(e.g., space, time, number, and so forth) across languages can
differentially influence both linguistic and cognitive
developments.<br>
<br>
- Potential interactions between linguistic and cognitive
developments.<br>
<br>
- Linguistic influences on attention.<br>
<br>
- The theoretical interface between children's non-linguistic
notions and linguistic categorizational or syntactic patterns.<br>
<br>
- Potential effects of linguistic input on conceptual
development.<br>
<br>
- Empirical evidence of 'precocious' linguistic developments
that are purported to be too difficult for children to learn.
Especially relevant would be data addressing claims that children
cannot develop certain linguistic constructs because of cognitive
difficulties associated with those structures.<br>
<br>
- Evidence bearing on the theory of linguistic relativity.<br>
<br>
Deadline for submissions: 31 August 2003<br>
<br>
<br>
Submissions and enquiries should be addressed to: V. C. Mueller
Gathercole, School of Psychology, University of Wales Bangor, Bangor,
Gwynedd LL57 2AS, Wales, U.K.</font></div>
<div><font face="Palatino" size="+2" color="#000000">email:
v.c.gathercole@bangor.ac.uk</font></div>
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<div><font color="#000000"><br>
Virginia C. Mueller Gathercole,
Ph.D. <span
></span
> <span
></span> <font face="Times"><br>
</font>Reader<font face="Times"><br>
<br>
</font>Ysgol
Seicoleg <span
></span
> <span
></span> <x-tab>
</x-tab>School of Psychology<font face="Times"><br>
</font>Prifysgol Cymru, Bangor<x-tab>
</x-tab
> <span
></span> <x-tab
> </x-tab>University of
Wales, Bangor<font face="Times"><br>
</font>Adeilad Brigantia<x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab><x-tab> </x-tab>The
Brigantia Building<font face="Times"><br>
</font>Ffordd Penrallt<x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab>Penrallt Road<font face="Times"><br>
</font>Bangor LL57 2AS<x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab>Bangor LL57 2AS<font face="Times"><br>
</font
>Cymru <span
></span
> <span
></span
> <span
></span> <x-tab> </x-tab>Wales<font face="Times"><br>
</font
> <span
></span
>
| /\<font face="Times"><br>
</font
> <span
></span
>
| / \/\<font face="Times"><br>
</font>Tel: 44 (0)1248 382624 | /\/ \
\<font face="Times"><br>
</font>Fax: 44 (0)1248 382599 | / ======\=\<font
face="Times"><br>
</font
> <span
></span
>
| B A N G O R</font></div>
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