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<div>Dear all</div>
<div><font face="tahoma">I'd be very grateful if you could let me know if the McArthur Bates Communicative Development Inventory has been developed for Somali (or another Cushitic language).</font></div>
<div><font face="tahoma"></font> </div>
<div><font face="tahoma">I have been in touch with Philip Dale who is unaware of any adaptations for Somali.</font></div>
<div><font face="tahoma"></font> </div>
<div><font face="tahoma">thanks a lot for your help!</font></div>
<div>
<div><font size="2" face="Tahoma">best wishes</font></div>
<div><font size="2" face="tahoma">Jeanine</font></div>
<div><font size="2" face="Tahoma">=========================</font></div>
<div><font size="2" face="Tahoma">Professor Jeanine Treffers-Daller</font></div>
<div><font size="2" face="tahoma">Professor of Linguistics</font></div>
<div><font size="2" face="tahoma">Department of English, Linguistics and Communication</font></div>
<div><font size="2"><font face="tahoma">Faculty of Creative Arts, Humanities and Education</font></font></div>
<div><font size="2"><font face="tahoma">Frenchay Campus</font></font></div>
<div><font size="2" face="tahoma">Coldharbour Lane</font></div>
<div><font size="2" face="tahoma">Bristol</font></div>
<div><font size="2" face="tahoma">BS16 1QY</font></div>
<div><font size="2" face="tahoma">tel. 00-44-117-3282390</font></div>
<div><font size="2" face="tahoma">Room 4D03</font></div>
</div>
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<hr tabindex="-1">
<font color="#000000" size="2" face="Tahoma"><b>From:</b> info-childes@googlegroups.com [info-childes@googlegroups.com] On Behalf Of Tom Roeper [roeper@linguist.umass.edu]<br>
<b>Sent:</b> 23 March 2011 01:53<br>
<b>To:</b> info-childes@googlegroups.com<br>
<b>Subject:</b> Re: pragmatic bootstrapping<br>
</font><br>
</div>
<div></div>
<div>Hi---<br>
yes the name of the game is to specify the mechanism. I think there will be what I call "strict interfaces"<br>
that link many of these things. For instance: imperatives involve a mapping between speaker and hearer,<br>
situation, syntax of subject deletion, intonation and the mapping seems automatic. Social and distributional<br>
factors are a part of the situation. I am not sure about Bayseian information. Frequency is not a meaningful<br>
notion if it is not frequency of something, as soon as it is a something, a phonetic or phonologial object, it already<br>
has a representation--so you cannot "get" the representation through frequency, although it might seem that way<br>
because in fact you get many subparts of the representation one by one. LIke the phonology of the beginning middle<br>
and end of a word might have separate learning events before you ever say the word.<br>
The challenge is to specify the mapping---pragmatics, phonetics, intonation, phonology, syntax, semantics---<br>
bootstrapping is a very misleading term because it makes things seem one way when they never are.
<br>
YOur eyes don't choose the light that they take in, but they choose to form extremely complex objects. How to<br>
connect the object with a sound involves many pre-existing mental assumptions. Suppose you associate a word<br>
with an object in motion. Why do that? It is not inevitable, it is a mental bias.<br>
<br>
Tom<br>
<br>
<div class="gmail_quote">On Tue, Mar 22, 2011 at 3:52 PM, Mohinish <span dir="ltr">
<<a href="mailto:mohinish.s@gmail.com">mohinish.s@gmail.com</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0pt 0pt 0pt 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">
<div style="WORD-WRAP: break-word">Hi all,
<div><br>
</div>
<div>if I may jump in - I think (specially in early formulations) it was left somewhat unspecified what the various,
<i>sufficient</i> sources of information that lead to acquisition are; the strong claim was that they lead to the induction of
<b><i>linguistic</i></b> structures. So, if the baby sees that a hypothesized, projected linguistic structure leads to an inference that is wrong for pragmatic reasons, this should lead to the baby projecting a new hypothesis about the linguistic structure.
Tom's argument is that this is an important source for the child to understand what kind of structures might contain transformations. </div>
<div><br>
</div>
<div>More generally, one can replace 'pragmatic reason' with any of the other cognitive factors, like 'distributional reason' or 'social reason' or 'Bayesian reason' - in every case, however, what these must do is inform the learner about the hypotheses regarding
possible linguistic structures. - i.e., confirm or disconfirm the hypotheses about the underlying linguistic structure. I think in this sense, it is simultaneous syntactic and pragmatic in what Tom writes. Nothing stops it being simultaneously syntactic and
distributional and pragmatic, or any other combination. Maybe <i>all</i> of them are necessary...</div>
<div><br>
</div>
<div>Mo</div>
<div>
<div></div>
<div class="h5">
<div><br>
<div>
<div>On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote:</div>
<br>
<blockquote type="cite">
<div>Dear Tom, you wrote </div>
<div>"That means a simultaneous syntactic and pragmatic information. "</div>
<div><font color="#666600">I think pragmatic information should be followed by syntactic. babies learn pragmatics well sooner than syntax when they respond their parents smile with smile. What Chomsky states, I believe, is that syntactic bootstrapping is what
actually happened through triggering the UG system, not pragmatic one. I mean first language learning / acquisition is triggered then other things happen. I think Anat , please correct me if I am wrong, believes that pragmatic bootstrapping is the starting
point for the kids?</font></div>
<div><font color="#666600"></font> </div>
<div><font color="#666600">Autistic children have problem in processing pragmatics and have language delay. through ABA program what they learn, besides many things, even in high functioning autism, is how to respond different discourses and learn to respond
pragmatically. Some of them, when learn to be pragmatic, turn into creative language user.</font></div>
<div> </div>
<div>Best,</div>
<div>Parisa</div>
<div><br>
<br>
</div>
<div class="gmail_quote">On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper <span dir="ltr">
<<a href="mailto:roeper@linguist.umass.edu">roeper@linguist.umass.edu</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0px 0px 0px 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">
Anat---<br>
in the paper I wrote in 1981 for the Wanner Gleitman volume, I argued that children needed pragmatic<br>
mapping onto syntax to justify transformations. That means a simultaneous syntactic and pragmatic
<br>
information. It is in my book as well---and actually embedded in Chomsky's remark in 1076 Reflections<br>
on Language, that acqusition must be consistent with "trigtering experience" I said to him that must include<br>
pragmatics and he agreed.<br>
It is obvious that it is hard to understand:<br>
the cat was chased by the dog.<br>
but the chld has a big semantic.pragmatic advantage when they hear:<br>
<br>
the milk was drunk by the boy<br>
<br>
because they know that milk cannot drink boy. If there is syntax is ready to project a transformation,<br>
then they use that information and visual support to say "milk has to get into the object position somehow,<br>
do I have a mental operation to do it".<br>
Once acquired, it will be autonomous and apply without pragmatics, so if I tell a 3yr old:<br>
<br>
the cheese ate the mouse<br>
<br>
they laugh, because they know, anti-pragmatically, that it is true. An anti-pragmatic ability is the<br>
sign of true acquisition.<br>
<br>
best, Tom Roeper
<div>
<div></div>
<div><br>
<br>
<div class="gmail_quote">On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard <span dir="ltr">
<<a href="mailto:pdaftaryfard@gmail.com">pdaftaryfard@gmail.com</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0pt 0pt 0pt 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">
<div>Dear Anat,</div>
<div> </div>
<div>Very interesting topic.....I am not sure but lack of language development or language development delay can occur because of problems in pragmatic bootstrapping in some children. Kids with low possibility of being involved in interaction-- when mothers
or fathers are busy or when kids live in a poor-interaction environment-- showed to have language delay. This is especially interesting when we consider that TVs are always on and they can get enough input in a unilateral way.</div>
<div> </div>
<div>Best.</div>
<div>Parisa Daftarifard<br>
<br>
</div>
<div class="gmail_quote">On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio <span dir="ltr">
<<a href="mailto:msninio@pluto.mscc.huji.ac.il">msninio@pluto.mscc.huji.ac.il</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0px 0px 0px 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">
<div bgcolor="#ffffff"><big>Dear List,<br>
<br>
Sorry to have sent this to the whole list by mistake, but actually I'd love to hear from anybody who knows of studies that can be said to test the hypothesis that children learn syntax by "pragmatic bootstrapping".
<br>
<br>
Thanks,<br>
<br>
Anat Ninio<br>
<br>
</big><br>
On 17-03-11 06:01, Anat Ninio wrote:
<blockquote type="cite"><big>Hi Nameera,<br>
<br>
Thanks a lot! Absolutely coincidentally this very minute I'm reading your 2008 (or is it 2009?) encyclopedia entry
<br>
</big>
<p style="TEXT-ALIGN: left; DIRECTION: ltr" class="MsoNormal"><span style="FONT-SIZE: 12pt">Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith & J. B. Benson (Eds.),
<i>Encyclopedia of infant and early childhood development,</i> Vol. <i>2</i> (pp. 572-581). San Diego, CA: Academic Press.</span></p>
<big>which I want to cite for a research proposal for an European grant. First, is it 2008 or 2009? Second, you say
</big>
<p style="TEXT-ALIGN: left; DIRECTION: ltr" class="MsoNormal"><span style="FONT-SIZE: 12pt">"We know of no empirical research, however, that has directly addressed the question of whether children learn syntactic constructions in the same way as they learn
words; that is,<span> </span>through "pragmatic bootstrapping" or attention to speakers' intentions."</span><span style="FONT-SIZE: 11pt"> (p.319)<br>
</span></p>
<big>Would you still say so? Or is there some new study that you know of tha<big><small>t</small>
</big>I should mention?</big> <big>Any newer publication of yours on this point?</big><br>
<span style="FONT-SIZE: 12pt"><br>
Thanks a lot and see you in SRCD for sure, <br>
<br>
Anat<br>
<font color="#000000"><span style="BACKGROUND: lime"></span></font></span><br>
<br>
On 17-03-11 05:14, nameera akhtar wrote:
<blockquote type="cite">congratulations, anat!<br>
<br>
hope to see you at srcd,<br>
<br>
nameera<br>
<br>
<div class="gmail_quote">On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio <span dir="ltr">
<<a href="mailto:msninio@pluto.mscc.huji.ac.il">msninio@pluto.mscc.huji.ac.il</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0pt 0pt 0pt 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">
<div bgcolor="#ffffff"><big>Dear Friends and Colleagues, <br>
<br>
I'm very happy to be able to announce the publication of my new book by Oxford University Press. It is entitled</big>
<big><span> </span>"Syntactic development, its input and output<span></span>" and a description of it, as well as a link to the Introduction, can be found on the publisher's on-line catalogue at
<a href="http://ukcatalogue.oup.com/product/9780199565962.do" target="_blank">http://ukcatalogue.oup.com/product/9780199565962.do</a><br>
<br>
I hope you'll like it! <br>
<br>
Anat Ninio </big><big><br>
</big><br>
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<font color="#888888">Tom Roeper<br>
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UMass South College<br>
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<a href="tel:413%20256%200390" target="_blank">413 256 0390</a></font>
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