hi Brian<div>Thank you for your email. We really are not expecting the coding to be different; in fact, we are hoping it does not have to be. Your post helped me to be more clear: Yes, we are after the actual content of filled pauses in SPanish. I am looking for rules that incorporate the 'introspections' that you list below, either in a published manuscript or some other venue that I can cite. You are correct in your introspections, in that our samples suggest 'ee' and 'ah' and 'ai' are more common in Spanish than 'um' for example. As a monolingual English speaker, I want to somehow validate the rules that my lab has written--to compare our rules to rules that have been used in Spanish speaking labs, if possible.</div>
<div><br></div><div>You are also correct that I'm not really after error analysis. Thanks also to folks who have emailed off list with ideas. Does this make it any clearer? </div><div><br></div><div>Shelley <br><br>
<div class="gmail_quote">On Fri, Sep 21, 2012 at 4:54 PM, Brian MacWhinney <span dir="ltr"><<a href="mailto:macw@cmu.edu" target="_blank">macw@cmu.edu</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div style="word-wrap:break-word">Dear Shelley,<div><br><div> This sounds quite interesting. However, I am curious why you would expect the coding of disfluencies to be to be different for Spanish. Do you mean that the actual content of filled pauses is different? Just introspecting a bit, it seems to me that Spanish speakers tend to prolong vowels more than in English. They tend to use slightly different fillers. More "ee" and "ah" and seldom "um". Differences in the actual content of filled pauses are common between languages. One of my favorite fillers is the Hungarian "izé" which is so marked. </div>
<div> Perhaps some differences are just quantitative. For example, numbers of repeated words might differ, but that would not impact your coding scheme.</div><div> Or perhaps you are talking about the details of error analysis, rather than disfluencies. If that is the focus, you might want to take a look at the system for error coding we are using in the AphasiaBank project.</div>
<span class="HOEnZb"><font color="#888888"><div><br></div><div>-- Brian MacWhinney</div></font></span><div><div class="h5"><div><br><div><div>On Sep 21, 2012, at 4:20 PM, Shelley Brundage <<a href="mailto:shelley.brundage@gmail.com" target="_blank">shelley.brundage@gmail.com</a>> wrote:</div>
<br><blockquote type="cite">
<p class="MsoNormal">Dear Info-CHILDES<u></u><u></u></p><p class="MsoNormal"><u></u> <u></u>In my lab we are investigating characteristics of
child-directed speech in a group of bilingual (Spanish-English) parents. Right
now, we are analyzing speech rate and disfluencies in the parents during
conversations with their children.<span> </span>To
this end, we have developed sets of rules for analyzing rate and
disfluency.<span> </span>The rate calculations are
fairly straightforward across languages. We have developed a set of rules for
disfluency coding in English, and have been working to apply these same rules
in Spanish.<span> </span>This process has proved to
be slightly less straightforward.<span> </span>We
think we now have a set of rules that adequately captures disfluencies in
Spanish, but <b>we wondered if anyone on the
list has experience in coding disfluency behaviors in Spanish, and if you would
be willing to share the coding rules that you use. </b><span> </span>We would like to compare our set of rules to
make sure that we have not missed anything in Spanish.<span> </span>While I have native Spanish speakers working
in my lab, I would like to connect with an established researcher in this area
if possible.<span> </span>I would be happy to share
our set of disfluency coding rules if anyone is interested. Thank you!</p><p class="MsoNormal"><u></u><u></u></p><p class="MsoNormal"><u></u> <u></u></p><p class="MsoNormal">Shelley Brundage <u></u><u></u></p><p class="MsoNormal">
<u></u> <u></u></p>
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</div></div></blockquote></div><br><br clear="all"><div><br></div>-- <br>Shelley B. Brundage, Ph.D., CCC-S<br>Associate Professor and Graduate Program Director<br>Board Recognized Specialist and Mentor-Fluency Disorders<br>
Speech and Hearing Science department<br>George Washington University<br>2115 G St NW Suite 201<br>Washington, D.C. 20052<br>(202) 994-5008 office<br>(202 994-2205 lab<br>(202) 994-2589 fax<br>
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