Author Archives: BRL

UIC TiL: Susan Goldman

Tomorrow we’re having UIC’s own Susan Goldman at TiL.  Her talk, “Inquiry Using Multiple Sources of Information,” will take place at the usual time (3pm to 5pm) in the usual place (1750 University Hall–601 South Morgan Street, Chicago IL 60607).  Hope to see you there!

Inquiry Using Multiple Sources of Information
Susan R. Goldman
Departments of Psychology and Curriculum & Instruction (UIC)
Learning Sciences Research Institute

Contemporary society has been dubbed the “knowledge society” largely due to the increased availability and accessibility of information in both professional and personal life contexts. This situation exacerbates the need to understand how people use information from multiple sources to accomplish their goals. Many of those goals involve solving some problem, answering some question, or conducting some type of inquiry. The analysis and synthesis of information from multiple sources is a complex comprehension skill often requires bringing a critical lens to the
sense-making process. The presentation will focus on efforts to unpack the construct “multiple source comprehension” and construct a process model of it as well as empirical investigations of the efforts of young adolescents to use multiple text sources of information to address an inquiry question in the history domain. These efforts involve specifying the content structure of the sources, the relevance of information to the argument structure of the inquiry question.

UIC TiL: John Drury

We’ve got a double TiL this week and to start off we have a talk with John Drury (McGill University) tomorrow from 3-5pm.  The talk, entitled “Electrophysiological investigations at the semantics/pragmatics interface, will take place in 1750 University Hall (601 S Morgan Street, Chicago IL 60607) with light refreshments.  Come join us and stay tuned for our Friday talk from Susan Goldman (UIC).

Electrophysiological investigations at the semantics/pragmatics interface
John E. Drury
McGill University

ABSTRACT

The on-line temporal dynamics of language processing as revealed by electrophysiological measurement techniques (e.g., event related potentials/ERPs) is just beginning to be  understood.  Over the past three decades a growing library of patterns of ERP modulations have  been discovered and (more-or-less) reliably connected with various different dimensions of  linguistic representation and processing. In this talk we will discuss the connections between cognitive neuroscience and (psycho)linguistics in an attempt to understand what ERPs might teach us about logical-semantic/-pragmatic aspects of language processing and what linguistic theories in these domains might contribute to theory/model-construction in cognitive electrophysiology. Continue reading

Bilingualism Labs Around the World: Bangor

We’re starting a new series of posts about bilingualism labs around the world.  Our very first lab is the ESRC Centre at Bangor University.

The ESRC Centre for Research on Bilingualism in Theory and Practice (http://bilingualism.bangor.ac.uk/)  was established at Bangor on 1st January 2007 for an initial five-year period, with funding from the ESRC, HEFCW, and the Welsh Assembly Government.

It is the first research centre in the UK to focus specifically on bilingualism. As such it will be part of an international network of similar research centres with whom we would like to interact.

Research within the centre is centred around five research groups: Neuroscience Research Group , Experimental-Developmental Research Group, Corpus-Based Research Group, Survey and Ethnography Research Group, Speech Research Group. There is more information on the work of each of these groups in the following link:

http://bilingualism.bangor.ac.uk/research/index.php.en?menu=3&catid=6337&subid=0

The centre offers both an MA and a PhD in Bilingualism. For more information on our postgraduate programmes go to:

http://bilingualism.bangor.ac.uk/pgprogrammes/index.php.en?menu=11&catid=6554&subid=0

Whether you are a researcher or a practitioner interested in bilingualism, we hope that you will interact with us by visiting, writing, phoning, or attending one of our conferences and workshops. This weekend past (Oct. 2nd-3rd), the centre hosted the first Bangor Postgraduate Conference on Bilingualism and Bimodalism. It is aimed at Masters’ and doctoral level students to come together, present their work and come in contact with new ideas. The main goal of the conference is to establish a forum for postgraduate students interested in all linguistic aspects of Bilingualism and Bimodalism. The area of bilingualism being by definition interdisciplinary, the conference reunites contributions from numerous fields, ranging from linguistics to psychology, education and sociology. English-BSL interpreters will be provided for the duration of the conference to enable Deaf and hearing participants to fully engage in all conference activities. The invited speakers are: Marianne Gullberg (Radboud University Nijmegen and Max Planck Institute for Psycholinguistics, Nijmegen), Ineke Mennen (ESRC Centre for Research on Bilingualism in Theory and Practice, Bangor University), and Adam Schembri (Deafness Cognition and Language Research Centre (DCAL), Univeristy College London). To see the full conference program, please go to:

 http://bilingualism.bangor.ac.uk/conferencepg_programme.php.en

At the moment the centre has two calls for funding opportunities: the development fund  (http://bilingualism.bangor.ac.uk//devfund/index.php.en?catid=&subid=7211) and the visiting researcher programme http://bilingualism.bangor.ac.uk//research/VisitingResearchers.php.en?catid=&subid=7237).

If you are interested in bilingualism and in working with us, you can always apply for research associate status. Forms can be found on our website!

UIC TiL: Chris Kennedy

Once again we will be having UICTiL tomorrow, October 2nd from 3 to 5.  Our speaker this week is Chris Kennedy from the University of Chicago.  His talk, entitled ‘Aspectual Composition and Scalar Change’, will take place in 1750 University Hall, 601 S. Morgan Street, Chicago IL 60607.  Feel free to join us at 3 for the talk, with light refreshments being served as always.

Abstract:

ASPECTUAL COMPOSITION AND SCALAR CHANGE

Current theories of aspect acknowledge the pervasiveness of verbs of variable telicity, and are designed to account both for why these verbs show such variability and for the complex conditions that give rise to telic and atelic interpretations. Previous work has identified several sets of such verbs, including incremental theme verbs, such as eat and destroy; degree achievements, such as cool and widen; and (a)telic directed motion verbs, such as ascend and descend. As the diversity in descriptive labels suggests, most previous work has taken these classes to embody distinct phenomena and to have distinct lexical semantic analyses. Continue reading

Spanglish o Ingañol?

Generally, when we see discussion of English-Spanish code-switching, the discussion itself is often times in English.  Evidence of this can be seen in the colloquial name for this phenomenon:  Spanglish. 

Since code-switching is the meeting of two languages, there should obviously be two discussions–one in each language.  Check out this article from El Mundo, one of Spain’s newspapers, which discusses it from the Spanish language point of view.  At one point they even use a different name for it:  ingañol.

http://www.elmundo.es/elmundo/2009/09/18/cultura/1253302554.html

UIC TiL: Rafael Núñez-Cedeño & Junice Acosta

In a special session of UICTiL our very own Professor Nuñez-Cedeño and Junice Acosta will give a talk tomorrow about the Vocalization of Liquids in the Spanish of Cibao in the Dominican Republic.  The talk will take place at 3pm in 1750 University Hall (601 S. Morgan Street, Chicago IL 60607).

Abstract:

EN TORNO AL CONTEXTO REAL DE LA VOCALIZACIÓN CIBAEÑA: UN NUEVO REPLANTEAMIENTO PROSÓDICO

 Junice Acosta y Rafael Núñez-Cedeño (UIC)

 Se ha teorizado que  la  vocalización de líquidas en el español  cibaeño (VLEC) no es tan general.  arris  (1983:47-50) explica que el dominio de la regla que desencadena ese proceso sólo se aplica  líquidas finales de palabras prosódicas (Pp) y no a las de funcionales (Pfunc). De modo que si bien  en la oración él avisa, la líquida del pronombre se vocaliza, resultando en [[ej]Pp [aβísa]]Pp, no le ocurre lo mismo a la del determinante el aviso, la cual al estar estructurada como [e.la.βi.so]Pp, surge intacta.   Continue reading

UIC TiL: Marisol Garrida

Our first UIC Talk in Linguistics is coming up Friday September 18th!  Our first speaker will be Marisol Garrida from Western Illinois University.  Her talk is entitled “Diphthongization of Non-High Vowel Squences in Latin American Spanish”.  The talk will take place in 1750 of University Hall (601 South Morgan Street) from 3pm to 5pm.

Abstract:
DIPHTHONGIZATION OF NON-HIGH VOWEL SEQUENCES IN LATIN AMERICAN SPANISH

Adjacent vowels in Spanish may be syllabified either as heterosyllabic
(V.V) or tautosyllabic (VV) sequences, depending on the vowel quality
and/or the position of the stress. As a general rule, sequences of
non-high vowels, or a stressed high vowel in contact with a non-high vowel
are to be articulated as two separate syllables (hiatus); the remaining
sequence combinations are to be parsed as tautosyllabic or diphthong
sequences.

Despite the established syllabification rules, previous studies on Spanish
phonology report on different variation phenomena. The resulting forms of
output include cases as contrastive as the articulation of ‘exceptional
hiatuses’ in Peninsular Spanish (e.g. [kli.én.te] for [kljen.te]
‘customer’) and the tendency to diphthongize hiatus sequences in Latin
American Spanish (e.g. [tja.tro] for [te.á.tro] ‘theater’).

Given the reported variation, this research focuses on the tendency to
diphthongization of canonical hiatus sequences (e.g. /ea/> /ja/ as desear
[de.se.ár]>[de.sjár] ‘to want’) observed in two different varieties of
Latin American Spanish (Mexican and Colombian).

Data collected from 39 college students from Bogota and Mexico City were
analyzed with the aim of establishing the different factors constraining
this sound change. Results presented in this talk compare the
pronunciation of the sequences /ea/ and /ia/ in two grammatical categories
(nouns and verbs) and three different stress contexts (pretonic, tonic and
posttonic). The data analyzed come from recorded speech samples (a total
of 2720 tokens) and the participants’ syllabification intuitions.
The overall results confirm that the tendency to diphthongize hiatus
sequences is highly spread in some Latin American varieties (data for the
oral syllabification task from Bogota showed that 52.2% of the words
containing the expected hiatus sequence ‘e.a’ were syllabified as
diphthongs, for Mexico City, 54.6% of the sequences were syllabified as
diphthongs).Additionally results from the acoustic analysis showed that
the articulation of a VV sequence varies from one stress context to
another. The tendency to reduce the hiatus sequence /ea/ to a
tautosyllabic articulation [ja] is more likely to occur in a stress
context other than tonic/initial, with posttonic position being the most
favorable for diphthongization to occur.

Results from this study contribute to the field of Spanish phonology in
three main aspects: they report on dialectal differences and similarities
from two different varieties, they confirm the relevance of proximity to
stress and relative position of the sequence in the word as a constraining
factor in the articulation of adjacent vowels, and they add to
methodological approaches by comparing results from two different
syllabification tasks, and showing that task choice plays an important
role when testing intuitive judgments.

Childhood Bilingualism

In this month’s issue of Science, an article appeared from two researchers, Ágnes Melinda Kovács and Jacques Mehler, at the Scuola Internazionale Superiore di Studi Avanzati–SISSA in Trieste, Italy. They used an eye-tracking study involving speech patterns and toys which found that bilingual infants (12 months) could better distinguish between “two different regularities.” That is, when presented with two different speech patterns of nonce syllables, the bilingual children learned to associate the distinct patterns with the location of the toys. Thus, in the absence of the toys, the bilingual children were statistically more likely than monolingual children to look to the previous location of the toy associated with the pattern they hear. The monolingual children only learned the pattern for one of the locations.

What gives the bilingual infant the advantage? The researchers suggest that a bilingual infant can learn multiple structures simultaneously as a result of the mixed speech they’ve been exposed to. This mixed speech either allows the children to filter out interference possibly due to the development of what the researchers call the “precocious development of control and selection abilities” as documented in other sources.

To see the article and the documented sources:
http://www.sciencemag.org/cgi/content/full/325/5940/611

Bilingualism Benefits, Part 2

Another interesting hit is this question and response in Google Answers. 

http://answers.google.com/answers/threadview?id=271995

The question was what were the benefits–in the lifestyle and job market–of being bilingual.  The responder is a very well-informed–to my knowledge anonymous–person who has posted a wealth of interesting links about everything from the statistics of employment and poverty levels of bilinguals to IQs and creativity.

Bilingualism Benefits, Part 1

If you google ‘bilingualism benefits’ you’ll find a number of interesting hits.  What’s particularly interesting is the way that research in the field is slowly but surely trickling out to the public.

Consider this article from 2004 by the APA about a study that appeared in Psychology and Aging:

http://www.exploringabroad.com/articles/bilingual-benefits.htm

(“Bilingualism, Aging, and Cognitive Control: Evidence From the Simon Task,” Ellen Bialystok, Ph.D., and Mythili Viswanathan, M.A., York University; Fergus I. M. Craik, Ph.D., Rotman Research Institute; Raymond Klein, Ph.D., Dalhousie University; Psychology and Aging, Vol. 19, No. 2.)

You can find the same article discussed in layman’s terms in the Washington Post in the same month in the same year.

http://www.washingtonpost.com/wp-dyn/articles/A39338-2004Jun13.html

In the Washington Post, the following quote appeared:

“The team, led by Ellen Bialystok at York University, hypothesized that the ability to hold two languages in the mind at the same time, without allowing words and grammar from one to slip into the other, might account for the greater control needed to perform well on the Simon task. An alternate hypothesis is that bilinguals have superior working memories for storing and processing information.”

The APA’s article, on the other hand, discusses “distractability” and says that bilingualism curbs the “age-related decline in the efficiency of inhibitory processing.”

Hopefully articles like the one in the Washington Post will help inform those who are in a position to affect language policy.  The challenge, then, will be continuing the dialogue.