14TH INTERNATIONAL CONGRESS FOR THE STUDY OF CHILD LANGUAGE
IASCL IN 2017 LYON, WELCOME! FRANCE
JULY, 17TH -21ST 2017 PLANNING
MONDAY, TUESDAY, WEDNESDAY, THURSDAY, FRIDAY, JULY 17TH JULY 18TH JULY 19TH JULY 20TH JULY 21ST 8h30 REGISTRATION 9h00 PLENARY: PLENARY: PLENARY: PLENARY: What do the hands tell us Sex and Stability in Early Language disorders: What is “complete” L1 about language develop- Child Language What do they tell us acquisition? On the age ment? Insights from deve- M. Bornstein about child language factor in heritage lan- lopment of speech, gesture development? guage development and Tutorials and sign across languages G. Conti-Ramsden first language attrition A. Ozyurek M. Schmid 10h00 Coffee break R. Brown Prize & Best 10h30 Student Poster Award Coffee break 7 parallel symposia 7 parallel symposia 7 parallel symposia sessions sessions sessions 12h00 7 parallel symposia 12h30 sessions 13h00 13h30 Childes and Phonbank IASCL Business Lunch break brown bag Meeting 14h00
7 parallel symposia 7 parallel symposia 7 parallel symposia 5 parallel symposia Tutorials sessions sessions sessions sessions
16h00 Closing remarks 17h00 Opening Ceremony 17h30 Poster session 1/3 Poster session 2/3 Poster session 3/3 PLENARY: Bottom-up and 18h00 top-down information in infants’ early language acquisition. S. Peperkamp 18h30 JoCL editorial meeting + Junior scientists 19h00 meeting
Welcome cocktail 19h30
20h30 Gala dinner IASCL PROGRAM 2017 AND PRACTICAL INFORMATION JULY 17TH > 21 ST 2017 LYON, FRANCE - PROGRAM AND PRACTICAL INFORMATION -
IASCL 2017 is organized by the International Association for the Study of Child Language in cooperation with the Laboratoire Dynamique du Langage.
EVENT ORGANIZATION SUPPORTED BY AND COORDINATION SCIENTIFIC COMMITTEE
ÉMILIE AILHAUD, Lyon, France SOPHIE KERN, Lyon, France VÉRONIQUE BOULENGER, Lyon, France HARRIET JISA, Lyon, France NATHALIE BEDOIN, Lyon, France DENIS ALAMARGOT, Paris, France LINDA BRENDLIN, Lyon, France MICHÈLE GUIDETTI, Toulouse, France MÉLANIE CANAULT, Lyon, France MAYA HICKMANN, Paris, France FLORENCE CHENU, Lyon, France CHRISTOPHE PARISSE, Paris, France JEAN-PIERRE CHEVROT, Grenoble, France CHRISTOPHER FENNELL, Ottawa, Canada CHRISTOPHE DOS SANTOS, Tours, France NATALIA GAGARINA, Berlin, Germany FRÉDÉRIQUE GAYRAUD, Lyon, France MUTSUMI IMAI, Kanagawa, Japan ANNA GHIMENTON, Lyon, France HRAFNHILDUR RAGNARSDÓTTIR, Reykjavík, Iceland LUDIVINE GLAS, Lyon France ERIKA HOFF, Davie, USA HARRIET JISA, Lyon, France FRÉDÉRIQUE GAYRAUD, Lyon, France SOPHIE KERN, Lyon, France JENNIFER KRZONOWSKI, Lyon, France LESLIE LEMARCHAND, Lyon, France SEVERINE MAGGIO, Lyon, France RABIA MAKINE, Lyon, France AURORE MARQUEZ SANTO, Lyon, France EGIDIO MARSICO, Lyon, France AUDREY MAZUR-PALANDRE, Lyon, France WHO? FRANÇOIS PELLEGRINO, Lyon, France DANIELA VALENTE, Lyon, France AGNÈS WITKO, Lyon, France
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Program 6
Day 1 / July 17th / overview 7 Symposia 8
Day 2 / July 18th / overview 9 Symposia 10 Poster session 18 WHERE? WHEN? Day 3 / July 19th / overview 21 HOW?... Symposia 22 Poster session 30
Day 4 / July 20th / overview 33 Symposia 34 Poster session 41
Day 5 / July 21st / overview 44 Symposia 45
Special thanks 51
Practical information 53
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TH DAY 1 MONDAY, JULY 17 OVERVIEW
ROOM BR32 ROOM BR19 ROOM BR33 8h30 TUTORIAL TUTORIAL TUTORIAL The use of eye-tracking in language HomeBank: An online repository of R for corpus data acquisition research daylong child-centered audio recordings part 1 part 1 10h00 Coffee break 10h30
continuation… continuation… continuation…
12h00
Lunch break
13h30 TUTORIAL ROOM BR35 TUTORIAL The use of eye-tracking in language TUTORIAL R for corpus data acquisition research R for mixed model part 2 part 2 15h00 Coffee break 15h30
continuation… continuation… continuation…
17h00 GRAND AMPHI Opening ceremony 17h30 GRAND AMPHI PLENARY TALK: Bottom-up and top-down information in infants’ early language acquisition. Sharon Peperkamp
18h30 COUR D’HONNEUR Welcome cocktail
20h30 15H00 > 17H00 ATRIUM REGISTRATION
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TH DAY 1 MONDAY, JULY 17
17H00 > 17H30 GRAND AMPHI OPENING CEREMONY
17H30 > 18H30 GRAND AMPHI
PLENARY TALK : Bottom-up and top-down information in infants’ early language acquisition
Sharon Peperkamp Laboratoire de Sciences Cognitives et Psycholinguistique, Paris, France WELCOME!
Decades of research have shown that before they pronounce their first words, infants acquire much of the sound structure of their native language, while also developing word segmentation skills and starting to build a lexicon. The rapidity of this acquisition is intriguing, and the underlying learning mechanisms are still largely unknown. Drawing on both experimental and modeling work, I will review recent research in this domain and illustrate specifically how both bottom-up and top-down cues contribute to infants’ acquisition of phonetic categories and phonological rules.
18H30 > 20H30 COUR D’HONNEUR WELCOME COCKTAIL
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TH DAY 2 TUESDAY, JULY 18 OVERVIEW
GRAND AMPHI 9h00 PLENARY TALK: What do the hands tell us about language development? Insights from development of speech, gesture and sign across languages. Asli Ozyurek 10h00 Coffee break 10h30 GRAND AMPHI AMPHI AMPHI AMPHI ROOM ROOM AMPHI LAPRADE L. AUBRAC J-B. SAY JABOULAY D201 D101
Language Tribute to Josie development in Same learning What is the Bernicot : how children with mechanisms Giving new Perspectives on relationship A new perspective her reflection will cochlear implants: – different significance to null developmental between Executive on referentiality in shape the future From vocabulary in morphologies: what results in child complexity: syntax Function and elicited narratives of developmental infancy to language factors determine language research and semantics language pragmatics processing in the learning? development? Natalia Gagarina school years Titia Benders Yves Roberge Michèle Guidetti Elena Lieven Nicola Botting Katherine Demuth 12h30 13h00 B148 Lunch break Advances within CHILDES and PhonBank: Corpus data and tools for analysis / Yvan Rose & Brian Mc Whinney 14h00 Child-external and child-internal FluencyBank: Acquisition of The effects of factors in the acqui- The impact studying typical Cooperative case-marking: conversation on sition of Catalan of congenital Encoding events and disordered communication in form and function the content and in a multilingual hearing loss on in language speech fluency peer interactions Virve Vihman linguistic form of constellation: 2L1, spoken language and cognition across languages narratives 3L1 and child L2 in development and contexts Bahar Koymen Virve-Anneli the context of socie- Ercenur Ünal Vihman Edy Veneziano tal bilingualism Gary Morgan Nan Ratner Laia Arnaus 16h00
ZONE 1 TO 5 Poster session 1/3
18h00 BO22A BR18 JoCL editorial Junior scientists meeting meeting WHERE? 19h30
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TH DAY 2 TUESDAY, JULY 18 SYMPOSIA
10H00 > 10H30 9H00 > 10H00 GRAND AMPHI COFFEE BREAK PLENARY TALK What do the hands tell us about language development? 10H30 > 12H30 Insights from development GRAND AMPHI of speech, gesture and sign SYMPOSIUM across languages Tribute to Josie Bernicot : how her reflection will shape the future of Asli Ozyurek, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands developmental pragmatics
Most research and theory on language CONVENER : Michèle Guidetti, CLLE, Université de development focus on children’s spoken Toulouse, CNRS & UT2J, France utterances. However language development DISCUSSANT: Danielle Matthews, The University of starting with the first words of children is Sheffield, U.K. multimodal. Speaking children produce gestures accompanying and complementing their spoken PRESENTATION 1 utterances in meaningful ways through pointing Tribute to Josie Bernicot: Gestures and or iconic gestures. Secondly, children learning a sign language use the visual modality (i.e., hands, communicative acts in language acquisition face and body) to fulfill all linguistic functions at Michèle Guidetti, CLLE, Université de Toulouse, CNRS & different stages of language development. In this UT2J, France talk I will present recent research on the role visual modality plays both in spoken language PRESENTATION 2 development accompanied by gestures as well as in Interactional context, speech acts and development of sign languages- bringing findings from two fields of research together and how Meaning in dialogue: how much are they tehy inform each other. This broader multimodal entwined? view shows that expressive affordances of visual Anne Salazar-Orvig, CLESTHIA, Université Sorbonne modality, allowing for iconic representations and Nouvelle - Paris 3, France visible indexicality in gesture or sign, provide, children alternative routes and stepping stones in PRESENTATION 3 language development than speech does alone. Disorders across the life span I will also show that visual modality might fulfill different functions in language development Virginie Dardier, CRPCC - Université Rennes II, France depending on the language type. PRESENTATION 4 Register of electronic communication Olga Volckaert-Legrie, CLLE, Université de Toulouse, CNRS & UT2J, France
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10H30 > 12H30 10H30 > 12H30 AMPHI LAPRADE AMPHI LUCIE AUBRAC
SYMPOSIUM SYMPOSIUM Language development in children A new perspective on referentiality with cochlear implants: From in elicited narratives vocabulary in infancy to language CONVENER : Natalia Gagarina, Leibniz-Zentrum processing in the school years Allgemeine Sprachwissenschaft, Germany CONVENER : Katherine Demuth, Macquarie University, PRESENTATION 1 Sidney, Australia Character introductions in oral narratives of DISCUSSANT: Katherine Demuth Swedish-German bilingual children aged 4 and 6
PRESENTATION 1 Josefin Lindgren,Uppsala University, Sweden Variability in early vocabulary of children with Valerie Reichardt, Humboldt Universitaet zu Berlin, Germany CIs: the impact of child abilities on outcomes Ute Bohnacker, Uppsala University, Sweden Edith L. Bavin, La Trobe University, VIC, Australia Julia Sarant, The University of Melbourne, Australia PRESENTATION 2 Luke Prendergast, La Trobe University, VIC, Australia Referential cohesion in the narratives of Greg Leigh, RIDBC Renwick Centre (Royal Institute for monolingual and bilingual children with Deaf and Blind Children/The University of Newcastle), typically developing language and with SLI Australia Sveta Fichman, Bar-Ilan University, Israel PRESENTATION 2 Carmit Altman, Bar-Ilan University, Israel Lexical access for production and recognition Sharon Armon-Lotem, Bar-Ilan University, Israel in children with cochlear implants Joel Walters, Bar-Ilan University, Israel
Richard G. Schwartz, Susan Steinman, Elizabeth Ying, PRESENTATION 3 Zara W. DeLuca, Georgia Drakopoulou and Determiners and Clitics in character reference: Derek Houston A comparison between monolingual and bilingual children with typical development and SLI PRESENTATION 3 Prosody, processing speech and discourse Eleni Peristeri, Aristotle University of Thessaloniki, Greece interactions in adolescents with cochlear implants Maria Andreou, Aristotle University of Thessaloniki, Greece Ianthi Tsimpli, Aristotle University of Thessaloniki, Greece Colleen Holt, Katherine Demuth & Ivan Yuen PRESENTATION 4 PRESENTATION 4 Referentiality in elicited narratives of Lithuanian The effects of prosody on syntactic TD and SLI preschoolers disambiguation in children with cochlear implants Ingrida Balčiūnienė, Vytautas Magnus University, Talita Fortunato-Tavares, Richard G. Schwartz, Claudia Lithuania F. de Andrade, Klara Marton, Derek Houston Ineta Dabašinskienė, Vytautas Magnus University, Lithuania
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PRESENTATION 5 PRESENTATION 4 When the listener cannot see: referencing in A training study to establish the cause of children’s stories told to a blindfolded person children’s “defaulting errors” in Spanish Daleen Klop, Stellenbosch University, South Africa Joseph Martin, University of Liverpool, U.K. SYMPOSIA Alicia Eksteen, Stellenbosch University, South Africa Colin Bannard, University of Liverpool, U.K. TH Daniela Adams, Stellenbosch University, South Africa Julian Pine, University of Liverpool, U.K. Shaney Botman, Stellenbosch University, South Africa Mia-Lize Brink, Stellenbosch University, South Africa 10H30 > 12H30 AMPHI JABOULAY 10H30 > 12H30 AMPHI JEAN-BAPTISTE SAY SYMPOSIUM TUESDAY 18 TUESDAY SYMPOSIUM Giving new significance to null Same learning mechanisms – results in child language research different morphologies: what CONVENER: Titia Benders Department of Linguistics, factors determine learning? Macquarie University, Australia DISCUSSANT: Suzanne Curtin Calgary University, Canada CONVENER: Elena Lieven, University of Manchester, U.K. DISCUSSANT: Aris Xanthos, University of Lausanne, PRESENTATION 1 Switzerland Tracing the emergence of native-language abilities through combined meta-analyses PRESENTATION 1 Predicting errors in children’s production of verb Christina Bergmann, LSCP, Département d’études morphology: evidence from person/number cognitives, ENS, EHESS, CNRS, PSL Research University, Paris, France marking in Finnish and Polish Sho Tsuji, University of Pennsylvania, Philadelphia, Sonia Granlund, University of Liverpool, U.K. USA & LSCP, Département d’études cognitives, ENS, Joanna Kolak, University of Manchester, U.K. EHESS, CNRS, PSL Research University, Paris, France Marta Szreder, United Arab Emirates University Page E. Piccinini, NeuroPsychologie Interventionnelle, Felix Engelmann, University of Manchester, U.K. ENS, Paris, France Ben Ambridge, University of Liverpool, U.K. Molly L. Lewis, University of Chicago, Computation Julian Pine, University of Liverpool, U.K. Institute/University of Wisconsin-Madison, Department Anna Theakston, University of Manchester, U.K. of Psychology Elena Lieven, University of Manchester, U.K. Mika Braginsky, Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences PRESENTATION 2 Michael C. Frank, Department Psychology, Stanford The acquisition of verb inflection in a University Alejandrina Cristia, LSCP, Département d’études connectionist model cognitives, ENS, EHESS, CNRS, PSL Research Felix Engelmann, University of Manchester, U.K. University, Paris, France Joanna Kolak, University of Manchester, U.K./University of Warsaw, Poland PRESENTATION 2 Sonia Granlund, University of Liverpool, U.K. A Robust Failure to Replicate Word Segmentation Marta Szreder, United Arab Emirates University, United Findings in British English Infants Arab Emirates Ben Ambridge, University of Liverpool, U.K. Tamar Keren-Portnoy, University of York, U.K. Julian Pine, University of Liverpool, U.K. Caroline Floccia, Plymouth University, U.K. Anna Theakston, University of Manchester, U.K. Rory DePaolis, James Madison University, U.S.A Elena Lieven, University of Manchester, U.K. Hester Duffy, University of Warwick, U.K. Claire Delle Luche, University of Essex, U.K. PRESENTATION 3 Samantha Durrant, International Centre for Language The acquisition of Chintang verbal morphology and Communicative development (LuCiD), University of Liverpool, U.K. Sabine Stoll, University of Zurich, Switzerland Laurence White, Plymouth University, U.K Jekaterina Mazara, University of Zurich, Switzerland Jeremy Goslin, Plymouth University, U.K. Damián Blasi, University of Zurich, Switzerland and Max Marilyn Vihman, University of York, U.K. Planck Institute for the Science of Human History, Jena, Germany Balthasar Bickel, University of Zurich, Switzerland - 12 - - PROGRAM -
PRESENTATION 3 PRESENTATION 4 SymBuki: Making sense of null results in the sound Child language acquisition and the complexity of symbolic bouba-kiki effect by means of a recursive embedding meta-analysis Ana T Pérez-Leroux, University of Toronto, Canada Mathilde Fort, Universitat Pompeu Fabra, CBC, Yves Roberge, University of Toronto, Canada Barcelona, Spain Imme Lammertink, ACLC, University of Amsterdam, The Netherlands 10H30 > 12H30 Sharon Peperkamp, LSCP, Département d’études cognitives, ENS, EHESS, CNRS, PSL Research SALLE D101 University, Paris, France Paula Fikkert, Radboud University, Nijmegen, SYMPOSIUM The Netherlands What is the relationship between Adriana Guevara-Rukoz, LSCP, Département d’études Executive Function and language cognitives, ENS, EHESS, CNRS, PSL Research University, Paris, France development? Sho Tsuji, University of Pennsylvania, Philadelphia, USA & LSCP, Département d’études cognitives, ENS, CONVENER: Nicola Botting & Gary Morgan, City EHESS, CNRS, PSL Research University, Paris, France University London, U.K. DISCUSSANT: Caroline Rowland, Max Planck Institute PRESENTATION 4 for Psycholinguistics, The Netherlands Bayes (ian statistics) for Babies PRESENTATION 1 Titia Benders, Macquarie University, Australia Language acquisition and executive function from Don Van Ravenzwaaij, University of Groningen, The Netherlands 12 to 36 months in typically developing children. Samantha Durrant, ESRC LuCiD Centre, University of Liverpool, U.K. Amy Bidgood, ESRC LuCiD Centre, University of 10H30 > 12H30 Liverpool, U.K. SALLE D201 Paula McLaughlin, ESRC LuCiD Centre, University of Liverpool, U.K. SYMPOSIUM Michelle Peter, ESRC LuCiD Centre, University of Perspectives on developmental Liverpool, U.K. Caroline Rowland, ESRC LuCiD Centre, University of complexity: syntax and semantics Liverpool; U.K.
CONVENER: Yves Roberge, University of Manchester, U.K. PRESENTATION 2 DISCUSSANT: Fritz Newmeyer, University of Lausanne, Switzerland Complement syntax and Executive Functions: Teasing apart their contributions to Theory of Mind PRESENTATION 1 Morgane Burnel, University of Grenoble, France First wait - then integrate. How the learner solves Marcela Perrone, University of Grenoble, France the learnability puzzle of complex sentences Monica Baciu, University of Grenoble, France Anne Reboul, CNRS Lyon, France Petra Schulz, Goethe-University Frankfurt, Germany Stephanie Durrleman, University of Geneva, Switzerland PRESENTATION 2 Syntactic complexity in narratives and sentence PRESENTATION 3 repetition: A comparison between bilingual and The relationship between language and executive monolingual children’s production function (EF) in children with typical and atypical Maria Andreou, University of Cologne, Germany motor coordination skills Ianthi Tsimpli, University of Cambridge, U.K. Marialivia Bernardi, City University of London, U.K. Hayley C. Leonard, University of Surrey, U.K. PRESENTATION 3 Elisabeth L. Hill, Goldsmiths University of London, U.K. Syntactic complexity and the developing Nicola Botting, City University of London, U.K. production system Lucy A. Henry, City University of London, U.K. Dana McDaniel, University of Southern Maine, U.S.A. Cecile McKee, University of Arizona, U.S.A.
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PRESENTATION 4 Ludo Verhoeven, Radboud University, Nijmegen, Language mediates executive function The Netherlands Marjolijn van Weerdenburg, Radboud University, differences in deaf and hearing children Nijmegen, The Netherlands Frank Wijnen, Utrecht University, The Netherlands SYMPOSIA Nicola Botting, City University of London, U.K. Anna Jones, University College London, Deafness, TH Cognition and Language Research Centre, U.K. PRESENTATION 3 Joanna Atkinson, University College London, Deafness, Clinical versus typical profiles of speech Cognition and Language Research Centre, U.K. disfluency: Addressing theoretical and practical Chloe Marshall, University College London, Institute of challenges Education, U.K. Michelle St. Clair, University of Bath, U.K. Courtney Byrd, Michael and Tami Lang Stuttering Gary Morgan, City University of London, U.K. Institute, University of Texas, Austin, U.S.A. Elizabeth Hampton, Michael and Tami Lang Stuttering TUESDAY 18 TUESDAY Institute, University of Texas, Austin, U.S.A. 12H30 > 14H00 Zoi Gkalitsiou, Michael and Tami Lang Stuttering Institute, University of Texas, Austin, U.S.A. LUNCH BREAK PRESENTATION 4 Linguistic predictors of recovery from early childhood stuttering
12H30 > 14H00 Kathryn Leech, University of Maryland, U.S.A. Barbara Brown, Purdue University, U.S.A. ROOM B148 Christine Weber, Purdue University, U.S.A. Advances within CHILDES and Nan Bernstein Ratner, University of Maryland, U.S.A. PhonBank: Corpus data and tools for analysis 14H00 > 16H00 AMPHI LAPRADE 14H00 > 16H00 SYMPOSIUM GRAND AMPHI Acquisition of case-marking: form SYMPOSIUM and function FluencyBank: Studying typical and CONVENER: Virve-Anneli Vihman, University of Tartu, disordered speech fluency across EstoniaPRESENTATION 1 languages and contexts PRESENTATION 1 CONVENER : Nan Bernstein Ratner, University of Interaction of case marking and word order in Maryland, College Park, U.S.A. Czech children’s production DISCUSSANT: Brian MacWhinney, Carnegie-Mellon Filip Smolik, Czech Academy of Sciences, Czech University, U.S.A.PRESENTATION 1 Republic
PRESENTATION 1 PRESENTATION 2 Using FluencyBank to study speech disfluencies in Variability in the input: Acquisition of Differential normally fluent, French-speaking children Object Marking in Estonian Anne-Lise Leclercq Research Unit on Childhood, Liege University, Belgium Virve-Anneli Vihman, University of Tartu, Estonia Pauline Suaire Research Unit on Childhood, Liege Felix Engelmann, University of Manchester, U.K. University, Belgium Anna Theakston, University of Manchester, U.K. Astrid Moyse Research Unit on Childhood, Liege Elena Lieven, University of Manchester, U.K. University, Belgium PRESENTATION 3 PRESENTATION 2 The role of constructions in the acquisition of Speech disruptions in school-age children with Polish noun inflections SLI: a developmental perspective Grzegorz Krajewski University of Warsaw, Poland Rob Zwitserlood Royal Dutch Auris Group, Utrecht University, The Netherlands
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PRESENTATION 4 PRESENTATION 4 The influence of word stress and word order on The effects of a short conversational intervention the comprehension of case in Russian speaking on the content and the linguistic structure of children 5 to 8 years old French-speaking children’s monological narratives Bibi Janssen, University of Amsterdam, The Netherlands Anne Baker, University of Amsterdam, The Netherlands Bracha Nir, Department of Communication Sciences and Disorders, University of Haifa, Israel PRESENTATION 5 Edy Veneziano, Université Paris Descartes & CNRS, Testing constructivist models of morphological Laboratoire MoDyCo & LPPS, France development using case-marking in Lithuanian PRESENTATION 5 Egle Saviciute, University of Liverpool, U.K. The effects of a short conversational intervention Ben Ambridge, University of Liverpool, U.K. on the narrative skills of high-functioning children Julian Pine, University of Liverpool, U.K. with ASD and matched typically-developing children Marie-Hélène Plumet, Université Paris Descartes, 14H00 > 16H00 Laboratoire LPPS, France AMPHI LUCIE AUBRAC Edy Veneziano, Université Paris Descartes & CNRS, Laboratoire MoDyCo & LPPS, France SYMPOSIUM The effects of conversation on the content and linguistic form of 14H00 > 16H00 narratives AMPHI JEAN-BAPTISTE SAY
CONVENER: Edy Veneziano, Université Paris Descartes & SYMPOSIUM CNRS, Laboratoire MoDyCo & LPPS, France Cooperative communication in PRESENTATION 1 peer interactions Models of reference in narratives: Comparing CONVENER: Bahar Koymen, University of Manchester, U.K. the choices of referring expressions by mothers DISCUSSANT: Ludovica Serratrice, in conversation with their children, typically University of Reading, U.K. developing or with SLI, and by control adults
Anne Salazar Orvig, Université Sorbonne Nouvelle, PRESENTATION 1 Paris 3 Laboratoire CLESTHIA, France Geneviève de Weck, Centre de Logopédie Université de Creating a language: Non-linguistic Neuchâtel, Suisse communication among preschool peers Manuel Bohn, Max Planck Institute for Evolutionary PRESENTATION 2 Anthropology, Germany Mothers’ reactions to children’s explanations Gregor Stöber, Max Planck Institute for Evolutionary in narrative and free-play setting: A study of Anthropology, Germany conversations with SLI and TD children aged 5 Michael Tomasello, Max Planck Institute for to 7 years Evolutionary Anthropology, Germany & Duke University, U.S.A. Stefano Rezzonico, École d’orthophonie et audiologie, Université de Montréal, Montréal, Canada PRESENTATION 2
PRESENTATION 3 Nonverbal markers of collaborative lying in a dyadic context The effects of repeated book reading conversations: A study of Hebrew-speaking Hilal H. Şen Koç University, Turkey mother-child dyads Ceren Bozkurt Koç University, Turkey Seren Zeynep Vardar Koç University, Turkey Rotem Shapira, Levinsky College of Education and Aylin C. Küntay Koç University, Turkey School of Education, Tel Aviv University, Israel Dorit Aram, School of Education, Tel Aviv University, Israel
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PRESENTATION 3 PRESENTATION 4 Children produce justifications according to their Semantic redistribution of copula ser/estar in pragmatic goals in peer conversations simultaneous Catalan/Spanish bilingual children and adults SYMPOSIA Andreas Domberg, Max Planck Institute for Evolutionary Anthropology & University of Manchester, U.K. Alejandro Cuza, Purdue University, U.S.A Bahar Koymen, University of Manchester, U.K.
TH Pedro Guijarro-Fuentes, University of Balearic Islands, Michael Tomasello, Max Planck Institute for Evolutionary Spain Anthropology, Germany & Duke University, U.S.A. 14H00 > 16H00 PRESENTATION 4 ROOM D201 Joint decision-making facilitates children’s reasoning with peers SYMPOSIUM Bahar Koymen, The impact of congenital
TUESDAY 18 TUESDAY University of Manchester, U.K. Michael Tomasello, Max Planck Institute for hearing loss on spoken language Evolutionary Anthropology, Germany & Duke development University, U.S.A. CONVENER: Gary Morgan, City University London, U.K.
PRESENTATION 1 14H00 > 16H00 Identifying auditory barriers to spoken language AMPHI JABOULAY understanding in Dutch toddlers SYMPOSIUM Martine Coene, Language and Hearing Center Child-external and child-internal Amsterdam, Vrije Universiteit Amsterdam, The Netherlands factors in the acquisition of Catalan Elske Bolk, Language and Hearing Center Amsterdam, in a multilingual constellation: 2L1, 3L1 VU University medical center, The NetherlandsTheo and child L2 in the context of societal Goverts, Language and Hearing Center Amsterdam, VU University Medical Center, The Netherlands bilingualism Paul Govaerts, The Eargroup, Antwerp, Belgium CONVENER: Laia Arnaus-Gil, Bergische Universität PRESENTATION 2 Wuppertal, Germany Narrative Performance in School-Age Children PRESENTATION 1 who are Hard of Hearing Optionality in sequential bilingualism: Elizabeth Walker, University of Iowa, U.S.A. production of Catalan adverbial clitics by PRESENTATION 3 children of different L1s Finite verb morphology in the spontaneous Mònica Tarrés, Universitat Pompeu Fabra, Barcelona, speech of Dutch-speaking children with cochlear Spain implants and hearing aids Aurora Bel, Universitat Pompeu Fabra, Barcelona, Spain Annemiek Hammer, Utrecht University of Applied PRESENTATION 2 Sciences, Institute for Sign, Language & Deaf Studies, The Netherlands Language acquisition and change: the acquisition Martine Coene, Language and Hearing Center of Catalan partitive and locative clitics Amsterdam, Vrije Universiteit Amsterdam, Anna Gavarró, Universitat Autònoma de Barcelona, Spain The Netherlands
PRESENTATION 3 PRESENTATION 4 The acquisition of Spanish-Catalan pronominal Narrative skills in deaf children who use spoken clitics: the case of bi-trilingual children English: dissociations between macro and microstructural devices Amelia Jiménez Gaspar, Universitat de les Illes Balears, Spain Chloe Marshall, UCL, U.K. Natascha Müller, Bergische Universität Wuppertal, Anna Jones, UCL, U.K. Germany Nicola Botting, City University London, U.K. Laia Arnaus-Gil, Bergische Universität Wuppertal, Gary Morgan, City University London, U.K. Germany
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14H00 > 16H00 ROOM D101
SYMPOSIUM Encoding events in language and cognition
CONVENER: Ercenur Ünal, Radboud University, Max Planck Institute for Psycholinguistics, The Netherlands DISCUSSANT: Laura Wagner, Ohio State University, U.S.A.
PRESENTATION 1 How we conceptualize the ends of events (and what it might mean for verb acquisition) Angela Xiaoxue He, Boston University, U.S.A. Sudha Arunachalam, Boston University, U.S.A.
PRESENTATION 2 Finding common ground: The role of language Roberta Golinkoff, University of Delaware, U.S.A. Kathy Hirsh-Pasek, Temple University, U.S.A. Haruka Konishi, Michigan State University, U.S.A. Natalie Brezack, University of Chicago, U.S.A.
PRESENTATION 3 How children map event participants onto language Ercenur Ünal, Radboud University, Max Planck Institute for Psycholinguistics, The Netherlands INTERES- John Trueswell, University of Pennsylvania, U.S.A. Anna Papafragou, University of Delaware, U.S.A. TING... PRESENTATION 4 Mapping from form to meaning: Light verb constructions and event construal Eva Wittenberg, University of California, San Diego, U.S.A.
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ZONE 1 17. The Acquisition of Morphonotactics: An Experimental 1. Children with autism spectrum disorder use common Study with Lithuanian TD and SLI Children - Laura Kamandulytė-Merfeldienė, Eglė Krivickaitė, Ineta POSTER ground to comprehend ambiguous requests - Louise Malkin, Kirsten Abott-Smith, David Williams, John Ayling Dabašinskienė TH 2. Deaf Children’s Typical and Atypical Bilingual 18. Is child speech intelligible? The case of cochlear Development in American Sign Language (ASL) and implanted (CI) vs normal-hearing (NH) children - Written English - Philip Prinz Benedicte Grandon, Sébastien Schmerber, Eric Truy, Anne Vilain 3. Speech and language outcomes of three-year-old 19. The frequency and distribution of delay markers Finnish children with hearing loss - Taina Välimaa, in acquisition Sari Kunnari, Eila Lonka, Anna-Kaisa Tolonen, Krista - Daisy Leigh Wallenius, Heikki Löppönen 20. Preposition use in 4 to 6 year old children with TUESDAY 18 TUESDAY 4. Language comprehension in children, adolescents SLI compared to typically developing children - Gerda and adults with Down syndrome - Bernadette Witecy, Bruinsma, Evelien Klaveren, Inge Lijten, Hanneke Snieders, Eva Wimmer, Martina Penke Suzanne Jansen-Spit, Frank Wijnen, Ellen Gerrits 5. Assessing phonological memory in children with 21. Production of prosodic prominence in the utterance speech errors: are meaningless syllable strings of Cochlear Implanted (CI) and normally hearing (NH) infants: a perceptual study really meaningless? - Catherine Torrington Eaton, - Ilke De Clerck, Michèle Nan Bernstein Ratner Pettinato, Jo Verhoeven, Steven Gillis 6. Neurophysiological evidence for the influence of 22. Narrative production of children acquiring phonological and semantic neighbourhood densities Lithuanian as a heritage language - Ingrida Balčiūnienė, on word production in children - Doreen Hansmann, Ineta Dabašinskienė, Agne Blažienė William Gavin, Stephanie Stokes 23. The long-term development of speech production 7. Tracking of speech rhythm by brain oscillations: What in children with CI in comparison to normally hearing happens in children with typical and atypical language peers: accuracy and variability at the word level - Jolien development? A magnetoencephalography (MEG) study - Faes, Joris Gillis, Steven Gillis Hélène Guiraud, Ana-Sofia Hincapié, Karim Jerbi, 24. Children’s Detection of Iconic Telicity in Sign Véronique Boulenger Language - Laura Wagner, Carlo Geraci, Jeremy Kuhn, 8. Are children and adolescents with autism able to Kate Davidson, Brent Strickland adapt their reading strategy to different reading goals? 25. Input from Hearing and Deaf families for the Martina Micai, Mila Vulchanova, David Saldaña Acquisition of Simultaneous Constructions in French 9. Cartoon competitions: The effect of visual animacy Sign Language - Marie-Anne Sallandre, Marie-Thérèse on children’s sentence processing - Rebecca Cooper, L’Huillier Monique Charest, Juhani Järvikivi 26. The identifiability of the speech of children with cochlear implants in comparison to normally hearing 10. An intervention to increase educators’ responsiveness to promote pupils’ participation in class children and children with an acoustical hearing aid - activities - Fàtima Vega, Marta Gràcia, Carles Riba Nathalie Boonen, Hanne Kloots, Steven Gillis 27. Task effects on noun plural production in German- 11. Using Webinar-Based Coaching to Support Rich speaking preschoolers with cochlear implants - Language Use in Preschool Classrooms - Gigliana Melzi, Sabine Adina Schick, Laura Schneebaum, Lauren Scarola Laaha, Steven Gillis 12. Linguistic and Cultural Identity of D/deaf Adolescent 28. Supporting semantic learning through iconic gesture in children with specific language impairment Students from Culturally Diverse Communities, Maryam - Susanne Salehomoum, Philip Prinz Vogt, Christina Kauschke 29. Targeted Exposure to Adult Verb Forms in the Early 13. Speech+gesture combinations for and by infants in Acquisition of Hebrew the Netherlands and Mozambique - Paul Vogt, Chiara De - Lyle Lustigman, Eve Clark Jong 30. Parent-infant Socio-cognitive Communication in 14. Dimensions of the language-learning environment in Symbolic Play - Sara Quinn, Evan Kidd early education classrooms: Association with children’s 31. Prominence in speech and gesture help language growth - Laura justice, Hui Jiang, Katherine preschoolers to recall and comprehend information - Strasser Judith Llanes, Olga Kushch, Pilar Prieto 15. Shift of Japanese Mother’s Infant-/Child-Directed 32. Audiovisual correlates of focus production in Speech - Ayaka Ikeda, Tessei Kobayashi, Shoji Itakura French-speaking 4 and 5 year olds - Nuria Esteve-Gibert, 16. Measuring Interaction and Language-Promoting Hélène Loevenbruck, Marion Dohen, Mariapaola D’Imperio Strategies Between Preschoolers and Early Childhood 33. Developmental Differences between children and Educators in French Minority Language Early Child Care adults in the use of visual cues for segmentation - Settings - Léanne Génier-Bédard Ori Lavi-Rotbain, Inbal Arnon
- 18 - 34. Self-testing facilitates vocabulary growth in good 50. How early do children produce implicatures? and poor learners - Karla McGregor, Tim Arbisi-Kelm, A corpus study of ‘some’ in 2-to-5-year-olds - Nichole Eden Sarah Eiteljörge,CANCELLED Nausicaa Pouscoulous, Elena Lieven 51. Cross Situational Learning and Individual ZONE 2 Differences in Language Development - Seamus 35. Predictive validity of the Kiswahili and Kigiriama Donnelly, Evan Kidd, Paola Escudero, Karen Mulak versions of the Communicative Development Inventories - 52. Uncertainty before certainty: Evidence from Russian Katie Alcock, Amina Abubakar, Penny Holding, Charles and Estonian L1 - Victoria Kazakovskaya, Reili Argus Newton, Fons van de Vijver 53. Conversational skills: Detection of turn-taking 36. Vocabulary differences between monolingual and violation in 6-month-old infants - Virginie Durier, Alice bilingual toddlers: a touch-screen study - Laia Fibla, Rabiller, Nicolas Dollion, Alban Lemasson, Stéphanie Barbu Charlotte Maniel, Alejandrina Cristia 54. Acquiring a novel superlative determiner is easy if 37. Early verbs in Telugu: Evidence from CS and it’s not negative - Alexis Wellwood CDS - Madhavilatha Maganti, Sigal Uziel-Karl, Aayushi CANCELLED Deshpande ZONE 4 38. Vocabulary instruction in groups of young children 55. The sensitive period for associative learning of with specific language impairment (SLI)- Marike Kempen, non-adjacent dependencies in the linguistic and non- Maartje Kouwenberg, Connie Fortgens, Paul Leseman linguistic domain - Claudia Männel, Anne van der Kant, 39. Inuktitut Adaptation of the MacArthur-Bates Jutta L. Mueller, Isabell Wartenburger, Barbara Höhle, Communicative Development Inventory - Shanley Allen, Angela D. Friederici Catherine Dench, Natacha Trudeau, Catherine Genest, 56. Topicality makes the subject salient: The key to the Mary Cain universal subject preference in the acquisition of relative 40. Lexical access and competition in bilingual children: clauses - Elaine Lau, Stephen Matthews, Virginia Yip The role of proficiency and the lexical similarity of the 57. Syntactic operations in early acquisition of complex two languages - Valentina Persici, Marilyn Vihman, constructions: Reported Speech in Spanish - Elsa Oropeza Roberto Burro, Marinella Majorano 58. Effects of Lexical Diversity on Argument Structure 41. Sibling influence on morphological development? Acquisition - Erin Conwell F. Nihan Ketrez 59. Do zipfian effects hide rule-based grammatical 42. Scaffolding vocal development: maternal knowledge? A study on the early use of subject responsiveness to early speechlike vocalizations - pronouns - JavierCANCELLED Aguado-Orea Alicja Radkowska, Iris Nomikou, Katharina Rohlfing, Joanna Rączaszek-Leonardi 60. The perception of discontinuous dependencies by 18 months-old: on the process of acquiring periphrastic 43. To /b/ or not to /b/: do two-year-olds represent the verbal passives - João Lima Júnior, Letícia Corrêa voiced-voiceless distinction in initial stops? Clara Levelt, Laura De Rooij 61. Differential Associations between Cognitive Skills and Language at the Semantic vs. Discourse and Syntax 44. The acquisition of Hungarian word-medial /rt/ and / Levels - Kiren Khan, Nelson Keith tr/ clusters - Éva Tar 62. Learning to start a story in sign and spoken 45. Relating the development of speech perception in languages: Is there a role of language modality? - noise to temporal-processing auditory capacities: Role Beyza Sumer of sensory, memory and decision factors - Laurianne CANCELLED Cabrera, Christian Lorenzi, Stuart Rosen 63. Investigating associations between self-regulation and language development in infancy: findings from the 46. Early evolution of syllable duration as a cue FinnBrain Study - Denise Ollas, Pirkko Rautakoski, Saara for oro-motor control development: a longitudinal Nolvi, Hasse Karlsson, Linnea Karlsson study - Mélanie Canault, Johanna-Pascale Roy, Naomi Yamaguchi, Sophie Kern 64. Within-Subjects Measures of Dialect Perception Across the Lifespan - Ellen Dossey, Cynthia Clopper, ZONE 3 Laura Wagner 47. Influence of reading acquisition and parent’s models 65. Get-Passives in Child English: Raising or Control? - on the use of referential expressions in children’s Megan Gotowski narratives - Camille Dupret 66. Procedural memory in the gifted child - Sybren Spit, 48. The effectiveness of a short training with beat Judith Rispens, Imme Lammertink, Merel Witteloostuijn, van gestures in improving children’s narrative discourse 67. The influence of presentation mode on the skills - Ingrid Vilà, Alfonso Igualada, Pilar Prieto vocabulary learning of children with Autism Spectrum 49. Precursors and beginnings of language variety Disorders - Rebecca Lucas, Courtenay Norbury awareness in children - Irmtraud Kaiser
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68. It’s raining, isn’t it? The use of tag questions as a test 84. Vocabulary and text quality: lexical development case for form-function mappings - Michelle Davis, Thea in L1 and L2 discourse - Rocío Cuberos, Elisa Rosado, Cameron-Faulkner, Anna Theakston Melina Aparici, Naymé Salas POSTER 85. Frequency and function of pointing during shared ZONE 5 TH book reading between Mandarin Chinese-speaking 69. Language proficiency and literacy skills of Russian mothers and their fourteen-month-old children - heritage speakers in Cyprus - Sviatlana Karpava ChingYun Lee,CANCELLED Chien-ju Chang 70. Patterns of use of adjectives in Catalan from school 86. Children’s referring expressions in interaction age to adulthood in different genres and modes of Cecilia Rojas Nieto production - Laia Cutillas, Liliana Tolchinsky 87. Pragmatic and linguistic abilities interactions in 71. Inference making abilities as a predictor of preschool children: a longitudinal study - Consuelo del
TUESDAY 18 TUESDAY narrative listening comprehension among prereaders - Grande, Simonetta D’Amico Burcu Unlutabak, Ageliki Nicolopoulou, Caitlin Lindley CANCELLED 88. Typological effects in the early acquisition of 72. Repeated reading affects the cognitive load of word possession in Mayan Tzotzil - Lourdes de Leon learning from shared storybook reading - Zoe Flack, 89. Assessing understanding of relative clauses: Jessica Horst a comparison of multiple-choice comprehension versus 73. Is there a receptive - expressive vocabulary sentence repetitionCANCELLED - Pauline Frizelle, Clodagh O’Neill, gap in Polish-English bilingual children? Agnieszka Dorothy Bishop Kacprzak, Joanna Kolak, Magdalena Luniewska, Karolina 90. On one hand and on the other: Hand position Mieszkowska, Joanna Zawadka imitation is related to preschool children’s language 74. Code-switched Prepositional Phrases: Sentence development - Mori Yondu, Elena Nicoladis Repetition with English-Hebrew Bilingual Preschool 91. Variation in language abilities across children; the Children - Aviva Soesman, Joel Walters role of construction-learning - Nick Riches 75. Assimilating to the adult model: The effect of age, 92. Parents’ ‘quality’ talk during pretend play and bilingualism, and stereo-typicality of word pairs - relations to children’s pragmatic language from 2 to 3 Boji P. W. Lam, Li Sheng years - DanielaCANCELLED O’neill, Ageliki Nicolopoulou 76. Welsh / English bilingual toddlers have larger total vocabularies than their monolingual peers: The role of language exposure on vocabulary size Elena Neophytou, Debbie Mills 77. Verbal working memory and the acquisition of cross- linguistic phonological regularities - Evelyn Bosma, SO MANY Wilbert Heeringa, Eric Hoekstra, Arjen Versloot, Elma Blom POSTERS! 78. Text-genre based analysis of the acquisition of L2 writing skills: the example of kitchen recipes - Ibon Manterola, Margareta Almgren, Ines Garcia-Azkoaga, Itziar Idiazabal 79. Profiling language development in dual language learners - Irina Potapova, Philip Combiths, Jessica Barlow, Sonja Pruitt-Lord 80. Language knowledge predicts 3-6 year-old mono- and bilingual children’s pronoun processing - Juhani Järvikivi, Vincent Porretta, Johanne Paradis, Krithika Govindarajan, Kayla Day 81. Phonological awareness and reading skills in sequential bilingual children - Kathleen McCarthy, Katrin Skoruppa 82. Bilingual language assessment: A survey of speech- language therapy caseloads and declared practices in French-speaking Switzerland - Letizia Volpin, Letizia Volpin, Stefano Rezzonico, Geneviève de Weck 83. Language Dimensionality in Spanish-English Bilingual Children - Mirza J Lugo-Neris, Elizabeth D Peña, Lisa M Bedore, Zenzi M Griffin
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TH DAY 3 WEDNESDAY, JULY 19 OVERVIEW
9h00 GRAND AMPHI PLENARY TALK: Sex and Stability in Early Child Language Marc Bornstein
10h00 Coffee break 10h30 GRAND AMPHI AMPHI AMPHI AMPHI ROOM ROOM AMPHI LAPRADE L. AUBRAC J-B. SAY JABOULAY D201 D101
Language develop- Constraints on Beyond words Individual Acquisition ment from the lens the acquisition Narrative abilities and between the differences in of Complex Song and of crosslinguistic of sociolinguistic in bilingual lines: Pragmatic word learning: Predicates Prosody for variation: A sym- variation in children with skills acquisition predictors and in Sahulian Early Language posium in honor of monolingual typical and atypical and development associates across Indigenous Acquisition Ayhan Aksu-Koç and multilingual development from a lifespan the lifespan Languages (Festschrift) contexts perspective Tineke Snijders Elisabeth D. Peña Katie Alcock Hannah Sarvasy Nihan Ketrez Véronique Lacoste Jamila Hattouti 12h30 AMPHI J-B. SAY Lunch break IASCL Business Meeting 14h00 Understan- Bookreading Children’s Methodological ding language The importance of interactions at Understanding considerations development at Multiple early experience home and at and Use of for studying multiple levels An exploration perspectives on for language school: Promoting Sociolinguistic on-line sentence of bioecological of parent-child mechanisms of development: The narrative Variation in processing in explanation: Child, interaction therapy lexical acquisition role of phono- production and Language children using family, society and logical working comprehension Acquisition event-related developmental Margo Zwitserlood Imai Mitsumi memory potentials change Angeliki Laura Wagner, Fred Genesee Nicolopoulou Cynthia Clopper Carmen Kung Cristina Mckean 16h00
16h30 ZONE 1 TO 5 Poster session 2/3 18h00
WHERE?
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TH DAY 3 WEDNESDAY, JULY 19 SYMPOSIA
9H00 > 10H00 10H30 > 12H30 GRAND AMPHI GRAND AMPHI
PLENARY TALK SYMPOSIUM Sex and Stability in Early Child Language development from the Language lens of crosslinguistic variation: A symposium in honor of Ayhan Marc H. Bornstein Aksu-Koç Two enduring features of early child language are CONVENER: Nihan Ketrez, Bilgi University moderation by gender and stability of performance Aylin Küntay, Koc University over time. In this talk I address both. First, many Şeyda Özçalışkan, Georgia State University reports indicate that girls outperform boys in Aslı Özyürek, University of Radboud & MPI4 language, but on what measures, under what conditions, and for how long in development are PRESENTATION 1 still open questions. Second, I draw on several large scale, prospective, longitudinal studies to A Turkish window onto child language acquisition explore stability of individual differences in multiple Dan Slobin, University of California, Berkeley, U.S.A. age-appropriate multi-source measures of child language from infancy through adolescence. I also PRESENTATION 2 document the robustness of stability in language development across child language, gender, birth Language acquisition within a cross-linguistic status, ethnicity, and socioeconomic class. These perspective considerations of sex and stability lead to concrete Ruth A. Berman, Israel Academy of Science and recommendations concerning early intervention Humanities, Israel to improve lagging language in young children and consequences for child mental health. PRESENTATION 3 Evidentiality in Turkish
10H00 > 10H30 Çagla Aydın, Sabancı University, Turkey COFFEE BREAK PRESENTATION 4 Successes and difficulties facing crosslinguistic language acquisition research Elena Lieven, University of Manchester, U.K.
PRESENTATION 5 Narrative development from a crosslinguistic perspective Ageliki Nicolopoulou, Lehigh University, U.S.A
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10H30 > 12H30 10H30 > 12H30 AMPHI LAPRADE AMPHI LUCIE AUBRAC
SYMPOSIUM SYMPOSIUM Constraints on the acquisition Narrative abilities in bilingual of sociolinguistic variation in children with typical and atypical monolingual and multilingual development contexts CONVENER: Elizabeth D. Peña, The University of Texas at Austin, U.S.A. CONVENER: Véronique Lacoste, Université Lumière Lyon2, France DISCUSSANT: Aquiles Iglesias Jean-Pierre Chevrot Université Grenoble Alpes, France PRESENTATION 1 PRESENTATION 1 Language experience and story grammar in bilingual children with and without PLI Caregiver contrasts: How does input constrain output in the acquisition of sociolinguistic variation? Lisa M. Bedore, The University of Texas at Austin, U.S.A. Elizabeth D. Peña, The University of Texas at Austin, U.S.A. Mercedes Durham, Cardiff University, U.K. Mirza Lugo-Neris, The University of Texas at Austin, U.S.A. Jennifer Smith, University of Glasgow, U.K. Christine Fiestas, Texas A&M University, Kingsville, U.S.A.
PRESENTATION 2 PRESENTATION 2 Contact-induced constraints on the acquisition of Narrative Macro and Microstructure in School-Age phonological length contrast by Lebanese Arabic- Children: Differences in Performance in Spanish speaking children and English Ghada Khattab, Newcastle University, U.K. Mirza Lugo-Neris, The University of Texas at Austin, U.S.A. Jalal Al-Tamimi, Newcastle University, U.K. Elizabeth D. Peña, The University of Texas at Austin, U.S.A. Lisa M. Bedore, The University of Texas at Austin, U.S.A. PRESENTATION 3 Zenzi Griffin, The University of Texas at Austin, U.S.A. Acquiring constraints on variable morphosyntax: SV-VS word order in child Spanish PRESENTATION 3 Naomi L. Shin, University of New Mexico, U.S.A. Narrative Abilities in English L2 learners with and without Specific Language Impairment PRESENTATION 4 Krithika Govindarajan, University of Alberta, Canada Social and Linguistic Constraints on the Acquisition Johanne Paradis, University of Alberta, Canada of Sociolinguistic Variation: The Use of Verbal PRESENTATION 4 Prefix Nge- in Jakarta Bilinguals with ASD or with SLI: Can narratives Bernadette Kushartanti, Universitas Indonesia, Indonesia describe their difference? PRESENTATION 5 Ianthi Maria Tsimpli, University of Cambridge, U.K. Variation in a language contact situation: Eleni Peristeri, Aristotle University of Thessaloniki, Greece Pragmatic constraints on children’s use of multilingual resources in dyadic and multiparty interactions in Veneto (Italy) Anna Ghimenton, Université Lumière Lyon 2, France
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10H30 > 12H30 AMPHI JEAN-BAPTISTE SAY PRESENTATION 5
SYMPOSIUM Quality not quantity in caregiver speech: Why lexical diversity provides a better learning SYMPOSIA Individual differences in word environment than raw exposure to language
TH learning: predictors and associates Gary Jones, Division of Psychology, Nottingham Trent across the lifespan University, U.K. Caroline Rowland, Institute of Psychology Health and CONVENER: Katie Alcock, Department of Psychology, Society, University of Liverpool, U.K. and Max Planck Lancaster University, U.K. Institute for Psycholinguistics, The Netherlands
PRESENTATION 1 Individual differences in segmentation 10H30 > 12H30 longitudinally predict vocabulary growth AMPHI JABOULAY
WEDNESDAY 19 WEDNESDAY Evan Kidd, The Australian National University and The ARC Centre of Excellence for the Dynamics of Language, Australia SYMPOSIUM Tara Spokes, The Australian National University and The Beyond words and between the ARC Centre of Excellence for the Dynamics of Language, lines: Pragmatic skills acquisition Australia Seamus Donnelly, The Australian National University and development in a lifespan and The ARC Centre of Excellence for the Dynamics of perspective Language, Australia Caroline Junge, Utrecht University, The Netherlands CONVENER: Jamila Hattouti, Université de Poitiers, Anne Cutler, The Australian National University and Centre de Recherches sur la Cognition et l’Apprentissage Western Sydney University, Australia (CeRCA – UMR 7295), France
PRESENTATION 2 PRESENTATION 1 Semantic structure influences real-time word When do we begin to produce irony? recognition in 18-month-olds A developmental study in adolescents Arielle Borovsky, Florida State University, U.S.A. Marc Aguert, Université de Caen Normandie, Laboratoire Ryan Peters,CANCELLED Florida State University, U.S.A. de Psychologie de Caen Normandie (LPCN) Virginie Laval, Université de Poitiers, Centre de Recherches PRESENTATION 3 sur la Cognition et l’Apprentissage (CeRCA – CNRS) Gesture screening in young infants: Highly PRESENTATION 2 sensitive to risk factors for communication delay Understanding the idiomatic expressions in a life- Katie Alcock, Department of Psychology, Lancaster University, U.K. span perspective Victoria Brelsford, School of Psychology, University of Mélissa Burgevin, CRPCC, Université Rennes 2 Lincoln, U.K. Agnès Lacroix, CRPCC, Université Rennes 2 Anna Christopher, Department of Psychology, Lancaster Audrey Noël, CRPCC, Université Rennes 2 University, U.K. Janine Just, School of Psychology, University of Lincoln, U.K. PRESENTATION 3 Kerstin Meints, School of Psychology, University of Lincoln, U.K. “To cut the mustard”: Pragmatic abilities Caroline Rowland, Institute of Psychology Health and underlying idiom comprehension in Asperger Society, University of Liverpool U.K. & Max Planck Syndrome or High-Functioning Autism Institute for Psycholinguistics, The Netherlands Jamila Hattouti, University of Poitiers, CeRCA & CNRS (UMR 7295) PRESENTATION 4 Sandrine Gil, University of Poitiers, CeRCA & CNRS (UMR Child-adult differences in artificial language 7295) learning: Evidence from the cross-situational Virginie Laval, University of Poitiers, CeRCA & CNRS learning paradigm (UMR 7295) Patrick Rebuschat, Department of Linguistics and English Language, Lancaster University, U.K. Padraic Monaghan, Department of Psychology, Lancaster University, U.K.
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PRESENTATION 4 PRESENTATION 4 Figurative language comprehension in children Acquisition of Qaqet complex verbs with specific language impairment in relation with Birgit Hellwig, Universität zu Köln, Germany conversational perspective-taking and theory of mind abilities PRESENTATION 5 Christelle Declercq, Laboratoire C2S (Cognition, Santé, Acquisition of complex predicates in Pitjantjatjara Socialisation) EA 6291, Université de Reims Champagne- Rebecca Defina, Ardenne, France University of Melbourne, Australia Vincine Bertot, 1Laboratoire C2S (Cognition, Santé, Socialisation) EA 6291, Université de Reims Champagne- Ardenne & Unité de neurologie pédiatrique, CHU de 10H30 > 12H30 Reims, France ROOM D101 Sandrine Le Sourn-Bissaoui, Centre de recherches en psychologie, cognition et communication, EA 1285, SYMPOSIUM Université de Rennes 2, France Stéphanie Caillies, Laboratoire C2S (Cognition, Santé, Song and Prosody for Early Socialisation) EA 6291, Université de Reims Champagne- Language Acquisition Ardenne, France CONVENER: Tineke Snijders, Max Planck Institute for PRESENTATION 5 Psycholinguistics, Nijmegen; Donders Institute for The Neural Basis of Metaphor Comprehension: Brain, Cognition and Behaviour, Centre for Cognitive Neuroimaging, Radboud University, Nijmegen, The Examining the Contributions of the Left and Right Netherlands Cerebral Hemispheres Titia Benders, ARC Centre of Excellence in Cognition Natalie A. Kacinik, Brooklyn College, & The Graduate and its Disorders; Department of Linguistics, Center, City University of New York, U.S.A. Macquarie University, North Ryde, Australia
PRESENTATION 1 10H30 > 12H30 Infants’ recognition of phrases in song and speech ROOM D201 Laura Hahn, Centre for Language Studies, Radboud University, Nijmegen SYMPOSIUM Titia Benders, ARC Centre of Excellence in Cognition Acquisition of Complex Predicates and its Disorders; Department of Linguistics, Macquarie in Sahulian Indigenous Languages University, North Ryde, Australia Tineke Snijders, Max Planck Institute for CONVENER: Hannah Sarvasy, Australian National Psycholinguistics, Nijmegen; Donders Institute for University, Australia Brain, Cognition and Behaviour, Centre for Cognitive Neuroimaging, Radboud University, Nijmegen, The PRESENTATION 1 Netherlands Paula Fikkert, Centre for Language Studies, Radboud Learning Murrinhpatha complex predicates: the University, Nijmegen, The Netherlands role of input Rachel Nordlinger, University of Melbourne, Australia PRESENTATION 2 William Forshaw, OLSH Thamarrurr School Wadeye, Australia Segmentation of words from song in 10-month-old Barbara Kelly, University of Melbourne, Australia infants
PRESENTATION 2 Tineke Snijders, Max Planck Institute for Psycholinguistics, Nijmegen; Donders Institute for Brain, Cognition and Syntactic complexity equals morphological Behaviour, Centre for Cognitive Neuroimaging, Radboud simplification in Nungon child-directed speech University, Nijmegen, The Netherlands Hannah Sarvasy, Australian National University, Australia Titia Benders, ARC Centre of Excellence in Cognition and its Disorders; Department of Linguistics, Macquarie PRESENTATION 3 University, North Ryde, Australia Paula Fikkert, Centre for Language Studies, Radboud Structural congruence as a conditioning factor in University, Nijmegen, The Netherlands Ku Waru child language acquisition Alan Rumsey, Australian National University, Australia Francesca Merlan, Australian National University, Australia
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PRESENTATION 3 14H00 > 16H00 When high pitch matters most: Evidence for a GRAND AMPHI pitch-driven segmentation mechanism SYMPOSIUM SYMPOSIA Katharina Zahner, University of Konstanz, Department of Linguistics, Germany Title of symposium: Understanding TH Muna Schönhuber, University of Konstanz, Department language development at multiple of Linguistics, Germany levels of bioecological explanation: Janet Grijzenhout, University of Konstanz, Department of Linguistics, Germany Child, family, society and Bettina Braun, University of Konstanz, Department of developmental change Linguistics, Germany CONVENER: Cristina McKean, Newcastle University, PRESENTATION 4 U.K. & Murdoch Children’s Research Institute, VIC Australia & Menzies Institute, Griffith University, QLD Nine-month-old infants’ neural oscillatory Australia WEDNESDAY 19 WEDNESDAY entrainment to sung nursery rhymes exceeds their parents’ PRESENTATION 1 Victoria Leong, Department of Psychology, University Brain structure in children with speech of Cambridge, UK; Nanyang Technological University, and language impairments: A voxel based Singapore morphometry study Elizabeth Byrne, Medical Research Council Cognition and Brain Sciences Unit, Cambridge, U.K. Lauren Pigdon, Murdoch Children’s Research Institute, Kaili Clackson, Department of Psychology, University of VIC, Australia; Monash University, Australia Cambridge, U.K. Catherine Willmott, Monash University, Australia Naomi Harte, University of East London, U.K. Gina Conti-Ramsden, University of Manchester, UK Sarah Lam, Department of Psychology, University of Sheena Reilly, Murdoch Children’s Research Institute, Cambridge, U.K. VIC, Australia; Griffith University, QLD, Australia Kaya de Barbaro, Georgia Institute of Technology, U.S.A. Alan Connelly, University of Melbourne, Australia; Sam Wass, Department of Psychology, University of Florey Institute of Neuroscience and Mental Health, VIC, Cambridge, U.K.; University of East London, U.K. Australia Christian Gaser, University of Jena, Germany PRESENTATION 5 Angela Morgan, Murdoch Children’s Research Institute VIC, Australia; University of Melbourne, Australia Why we should take rhythm and working memory into account when investigating grammar skills in PRESENTATION 2 children Predicting different quantiles of language Reyna L. Gordon, Department of Otolaryngology, outcome at eleven years Vanderbilt University Medical Center; Program for Music, Mind & Society at Vanderbilt, U.S.A. James Law, Newcastle University, U.K. Scott D. Blain, Department of Psychology, University Robert Rush of Minnesota; Program for Music, Mind & Society at Thomas King, Newcastle University, U.K. Vanderbilt, U.S.A. Elizabeth Westrupp, LaTrobe University, VIC, Australia J. Devlin McAuley, Department of Psychology, Michigan Sheena Reilly, Murdoch Children’s Research Institute, State University, U.S.A. VIC, Australia; Griffith University, QLD, Australia
PRESENTATION 3 Language outcomes at 7 years: early predictors 12H30 > 14H00 and co-occurring difficulties in literacy, social- emotional and behavioural difficulties and Quality LUNCH BREAK of Life (QoL) Laura Conway, Murdoch Children’s Research Institute, VIC, Australia; University of Melbourne, VIC, Australia Cristina McKean, Newcastle University, U.K. & Murdoch Children’s Research Institute, VIC Australia & Menzies 12H30 > 14H00 Institute, Griffith University, QLD Australia Sheena Reilly, Murdoch Children’s Research Institute, GRAND AMPHI VIC, Australia; Griffith University, QLD, Australia IASCL Business Meeting Edith L. Bavin, La Trobe University, VIC, Australia
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Lesley Bretherton, Murdoch Children’s Research PRESENTATION 1 Institute, VIC, Australia; University of Melbourne, VIC, Australia A critical analysis of the evidence basis of parent- Eileen Cini, Murdoch Children’s Research Institute, VIC, child interaction therapy (PCIT) Australia Sam Harding, Bristol Speech & Language Therapy Fallon Cook, Murdoch Children’s Research Institute, Research Unit, U.K. Australia Juliet Goldbart, Manchester Metropolitan University, U.K. Patricia Eadie, University of Melbourne, VIC, Australia Margot Prior, University of Melbourne, VIC, Australia PRESENTATION 2 Melissa Wake, Murdoch Children’s Research Institute, VIC, Australia; University of Auckland, NZ Speech & language therapists’ perceptions of Fiona, K. Mensah, Murdoch Children’s Research Institute, parents’ engagement in parent-child interaction VIC Australia therapy Inge Klatte, University of Applied Sciences, Utrecht, The PRESENTATION 4 Netherlands Subgroups in language trajectory from 4 to 11 years: the nature and predictors of stable, PRESENTATION 3 improving and declining language trajectory Changes in parents’ conceptions of roles during groups their children’s speech and language intervention Cristina McKean, Newcastle University, U.K. & Murdoch Karen Davies, University of Manchester, U.K. Children’s Research Institute, VIC Australia & Menzies Institute, Griffith University, QLD Australia PRESENTATION 4 Darren Wraith, Queensland University of Technology, Australia Parental feedback in parent-child interaction Patricia Eadie therapy Fiona K. Mensah, Murdoch Children’s Research Institute, Margo Zwitserlood-Nijenhuis, Pento Center for VIC Australia Audiology, Department of Speech and Language Fallon Cook, Murdoch Children’s Research Institute, disorders, Zangvogelweg, The Netherlands Australia Catharina Wiefferink, Dutch Foundation for the deaf and Sheena Reilly, Murdoch Children’s Research Institute, hard of hearing child, The Netherlands VIC, Australia; Griffith University, QLD, Australia
PRESENTATION 5 14H00 > 16H00 Levers for language growth: characteristics and predictors of language trajectories between 4 and AMPHI LUCIE AUBRAC 7 years SYMPOSIUM Cristina McKean, Newcastle University, U.K. & Murdoch Bookreading interactions at home Children’s Research Institute, VIC Australia & Menzies Institute, Griffith University, QLD Australia and at school: Promoting narrative Fiona K. Mensah, Murdoch Children’s Research Institute, production and comprehension VIC Australia Patricia Eadie, Edith L. Bavin CONVENER: Ageliki Nicolopoulou, Lehigh University, U.S.A Lesley Bretherton, Eileen Cini DISCUSSANT: Catherine Snow, Harvard University, U.S.A Sheena Reilly, Murdoch Children’s Research Institute, VIC, Australia; Griffith University, QLD, Australia PRESENTATION 1 Latino Mothers’ Language Input during Wordless Book Sharing and Children’ Narrative Skills 14H00 > 16H00 Gigliana Melzi, New York University, U.S.A. AMPHI LAPRADE Adina Schick, New York University, U.S.A. SYMPOSIUM Viviana Cawas, New York University, U.S.A.
An exploration of parent-child PRESENTATION 2 interaction therapy The Benefits of Bookreading Experiences in Early Childhood CONVENER: Margo Zwitserlood, Pento Center for Audiology, Department of Speech and Language Catherine S. Tamis-LeMonda, New York University, U.S.A. disorders, Zangvogelweg, The Netherlands Rufan Luo, Temple University, U.S.A.
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PRESENTATION 3 14H00 > 16H00 Interactive Bookreading: Promoting Inferential AMPHI JABOULAY Talk and Narrative Comprehension SYMPOSIUM SYMPOSIA Ageliki Nicolopoulou, Lehigh University, U.S.A. Children’s Understanding and Use of Kathryn Leech, Harvard University, U.S.A. TH Sociolinguistic Variation in Language PRESENTATION 4 Acquisition Book-based interventions support young CONVENER AND DISCUSSANTS: bilinguals’ narrative and perspective-taking skills Laura Wagner, Ohio State University, U.S.A. Vibeke Grøver, University of Oslo, Norway Cynthia G. Clopper, Ohio State University, U.S.A. Veslemoy Rydland, University of Oslo, Norway PRESENTATION 1 Examining the development of sociolinguistic
WEDNESDAY 19 WEDNESDAY 14H00 > 16H00 competence across the lifespan AMPHI JEAN-BAPTISTE SAY Elizabeth A. McCullough, University of Washington, U.S.A.
SYMPOSIUM PRESENTATION 2 Multiple perspectives on mechanisms “No Mummy, it’s a b[a:]th not a b[æ]th!” of lexical acquisition The effects of language background and exposure on the processing of accented speech by CONVENER: Imai Mitsumi, Keio university, Japan monolingual and bilingual children
PRESENTATION 1 Bronwen G. Evans, University College London, U.K.
Contrast and Convention in Meaning Acquisition PRESENTATION 3 Eve Clark, Stanford University, U.S.A. Children’s dialect and foreign-accent perception in noise PRESENTATION 2 Rachael Frush Holt, Ohio State University, U.S.A. Building a better event: How language highlights Tessa Bent, Indiana University, U.S.A. force dynamics Katherine Miller, Ohio State University, U.S.A. Nathan R. George, Adelphi University, U.S.A. Akemi Jones, Ohio State University, U.S.A. Kathy Hirsh-Pasek, Temple University, U.S.A. Roberta M. Golinkoff, University of Delaware, U.S.A. PRESENTATION 4 Multidialectal toddlers use of the Mutual PRESENTATION 3 Exclusivity in novel word learning Comparison can help children align elements of Samantha Durrant, University of Liverpool, U.K. events, and subevents, when learning new verbs Claire Delle Luche, University of Essex, U.K. Jane, B. Childers, Trinity University, U.S.A. Paul Ratnage, Plymouth University, U.K. Typler Howard, Trinity University, U.S.A. Caroline Floccia, Plymouth University, U.K. Megan Dolan, Trinity University, U.S.A. Howard Smith, University of Texas at San Antonio, U.S.A. 14H00 > 16H00 PRESENTATION 4 ROOM D201 The role of contrast in constructing the color lexicon: from the initial mapping to later boundary SYMPOSIUM delineation Methodological considerations for Mutsumi Imai, Keio University, Japan studying on-line sentence processing Noburo Saji, Kamakura Women’s University, Japan in children using event-related Michiko Asano, Rikkyo University, Japan Masato Ohba, Keio University, Japan potentials CONVENER: Carmen Kung, Macquarie University, Australia DISCUSSANT: Katherine Demuth, Macquarie University, Australia
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PRESENTATION 1 PRESENTATION 2 Morphosyntactic event-related potential The impact of input quality on early sign development in children: A review language development Émilie Courteau, University of Montreal, Canada Gary Morgan, City University, London, U.K. Phaedra Royle, University of Montreal, Canada PRESENTATION 3 PRESENTATION 2 Early language experience, verbal memory and The neural correlates of gender and semantic later language outcomes in bilingual immigrant processing in children: Age and proficiency effects children Lauren A. Fromont, University of Montreal, Canada Elma Blom, Utrecht University, The Netherlands Karsten Steinhauer McGill University, Canada Phaedra Royle University of Montreal, Canada PRESENTATION 4
PRESENTATION 3 Internationally adopted and bilingual children: evidence from neuroimaging Perceptual salience and the processing of subject- verb agreement in 8-11 year-old English-speaking Lara Pierce, Boston Children’s Hospital/Harvard Medical School, U.S.A. children: Evidence from ERPs Sithembinkosi Dube, Macquarie University, Australia Carmen Kung, Macquarie University, Australia Jon Brock, Macquarie University, Australia Katherine Demuth, Macquarie University, Australia
PRESENTATION 4 Children do not use subvocal prosody to process comma: Evidence from concurrent recording of eye movements and even-related potentials Elaine Schmidt, University of Cambridge, U.K. Carmen Kung, Macquarie University, Australia Peter de Lissa, University of Fribourg, Switzerland Anne Castles, Macquarie University, Australia Sachiko Kinoshita, Macquarie University, Australia WHICH Blake Johnson, Macquarie University, Australia Katherine Demuth, Macquarie University, Australia ONE?...
14H00 > 16H00 ROOM D101
SYMPOSIUM The importance of early experience for language development: the role of phonological working memory
CONVENER: Fred Genesee, McGill University, Canada
PRESENTATION 1 Internationally-adopted children: a special case of delayed language input Fred Genesee, McGill University, Canada
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ZONE 1 Kumru Uzunkaya-Sharma, Wolfgang U. Dressler 1. Development of fine motor skills is asociated with 19. Processing dialect variability in middle childhood -
POSTER eventual diagnosis and language in infants at high risk Zack Jones for autism spectrum disorder - April Boin Choi, Kathryn 20. An overview of the quality of interactions in Belgian
TH Leech, Helen Tager-Flusberg, Charles Nelson pre-kindergarten classrooms - Sandrine Leroy, Lisandre 2. Comprehension of Pronouns and Non-active Bergeron-Morin, Lise Desmottes, Caroline Bouchard, Morphology in Cypriot-Greek-Speaking Children with Christelle Maillart ASD - Christina Yiannapi, Vicky Chondrogianni 21. On the role of prosody in atypical phonological 3. Statistical Patterns and Rhyme Awareness in Children development: data from European Portuguese - with Cochlear Implants - Linye Jing, Katrien Vermeire, Ana Ramalho, Cristiane Lazzarotto Volcao, Maria Freitas Christina Reuterskiöld 22. Patterns of Morphological Error in 4. The Role of Verb Semantics in Language Production Neurodevelopmental Disorders: Evidence from Cross- in Children with SLI: An Eye Movements Study - Llorenç syndrome Comparisons of Williams, Down, and Fragile
WEDNESDAY 19 WEDNESDAY Andreu, Spiros Christou, Nadia Ahufinger, Laura Ferinu, X Syndromes - Eliseo Diez-Itza, Maite Fernández- M. Jose Buj, Fernanda Pacheco, Mònica Sanz-Torrent Urquiza, Aránzazu Antón, Verónica Martínez, Donna 5. Navigation and Cognition: From Complex Populations Jackson-Maldonado, Brian MacWhinney to Organizational Methods - Manon Robillard, Alexandra 23. How early language acquisition difficulties affect Albert, Sarah Blakely, Shawna Sterner interpersonal development during adolescence? 6. Executive function in monolingual and bilingual Eva Aguilar-Mediavilla, Lucia Buil-Legaz, Raül López- children with specific language impairment - Penadés, Víctor Sánchez-Azanza, Daniel Adrover-Roig Maria Tsintavi, Christina Papaeliou, Maria Vlassopoulou 24. Typically Developing vs. Atypically Developing Mandarin-English Bilingual Children’s Acquisition 7. Finnish preterm children lag behind their full-term peers in narrative content at the age of 5-6 years. of Syntax: A Case Study of Relative Clauses - Hui-Yu Preliminary findings- Sonja Alantie, Anna-Maija Catherine Huang, Li Sheng Korpijaakko-Huuhka, Anneli Yliherva 25. Pragmatic Profiles of Williams and Down Syndromes Narratives: Textual Coherence and Evaluative Language - 8. The prevalence and nature of speech, language and Maite Fernández-Urquiza, Martha Shiro, Aitana Viejo, communication needs in long-term unemployed adults - Manuela Miranda, Eliseo Diez-Itza Victoria Joffe, Josephine Wallinger 26. Neural dynamics of automatic word processing in 9. How do Japanese adults and children use language to LI (HelSLI study) - Miika Leminen, Alina Leminen, Sini retrodict false belief events ? Hiromi Tsuji Smolander, Eva Arkkila, Marja Laasonen, Teija Kujala 10. Executive functions and eye fixation in children with 27. Effects of story complexity on mothers’ Cochlear Implant - Maria Fernanda Lara-Diaz, Silvia decontextualized talk to preschoolers during shared- Rodriguez, Cindy Rivera book reading - Amber Muhinyi, Anne Hesketh, Caroline 11. The evocative power of words for 9-month-old Rowland, Andrew Stewart infants - Sirri Louah, Vincent Reid, Eugenio Parise 28. Preliminary associations between children’s need 12. Background variability supports early noun learning - for information and mothers’ provision of information Katherine Twomey, Lizhi Ma, Gert Westermann in task situations from 1 to3 years of age - Imac Maria 13. Understanding negation in Mandarin-Italian Zambrana bilingual school-aged children - Shenai Hu, Gaetano 29. The relationship between parental input and Fiorin, Maria Vender, Denis Delfitto children’s spontaneous use of adverbial clauses 14. Input and interaction across cultures - Cameron- containing after, before, because, and if - Laura de Faulkner Thea, Ludovica Serratrice, Elena Lieven Ruiter, Anna Theakston, Silke Brandt, Elena Lieven 15. Associations between Language and Social 30. Why it helps to say it again: the beneficial effects of Competence - Daniela Buehler, Stephanie Stokes, maternal recasting and expansion - Nan Ratner, Jenna Thomas Klee, Andrea Dohmen Poland, Rochelle Newman 16. Preschoolers’ bilingualism and their social- 31. Symbolic Play and Language Acquisition: emotional wellbeing: the case of Singapore - He Sun a Naturalistic Longitudinal Study - Noelie Creaghe, Sara Quinn, Evan Kidd 17. Two social worlds of children: Peer-to-peer vs. Mother-child discussions on moral dilemmas - Maria 32. Index-finger pointing at 12 months predicts language Mammen, Bahar Koymen, Michael Tomasello skills until the age of 4 years - Carina Lüke, Ute Ritterfeld, Angela Grimminger, Katharina Rohlfing, Ulf Liszkowski 18. Socioeconomic status as an important predictor of narrative competence in monolingual and bilingual 33. How many words for ‘vélo’ do you know? Francophone four-year olds’ frog stories - Neriman Dobek, Verena children strongly apply mutual exclusivity - Angélique Blaschitz, Monika Boniecki, Katharina Korecky-Kröll, Laurent, Elena Nicoladis
- 30 - 34. Sex differences in word variety in children’s books - 51. Prosodic boundary perception in French: infant data Carla Hudson Kam and analysis of acoustic cues - Sandrien van Ommen, Natalie Boll-Avetisyan, Saioa Larraza, Caroline Wellmann, ZONE 2 Bijeljac-Babic Ranka, Höhle Barbara, Nazzi Thierry 35. Towards investigating verb learnability properties 52. The referential chain construction of French- in the input of socio-economically diverse children - speaking children - Adeline Marceau Cynthia Pamela Audisio, Alejandrina Cristia 53. The relation between linguistic skills and problem 36. Developmental trends in the processing of German behavior in preschoolers - Brigitta Keij, Loes Janssen, emotion terms - Daniela Bahn, Michael Vesker, Gudrun Jolien van der Graaff, Hannah De Mulder, Josje Verhagen, Schwarzer, Christina Kauschke Hayo Terband 37. Variation in lexical and phonological development by 54. Communicative and non-communicative utterances Lebanese-Arabic-speaking children - Ghada Khattab in infants: study of some formal properties - Laura Vivas Fernández 38. Lexical Development of Hebrew-Speaking Toddlers: Evidence from the Hebrew Web-CDI Norming Study - ZONE 4 Hila Gendler Shalev, Esther Dromi 55. Children’s scalar implicatures: comparing 39. Mutual Relationships Between Nonword Repetition comprehension and production - Lyn Tieu and Vocabulary in Preschoolers - Josje Verhagen, Jan Boom, Hanna Mulder,CANCELLED Elise de Bree, Leseman Paul 56. Relevance Inferencing in 3-year-olds: Real World Knowledge Matters - Nefeli Anagnostopoulou, Kirsten 40. Social-emotional problems and competencies in Abbot-Smith, Cornelia Schulze, Danielle Matthews toddlers: Relations to early vocabulary development - Leila Paavola-Ruotsalainen, Katariina Rantalainen, Sari 57. Identifying pragmatic triggers for multi-word Kunnari expressions in children with complex developmental delays - Susan Foster-Cohen, Anne van Bysterveldt 41. Linking production to perception: evidence from Swedish toddlers matched for vocabulary size - 58. Comprehension of relative clauses by Brazilian Lena Renner, Ulla Sundberg, Marilyn Vihman, Tamar Portuguese-speaking children - Ana Cristina Baptista de Keren-Portnoy Abreu, Christina Gomes 42. Socio-Emotional Predictors of Early Productive 59. Acquisition of pronoun anaphoric expressions in a Vocabulary - Poliana Goncalves Barbosa, Elena Nicoladis pro-drop language - Ana Matic, Melita Kovacevic, Marijan Palmovic 43. The usefulness of morphological frames for word categorization in Spanish child-directed speech: 60. Comparing subject realization in French- Evidence from early production - Sara Feijóo, Anna speaking and Spanish-speaking young children at the Amadó, Francesc Sidera, Elisabet Serrat grammatical and pragmatic interface - Anne Salazar Orvig, Haydée Marcos, Salma Nashawati 44. Self-Repair Timing of Lexical Problems in Children with Primary Language Impairment - Wendy Lara, 61. Acquisition of Imperative Mood in Pronoun- Cecilia Rojas Reversing Children - Elena Gavruseva 45. Assessing early vocabulary in Southern Min - Yichun 62. The role of the child-directed speech in the Kuo, Yi-Shi Hsu acquisition of reflexive constructions in the Croatian language - Eva Pavlinuši, Gordana Hrzica 46. Multiple patterns: 3 to 5-year-olds’ ability to decline novel nouns in Estonian - Virve Vihman, Felix 63. The case of the passive: comprehension in Romani- Engelmann, Elena Lieven, Anna Theakston speaking children - Hristo Kyuchukov, Jill de Villiers 64. Digging up the building blocks of language: Age-of- ZONE 3 Acquisition effects for multiword phrases - Inbal Arnon, 47. Speech and feeding development: A longitudinal Stewart McCauley, Morten Christiansen study on Quebecois French-speaking children between 65. The acquisition of dislocation structures : dialogue 8 and 14 months - Leslie Lemarchand, Mélanie Canault, and interaction - Janina Klein Sophie Kern, Andrea MacLeod 66. Preferred Argument Structure in Cree child and 48. Comparison of vowel acoustics in children from the child-directed speech - Julie Brittain, Shanley Allen, Northern and Midland regions of the United States - Sara Acton Alyssa Nelson, Cynthia Clopper 67. Cues to questionhood: Subject-verb inversion 49. Moved to Thursday 20th number 103 in child-directed speech - Maartje de Vries, Imme 50. Consonant and vowel processing in 5-, 8-, and Lammertink, Marisa Casillas 11-month-olds own name recognition: The role of 68. Determiner’s emergence in early French at the acoustic/phonetic and lexical factors - Katie Von Holzen, crossroads of phonology and pragmatics - Marine Le Delphine Rider, Nazzi Thierry Mené, Naomi Yamaguchi
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ZONE 5 83. Comprehension of English Subject-Verb Agreement by Spanish-English Bilingual Preschoolers - Isabelle 69. The Effect of Givenness on Object Order in Croatian Barriere, Katsiaryna Aharodnik, Sarah Kresh, Géraldine POSTER Monolingual Children - Marta Velnic Legendre, Thierry Nazzi
TH 70. Acquisition of Locative Utterances in L1 Norwegian: 84. On the relation between plural marking and gender Structure-building via Lexical Learning - Natalia assignment in L2 German - Jana Gamper, Verena Wecker Mitrofanova, Marit Westergaard 85. Vocabulary comprehension and production in 71. Late L1 Learners Acquire Simple but Not bilingual Swedish-German preschool children - Syntactically Complex Structures - Rachel Mayberry, Josefin Lindgren, Ute Bohnacker Qi Cheng, Deniz Ilkbasaran, Matt Hall, Marla Hatrak 86. Fast mapping of verbs in mono- and multilingual 72. Why do L1 and L2 children fail to successfully children with and without SLI - Katrin Skoruppa comprehend OVS sentences? - Valentina Cristante, 87. Learning the sounds of a third language is easier for Anja Binanzer, Andreas Bittner bilingual infants - Leher Singh WEDNESDAY 19 WEDNESDAY 73. A house for each fairy: A new drawing task 88. Internal state lexicon in 30-month-old bilingual examining distributive and collective meanings - spontaneous speech Einat Shetreet, Rama Novogrodsky - Marta Shiro, Erika Hoff, Krystal Ribot 89. How do bilingual children with language impairment 74. Factors associated with the early language distribute words? A longitudinal exploration of Zipf’s development of New Zealand children - Thomas Klee, Law in the narratives of Spanish-English bilingual Stephanie Stokes, Elaine Reese, Rune Jørgensen, children with and without language impairment. Dorthe Bleses, William Gavin, Nuttanan Witchitaksorn - Nahar Albudoor, Prarthana Shivabasappa, Elizabeth Peña, 75. Supporting Low-Income Preschoolers’ Academic Lisa Bedore Language Skills through Co-Constructive Elaborative Storytelling - Adina Schick, Gigliana Melzi, Wuest Cassie, 90. First (L1) and second language (L2) performance Lauren Scarola in typically developing and language impaired children (HelSLI study) - Sini Smolander, Marja Laasonen, 76. A Randomized Controlled Trial of an At-Scale Eva Arkkila, Pekka Lahti-Nuuttila, Sari Kunnari Language and Literacy Intervention in Childcares in Denmark - Anders Højen, Dorthe Bleses 91. Narrative skills in Mandarin-English bilingual children - Ying Hao, Lisa Bedore, Li Sheng, Elizabeth Pena 77. A longitudinal study of the predictors of reading in Chilean children from low and high socioeconomic 92. Learning proceeds without exposure — Successive backgrounds - Jaime Balladares, Chloe Marshall, reorganization of infant memories during a post- Yvonne Griffiths learning nap - CANCELLEDManuela Friedrich 78. Planning improves the quality and quantity of child 93. Gesturing literal and metaphorical motion events in and teacher language in the preschool classroom - children and adults - Aysenur Hülagü, Duygu Özge Katherine Strasser, Susana Mendive, Gabriela Barra, 94. Perception of fricative contrasts by children with Michelle Darricades and without phonological disorder - Larissa Berti, Elissa 79. An individual differences study on the semantic Cremasco, Lívia Roque network, lexical access and reading comprehension in 95. How semantic organization of information in Long L1 and L2 children - Tessa Spätgens, Rob Schoonen Term Memory (LTM) influences Working Memory (WM) 80. Dissociation between Structural Case and Lexical recall in children from 6 to 12 years - Carmen Belacchi, Case: Evidence from Child Turkish - Mine Nakipoglu, Beatrice Benelli, paola palladino Begüm Avar, Melike Hendek 96. Children’s Understanding of Gradable Adjectives: 81. Nonword repetition by bilingual learners of German: Are Emotions Relative or Absolute? - Peter de Villiers The role of phonological complexity - Angela Grimm, 97. Empirical evidence in favor of continuity from gesture Julia Huebner, Valentina Cristante to sign: A comparison between deaf and hearing children 82. Language and Literacy Trajectories of Spanish- labeling pictures - Olga Capirci, Alessio Di Renzo, Tiziana English Bilingual Children Growing Up in the United Gulli, Francesca Lasorsa, Virginia Volterra States - Carol Scheffner Hammer, Jessica Willard, Dana Bitetti
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TH DAY 4 THURSDAY, JULY 20 OVERVIEW
GRAND AMPHI 9h00 PLENARY TALK: Language disorders: What do they tell us about child language development? Gina Conti-Ramsden
10h00 Coffee break 10h30 GRAND AMPHI AMPHI AMPHI AMPHI ROOM ROOM AMPHI LAPRADE L. AUBRAC J.-B. SAY JABOULAY D201 D101
Vocabulary The long and delay in children Parental Estimates winding road How do children Toward receiving bilin- Processes of Language Learning in SLI: to text quality: build their early data-driven gual exposure? underlying Input to Multi- from a neurocogni- Cross-linguistic lexicon? Evidence alternatives to the Measurement children’s lingual Children: tive and linguistic aspects of the from monolingual consensus model and identification reference Methodological perspective developmental and bilingual of infant phonetic considerations production considerations and trajectory of text toddlers. learning across different future directions. Annette Scheper writing language pairs Catherine Davies Claire Delle Luche Daniel Swingley Leher Singh Anat Stavans Daniela Gatt 12h30
Lunch break
14h00 The linguistic Perceptual Attending with my Helsinki Development and expression of language in child- eyes, ears, and longitudinal SLI diversity of narra- causal relations caregiver interac- Learning from mouth: Lan- study (HelSLI) tive-stance in typi- Environmental in picture-based tion: Comparative Picturebooks: guage learning in – focus on cally developing effects in child lan- narratives: a perspectives New Twists on a monolingual and vocabulary at and non-typically guage acquisition focus on motion, and case studies Familiar Tale bilingual infants multiple levels of developing child- emotion, and from Australia analysis ren’s narratives Anders Højen intention and Papua New Elaine Reese Adrian Garcia- Guinea Sierra Marja Laasonen Ayhan Aksu-Koç S. Armon-Loten, J. Kupersmitt Lila San Roque 16h00
16h30 ZONE 1 TO 5 Poster session 3/3 18h00
19h30 PALAIS DE LA BOURSE Gala Dinner
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TH DAY 4 THURSDAY, JULY 20 SYMPOSIA
PRESENTATION 2 9H00 > 10H00 GRAND AMPHI Can language delay and low amount of exposure to a language in early bilingualism PLENARY TALK be disentangled? The case of early Basque- Language disorders: What do Spanish bilinguals they tell us about child language Maria-José Ezeizabarrena, University of the Basque Country (UPV/EHU), Spain development? Iñaki Garcia, University of the Basque Country (UPV/ EHU), Spain Gina Conti-Ramsden, University of Manchester, U.K. Margareta Almgren, University of the Basque Country (UPV/EHU), Spain Over three decades of research on language Andoni Barreña, University of Salamanca, Spain disorders have yielded a wealth of thought-provoking evidence regarding the nature and developmental PRESENTATION 3 course of language learning in children. In this talk I will discuss how key findings in language Identifying delayed bilingual development in disorders help us further specify processes involved Maltese children: what do we know and what do in children’s language learning as well as help us we need to know? clarify the role of oral language in other academic and developmental processes. Daniela Gatt, University of Malta, Malta
PRESENTATION 4 10H00 > 10H30 Does CDI performance predict later vocabulary skills in Polish-English bilingual children? COFFEE BREAK Joanna Kołak, Manchester University, University of Warsaw, Poland Ewa Haman, University of Warsaw, Poland 10H30 > 12H30 Zofia Wodniecka, Jagiellonian University, Poland Aneta Mi kisz, University of Warsaw, Poland GRAND AMPHI ę SYMPOSIUM Vocabulary delay in children receiving 10H30 > 12H30 bilingual exposure? Measurement and AMPHI LAPRADE identification considerations across SYMPOSIUM different language pairs Learning in SLI: from a neurocognitive CONVENER: Daniela Gatt, University of Malta, Malta and linguistic perspective
PRESENTATION 1 CONVENER: Annette Scheper, Royal Dutch Kentalis Academy; Behavioural Science Institute BSI, Radboud Measuring lexical skills in bilingual toddlers : University, The Netherlands Linguistic input, total conceptual vocabulary and translation equivalent Maria Cristina Caselli, Istituto di Scienze e Tecnologie della Cognizione – CNR, Italy Daniela Onofrio, Istituto di Scienze e Tecnologie della Cognizione – CNR, Italy Pasquale Rinaldi, Istituto di Scienze e Tecnologie della Cognizione – CNR, Italy - 34 - - PROGRAM -
PRESENTATION 1 10H30 > 12H30 Genomics of speech and language disorders: the AMPHI LUCIE AUBRAC next generation SYMPOSIUM Lot Snijders Blok, Department of Human Genetics, Rad- The long and winding road to text boud University Medical Center; Language & Genetics quality: Cross-linguistic aspects Department, Max Planck Institute for Psycholinguistics; Donders Institute for Brain, Cognition & Behaviour, Rad- of the developmental trajectory boud University, Nijmegen, The Netherlands of text writing
PRESENTATION 2 CONVENER: Anat Stavans, Beit Berl College, Israel
Implicit learning in Specific Language Impairment PRESENTATION 1
Constance Vissers, Royal Dutch Kentalis Academy; The relative contribution of oral and written Behavioural Science Institute, Radboud University, abilities to the writing quality of Spanish speakers Nijmegen, The Netherlands in the first years of primary school Fenny Zwart, Donders Institute for Brain, Cognition and Liliana Tolchinsky, University of Barcelona, Spain Behaviour, Centre for Cognition, Radboud University Nijmegen, The Netherlands PRESENTATION 2
PRESENTATION 3 The relative contribution of cognitive, linguistic and reading abilities to the writing quality Executive Function training in Specific Language of expository text structure in young Hebrew Impairment speaking school children Juliane Cuperus, Royal Dutch Kentalis Academy; Anat Stavans, Beit Berl College, Israel Behavioural Science Institute, Radboud University, Batia Seroussi, Levinsky College, Israel Nijmegen, The Netherlands Sara Zadunaisky-Ehrlich, Beit Berl College, Israel Brigitte Vugs, Behavioural Science Institute, Nijmegen; Maxima Medical Centre, Veldhoven, The Netherlands PRESENTATION 3 Marc Hendriks, Radboud University Nijmegen; Academic Centre of Epileptology Kempenhaeghe, The Netherlands What do young children do when they are asked Ludo Verhoeven, Behavioural Science Institute, Radboud to plan to write a text? University, Nijmegen; Royal Dutch Kentalis Academy, The Netherlands Anna Llaurado, University College London, U.K. Julie Dockrell, University College London, U.K. PRESENTATION 4 PRESENTATION 4 Efficacy of intervention in SLI: interaction between Academic Language Proficiency predicts early narrative and executive functioning adolescents’ Writing Quality Wendy Boelhouwer, Royal Dutch Kentalis; Behavioural Science Institute, Radboud University, Nijmegen, The Paola Uccelli, Harvard University, U.S.A. Netherlands Emily Phillips Galloway, Vanderbilt University, U.S.A. Annette Scheper, Royal Dutch Kentalis Academy; PRESENTATION 5 Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands Linguistic features of early written products in Ludo Verhoeven, Behavioural Science Institute, Radboud a consistent and an inconsistent orthography University, Nijmegen Royal Dutch Kentalis Academy, The Netherlands Naymé Salas, Bangor University and Universitat Autònoma de Barcelona Caravolas Markéta, Universitat Autònoma de Barcelona
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10H30 > 12H30 AMPHI JEAN-BAPTISTE SAY PRESENTATION 2
SYMPOSIUM How do children learn to avoid referential
SYMPOSIA ambiguity? Evidence from eye tracking How do children build their early Hugh Rabagliati, University of Edinburgh, U.K. TH lexicon? Evidence from monolingual Alexander Robertson, University of Edinburgh, U.K. and bilingual toddlers PRESENTATION 3 CONVENER: Claire Delle Luche, University of Essex, U.K. Do children with autism spectrum disorder take common ground into account during the PRESENTATION 1 production of referring expressions? The building blocks of the early lexicon: Louise Malkin, University of Kent, U.S.A. Associative and taxonomic auditory priming in Kirsten Abbot-Smith, University of Kent, U.S.A.
THURSDAY 20 THURSDAY 15- and 18-month-olds David Williams, University of Kent, U.S.A. Caroline Floccia, Plymouth University, U.K. John Ayling, University of Kent, U.S.A. Kim Plumkett, University of Oxford, U.K. C. Hills, PRESENTATION 4 Claire Delle Luche, University of Essex, U.K. Cognitive interplay between syntax and discourse- PRESENTATION 2 pragmatics in language development: Preferred Argument Structure in English referential choice The organisation of the bilingual lexicon: the impact of linguistic distance on semantic activation Mary E. Hughes, Boston University, U.S.A Shanley E. M. Allen, University of Kaiserslautern, Germany Claire Delle Luche, University of Essex, U.K. Rosa Kwok, Coventry University, U.K. Samantha Durrant, University of Liverpool, U.K. Janette Chow, University of Oxford, U.K. 10H30 > 12H30 Kim Plunkett, University of Oxford, U.K. ROOM D201 Caroline Floccia, Plymouth University, U.K. SYMPOSIUM PRESENTATION 3 Parental Estimates of Language Translation facilitation effects in very young bilinguals Input to Multilingual Children: Methodological considerations and Diane Poulin-Dubois, Concordia University, Canada Jackie Legacy, Concordia University, Canada future directions Olivia Kuzyk, Concordia University, Canada Pascal Zesiger, University of Geneva, Switzerland CONVENER: Leher Singh, National University of Margaret Friend, San Diego State University, U.S.A. Singapore, Singapore
PRESENTATION 1 10H30 > 12H30 Comparing global and day-in-the-life estimates AMPHI JABOULAY of language exposure Krista Byers-Heinlein, Concordia University, Canada SYMPOSIUM Processes underlying children’s PRESENTATION 2 reference production Using Home Recordings to Confirm Parental Estimates of Language Exposure CONVENER: Catherine Davies, University of Leeds, U.K. DISCUSSANT: Petra Hendriks, University of Groningen, Christopher Fennell, University of Ottawa, Canada The Netherlands Stéphanie Monette, University of Ottawa, Canada Zeinab Kahin, University of Ottawa, Canada PRESENTATION 1 PRESENTATION 3 Is children’s referential informativeness driven by their visual scanning behaviour? Relationships between parent estimates of language input to bilingual children and native Catherine Davies, University of Leeds, U.K. language processing Helene Kreysa, Friedrich-Schiller-Universität, Jena, Germany
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Leher Singh, National University of Singapore, Singapore PRESENTATION 4 Charlene Fu, National University of Singapore, Singapore Tay Zhiwen, National University of Singapore, Singapore The role of the lexicon in infants’ phonetic category learning: a new crosslinguistic PRESENTATION 4 comparison Measuring multilingual exposure in infancy using Daniel Swingley, University of Pennsylvania, U.S.A. the Multilingual Infant Language Questionnaire (MILQ) Liquan Liu, University of Western Sydney, Australia 12H30 > 14H00 Rene Kager, University of Utrecht, The Netherlands LUNCH BREAK 10H30 > 12H30 ROOM D101
SYMPOSIUM Toward data-driven alternatives 14H00 > 16H00 to the consensus model of infant GRAND AMPHI phonetic learning SYMPOSIUM Attending with my eyes, ears, and CONVENER: Daniel Swingley, University of Pennsylvania, U.S.A. mouth: A multi-modal approach on language learning in monolingual PRESENTATION 1 and bilingual infants Emergence of Korean infants’ ability to discriminate the three-way stop contrasts: CONVENER: Adrian Garcia-Sierra, University of Contributions of initial biases and nature of input Connecticut, U.S.A.
Youngon Choi, Chung-Ang University, Seoul, Korea PRESENTATION 1 Minji Nam, Chung-Ang University, Seoul, Korea Minha Shin, Chung-Ang University, Seoul, Korea Sensorimotor influences to perception of native Naoto Yamane, RIKEN Brain Science Institute, Tokyo, Japan and non-native speech in infancy Reiko Mazuka, RIKEN Brain Science Institute, Tokyo, Japan Choi Dawoon, University of British Columbia, Canada Alison Bruderer, University of British Columbia, Canada PRESENTATION 2 Janet Werker, University of British Columbia, Canada Language-specific speech perception effects modeled over massive datasets: a new test of the PRESENTATION 2 feasibility of distributional learning Read from my lips, learn from my eyes: Impact of Thomas Schatz, LSCP, Département d’études cognitives, early bilingualism on infants’ ability to learn from ENS, EHESS, CNRS, PSL Research University, France talking faces Emmanuel Dupoux, LSCP, Département d’études Matilthe Fort, Universitat Pompeu Fabra, Spain cognitives, ENS, EHESS, CNRS, PSL Research University, Alba Ayneto-Gimeno, Universitat Pompeu Fabra, Spain France Anira Escrichs, Universitat Pompeu Fabra, Spain Núria Sebastián-Gallés, Universitat Pompeu Fabra, Spain PRESENTATION 3 Quantifying structured variance in the signal PRESENTATION 3 across three large speech corpora Hear my voice learn from attending: non-native Christina Bergmann, LSCP, Département d’études speech perception bilingual infants cognitives, ENS, EHESS, CNRS, PSL Research University, Adrian Garcia-Sierra, University of Connecticut, U.S.A France Nairan Ramirez-Esparza, University of Connecticut, U.S.A Alejandrina Cristia, LSCP, Département d’études cognitives, Patricia K. Kuhl, University of Washington, U.S.A ENS, EHESS, CNRS, PSL Research University, France
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PRESENTATION 4 Pekka Lahti-Nuuttila, Helsinki University Hospital, University of Helsinki, Finland Look Who’s Talking NOW! Parentese Speech, Sini Smolander, Helsinki University Hospital, University of Social Context and Language Development Oulu, Finland
SYMPOSIA Across Time Eva Arkkila, Helsinki University Hospital, Finland Nairan Ramirez-Esparza, University of Connecticut, U.S.A. Iida Porokuokka, University of Jyväskylä, Finland
TH Adrian Garcia-Sierra, University of Connecticut, U.S.A. Elisabet Service, McMaster University, Canada Patricia K. Kuhl, University of Washington, U.S.A. PRESENTATION 4 Neural memory trace formation for complex 14H00 > 16H00 words in LI: an EEG study (HelSLI Study) AMPHI LAPRADE Miika Leminen, Helsinki University Hospital, University of Helsinki, Finland SYMPOSIUM Alina Leminen, University of Helsinki, Finland Sini Smolander, Helsinki University Hospital, University of
THURSDAY 20 THURSDAY Helsinki longitudinal SLI study Oulu, Finland (HelSLI) – focus on vocabulary at Eva Arkkila, Helsinki University Hospital, Finland multiple levels of analysis Teija Kujala, University of Helsinki, Finland Marja Laasonen, Helsinki University Hospital, University CONVENER: Marja Laasonen, Helsinki University of Turku, University of Helsinki, Finland Hospital, University of Turku, University of Helsinki, Finland DISCUSSANT: James Law, Newcastle University, UK 14H00 > 16H00 PRESENTATION 1 AMPHI LUCIE AUBRAC
Receptive and expressive vocabulary in typically SYMPOSIUM developing and language impaired first and Development and diversity second language (L2) learners - emphasis on exposure and age effects (HelSLI study) of narrative-stance in typically Sini Smolander, Helsinki University Hospital, University of developing and non-typically Oulu, Finland developing children’s narratives Marja Laasonen, Helsinki University Hospital, University of Turku, University of Helsinki, Finland CONVENER: Ayhan Aksu-Koç, Bogaziçi University, Eva Arkkila, Helsinki University Hospital, Finland Istanbul, Turkey Pekka Lahti-Nuuttila, Helsinki University Hospital, University of Helsinki, Finland PRESENTATION 1 Sari Kunnari, University of Oulu, Finland Narrative stance and subjectivity in early storytelling PRESENTATION 2 Martha Shiro, Universidad Central of Venezuela, Venezuela Nonword repetition skills in monolingual and Ageliki Nicolopoulou, Lehigh University, U.S.A bilingual children with and without language Hande Ilgaz, Bilkent University, Ankara, Turkey impairment (HelSLI Study) Sari Kunnari, University of Oulu, Finland PRESENTATION 2 Sini Smolander, Helsinki University Hospital, University of Cognitive and linguistic strategies in English, Oulu, Finland Greek and Turkish children’s narratives Pekka Lahti-Nuuttila, Helsinki University Hospital, University of Helsinki, Finland Ayhan Aksu-Koç, Bogaziçi University, Istanbul, Turkey Eva Arkkila, Helsinki University Hospital, Finland Ageliki Nicolopoulou, Lehigh University, U.S.A. Marja Laasonen, Helsinki University Hospital, University Eleni Peristeri, Aristotle University of Thessaloniki, Greece of Turku, University of Helsinki, Finland PRESENTATION 3 PRESENTATION 3 Perspective shifts in character reference in Relations between nonverbal serial short-term narration: A comparison between children with memory and vocabulary in typical and impaired typical development and High Functioning Autism language acquisition (HelSLI study) Ianthi Tsimpli, University of Cambridge, U.K. Marja Laasonen, Helsinki University Hospital, University Maria Andreou, University of Cologne, Germany of Turku, University of Helsinki, Finland Eleni Peristeri, Aristotle University of Thessaloniki, Greece
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PRESENTATION 4: 14H00 > 16H00 Telling stories across gesture and speech by AMPHI JABOULAY children with autism and with typical development SYMPOSIUM Seyda Ozcaliskan, Georgia State University, U.S.A. Environmental effects in child Lauren, B. Adamson, Georgia State University, U.S.A. Melinda Reed, Georgia State University, U.S.A. language acquisition Stephanie Baumann, Georgia State University, U.S.A. CONVENER: Anders Højen, Aarhus University, Danemark
PRESENTATION 1 14H00 > 16H00 Process quality in Danish daycares serving AMPHI JEAN-BAPTISTE SAY children zero to five and associations with SYMPOSIUM language and pre-literacy outcomes Learning from Picturebooks: Dorthe Bleses, Aarhus University, Danemark New Twists on a Familiar Tale Anders Højen, Aarhus University, Danemark Laura M. Justice, The Ohio State University, U.S.A. CONVENER: Elaine Reese, University of Otago, Pauline L. Slot, Utrecht University, The Netherlands Department of Psychology, New Zealand Peter Jensen, Aarhus University, Danemark
PRESENTATION 1 PRESENTATION 2 Print or electronic picture books? Pitfalls and Mixing ages in child-care settings: Does it advantages for young children’s learning influence children’s vocabulary growth? Patricia A. Ganea, University of Toronto, Ontario Institute Laura M. Justice, The Ohio State University, U.S.A. for Studies in Education, Canada Jessica Logan, The Ohio State University, U.S.A. Gabrielle A. Strouse, University of South Dakota, Kelly Purtell, The Ohio State University, U.S.A Counseling and Psychology in Education, U.S.A. Dorthe Bleses, Aarhus University, Danemark Anders Højen, Aarhus University, Danemark PRESENTATION 2 PRESENTATION 3 A picture inspires a thousand words at the Eric Carle Museum of Picture Book Art’s family literacy Language profile as a predictor of response to an program early language and literacy intervention Alison Sparks, Amherst College, Psychology Department, Philip S. Dale, University of New Mexico, U.S.A. U.S.A. Jessica Logan, The Ohio State University, U.S.A. Dorthe Bleses, Aarhus University, Danemark PRESENTATION 3 Anders Højen, Aarhus University, Danemark
Shared Reading in High-Risk Households: PRESENTATION 4 Predictors and Trade-Offs The impact of the home literacy environment Laura Justice, The Ohio State University, College of in native- vs. second-language acquisition Education and Human Ecology, U.S.A. Kiren Khan, The Ohio State University, College of Anders Højen, Aarhus University, Danemark Education and Human Ecology, U.S.A. Dorthe Bleses, Aarhus University, Danemark Kelly Purtell, The Ohio State University, Institute for Philip S. Dale, University of New Mexico, U.S.A. Population Research, U.S.A.
PRESENTATION 4 Weaving Together Books and Life: Incorporating Reminiscing into Shared Book Reading Elaine Reese, University of Otago, Department of Psychology, New Zealand Laura Gilkison, University of Otago, Department of Psychology, New Zealand Olivia Jennison, University of Otago, Department of Psychology, New Zealand Elizabeth Schaughency, University of Otago, Department of Psychology, New Zealand
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14H00 > 16H00 14H00 > 16H00 ROOM D201 ROOM D101
SYMPOSIUM SYMPOSIUM
SYMPOSIA The linguistic expression of causal Perceptual language in child-caregiver relations in picture-based narratives: a interaction: Comparative perspectives
TH focus on motion, emotion, and intention and case studies from Australia and CONVENER: Sharon Armon-Lotem, Bar Ilan Papua New Guinea University, Ramat Gan, Israel CONVENER: Lila San Roque, Radboud University & Max Judy Kupersmitt, Hadassah Academic College, Planck, Institute for Psycholinguistics, The Netherlands Jerusalem, Israel
PRESENTATION 1 PRESENTATION 1 Building up cohesive ties: a developmental Developing comparative perspectives on THURSDAY 20 THURSDAY study of motion and causation in picture- perception verbs in child-caregiver interaction based narratives Lila San Roque, Radboud University & Max Planck Judy Kupersmitt, Hadassah Academic College, Institute for Psycholinguistics, The Netherlands Jerusalem, Israel PRESENTATION 2 PRESENTATION 2 Elevated salience of ‘touch’ references in child- The linguistic expression of causal relations in caregiver interaction picture-based narratives: A comparative study Hannah Sarvasy, Australian National University, Australia of bilingual and monolingual children with TLD and SLI PRESENTATION 3 Judy Kupersmitt, Hadassah Academic College, Learning to talk about perception in Pitjantjatjara Jerusalem, Israel Sharon Armon-Lotem, Bar Ilan University, Ramat Gan, Rebecca Defina, University of Melbourne, Australia Israel PRESENTATION 4 PRESENTATION 3 Perception, mental-state attribution and the Story grammar elements and causal relations in acquisition of finite complement constructions the narratives of bilingual children with typically Alan Rumsey, Australian National University, Australia developing language and with SLI PRESENTATION 5 Sveta Fichman, Bar Ilan University, Ramat Gan, Israel Carmit Altman, Bar Ilan University, Ramat Gan, Israel Visual and auditory experiences in child-caregiver Sharon Armon-Lotem, Bar Ilan University, Ramat Gan, interaction: Insights from perception verbs in Israel Bosavi (Kaluli) Joel Walters, Bar Ilan University, Ramat Gan, Israel Bambi B. Schieffelin, New York University, U.S.A. PRESENTATION 4 Lila San Roque, Radboud University & Max Planck Institute for Psycholinguistics, The Netherlands Narrative-embedded motion events: a developmental cross-linguistic study of German and Hebrew Judy Kupersmitt, Hadassah Academic College, Jerusalem, Israel Anne-Katharina Harr, Ludwig-Maximilians-Universität, Munich, Germany Helen Engemann, University of Mannheim, Germany Ulla Licandro, Leibniz University Hanover, Germany
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ZONE 1 18. Predictive use of gender-marked articles in 1. Comprehension of wh - questions in German speaking Spanish-English bilingual children - Alisa Baron, Zenzi children and adolescents with Down syndrome - Eva Wimmer Griffin, Barbara Hidalgo-Sotelo POSTER 19. Beyond elaboration: A look at elicitation styles during
2. Language and analogical reasoning in children TH with Specific Language Impairment: The effect of talk about the past among Latino mother-child dyads - articulatory suppression - Magali Krzemien, Jean-Pierre Ana M. Carmiol, Alison Sparks, L. Conejo Thibaut, Christelle Maillart 20. Mental state vocabulary in family interactions: SES 3. Investigating silent letter production and morphological variations in input and young children’s production - awareness skills in children with SLI: a window into Celia Renata Rosemberg, Mariela Resches, Alejandra JULY 20 JULY derivational morphology - Marie-Pier Godin, Andréanne Stein, Maia Migdalek, Florencia Alam Gagné, Nathalie Chapleau 21. Child-initiated and decontextualized topics promote 4. Phonological awareness in typically developing and connected parent-child conversation - Kathryn Leech, low risk preterm children. - Miguel Pérez-Pereira, Samuel Ronfard, Meredith Rowe Mariela Resches 22. SES and sibling effects on pronoun and reflexive 5. Prosodic aspects of word and nonword repetition in interpretation in Mandarin-speaking children - Li Sheng, Swedish children with language impairment - Simon Ying Hao, Peng Zhou, Lisa Bedore Sundström, Björn Lyxell, Christina Samuelsson 23. Early Language Development in Victims of the 6. Application of ICF-CY in the screening of Iranian Armed Colombian Conflict - Maria Lara-Diaz, Silvia children with primary language impairment (PLI) - Rodriguez, Judy Beltran Yalda Kazemi, Tahmineh Maleki 24. Children reduce their communicative intentions 7. Pragmatic inferences in children with autism spectrum appropriately - Stephanie Wermelinger, Vanessa disorder: using prosodic and contextual clues - Yui Miura, Ferreira, Anja Gampe Tomoko Matsui, Hiroshi Fujino, Yoshikuni Tojo, Koichiro 25. Young children’s understanding of prosodic cues Hakarino about speaker confidence: Comparison between 8. Exploring Statistical Learning of Meaning-Based Japanese-speaking and French-speaking children - Regularities in Children - Carla Pastorino Campos, John Tomoko Matsui, Mutsumi Imai, Hugo Mercier, Stéphane Williams Bernard, Thomas Castelain 9. Reading skills and pitch perception in Dutch high-school 26. Cooperative communication and language students - Chiara De Jong, Marie Postma, Maria Mos development in toddlers with autisms spectrum disorder - Christina Papaeliou, Asimenia Papoulidi, Kokonitsa Sakellaki 10. Improving Working Memory in Children with Language Difficulties - Emma Christopher, Lucy Henry, 27. The France-Canada Speech Sound Disorders Project - Shula Chiat, David Messer Genevieve Meloni, Anne Vilain, Hélène Loevenbruck, Andrea MacLeod 11. Linguistic-communicative skills and emotion understanding: insights from deafness - Francesc Sidera, 28. An insight into spontaneous communication of Anna Amadó, Sara Feijóo, Gary Morgan, Elisabet Serrat children with Autism Spectrum Disorder acquiring Croatian: morphosyntactic errors - Gordana Hrzica, 12. Short-term memory and language development: Jasmina Ivsac Pavilsa, Nikolina Jezernik Cause or effect? - Gary Jones, Bill Macken 29. Verb Structures in Early Implanted Deaf Children - 13. How to assess children’s knowledge of mental terms? Laurence Vincent-Durroux, Adrienne Vieu Adapting a tool to measure comprehension of metacognitive vocabulary in Polish. - Karolina Mieszkowska, Ewa Haman, 30. Subject-verb agreement in German-speaking Agnieszka Otwinowska-Kasztelanic children and adolescents with Down syndrome - Martina Penke, Eva Wimmer, Bernadette Witecy 14. Preschool Teachers’ Use of Elaborative Language across Classroom Contexts and Children’s Language 31. Phonological profiles in neurodevelopmental Development - Lauren Scarola, Adina Schick, Gigliana Melzi disorders: a comparison of Williams, Down and Fragile X syndromes - Verónica Martínez, Eliseo Diez-Itza, 15. Relationship between Metalinguistic Awareness, Vanesa Pérez, Manuela Miranda, Ivan Rose Nonverbal Problem-Solving, and Language Skills of 3- to 7-year-old Children - Lizbeth Finestack, Katherine Bangert 32. Artificial grammar learning in children with Williams syndrome and in typically developing children: 16. Syntactic Bootstrapping: 28-month olds can assign the role of rules, familiarity and prosodic cues - Vesna verb meaning using both transitive and intransitive Stojanovika, Vitor Zimmererb, Jane Settera, Kerry frames at the same visit - Manya Jyotishi, Letitia Naigles Hudsona, Isil Poyraz-Bilgina, Doug Saddya 17. Nonword repetition and sentence imitation as 33. Semantic reorganization in the lexicon: Acquiring diagnostic tools for bilingual and francophone children spatial prepositions in English - Bhuvana Narasimhan, with primary language impairment - Sara Dubreuil- Jayne Williamson-Lee, Norielle Adricula Piché, Jenna Lachance, Chantal Mayer-Crittenden
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ZONE 2 52. Comprehension of focus structures in Mandarin 34. Semantic fluency as a window onto lexical organisation Chinese- an eye-tracking study with 5-year-old children - Hui-Ching Chen, Barbara Höhle, Stephen Crain POSTER and retrieval in deaf children who use spoken and signed language - Chloe Marshall, Anna Jones, Ambra Fastelli, ZONE 4
TH Nicola Botting, Gary Morgan 53. Children’s acquisition of the asymmetry between 35. Lexical composition and language assessment: why and other wh-words in Japanese - Kanako Ikeda, using diverse word categories for 3 year-old Spanish- Kyoko YamakoshiCANCELLED speaking children - Donna Jackson-Maldonado, Barbara Conboy, Amber Stansbury, Morgan Evatt 54. «Aufhören!» Infinitives with imperative meanings as SES markers of German child-directed speech (CDS) 36. Acquisition of quantity, relevance and word learning and child speech (CS) - Katharina Korecky-Kröll, Sabine inferences, and their relationship with Theory of Mind - Sommer-Lolei, Viktoria Templ, Maria Weichselbaum Elspeth Wilson, Napoleon Katsos 55. Adolescent First-Language Acquisition of Word 37. From chunk to segment: U-shaped patterns in THURSDAY 20 THURSDAY Order in American Sign Language - Qi Cheng, Rachel the facilitative effect of frames on children’s word Mayberry production - Inbal Arnon 56. Early Marking of Standards of Comparison in English 38. Do Patterns of Noun and Verb Productions in the and German - Sebastian Schuster Input Influence Spanish- and English-speaking Children’s Productive Vocabularies? - Jane Childers, Blaire Porter, 57. Beyond subject/object asymmetry: Mandarin- Thania Galvan, Claudia Garcia, Catharine Echols, Nathan speaking children’s processing of different relative Marti clause types - Wenchun Yang, Angel Chan, Evan Kidd 39. Are there positive consequences of limited vocabulary 58. Children’s evaluation of reasonableness of others in children at risk of SLI? - Magdalena Luniewska, Ewa in argumentation - Andreas Domberg, Bahar Koymen, Haman, Marta Wójcik Michael Tomasello 40. High frequency words help infant language 59. Predicting language outcome and school readiness acquisition - Rebecca Frost, Rebecca Goméz, Morten at 4 years with language measures at 22 and 29 months - Christiansen, Kascha Visagie, Padraic Monaghan Céline Béguin, Laura Alaria, Tamara Patrucco-Nanchen, Diane Poulin-Dubois, Margaret Friend, Pascal Zesiger 41. Both mental state language and grammatical skills predict children’s use of personal pronouns and verb 60. Acquisition of linguistic complexity between the ages inflections for person - Filip Smolík, Veronika Bláhová of 6 and 13: a cross-linguistic perspective - Claire Martinot, Tomislava Bosnjak Botica, Jelena Kuvac Kraljevic, Kristina 42. Acquisition of case inflection of nouns in Czech: a Vujnovic Malivuk, Sonia Gerolimich, Cristina Castellani parent-report study - Stepan Matejka, Filip Smolík 61. Exceptionality and Strikingness in the Acquisition 43. Frequent frames as training wheels for acquiring the of Generics - Dimitra Lazaridou-Chatzigoga, Napoleon verbal morphology in Hebrew - Tamar Johnson, Inbal Arnon Katsos, Linnaea Stockall 44. Why do English infants not show a consonant bias? - 62. Mean Length of Utterance for morphologically rich Claire Delle Luche, Paul Ratnage, Caroline Floccia languages: the case of Russian - Ekaterina Tomas, Olga ZONE 3 Dragoy 45. (Dis)embodied speech: developing speech perception 63. Comprehension of suffixal Subject-Verb number with(out) sensisorimotor information - Irene Lorenzini, agreement in French-learning toddlers - Elena Anna Chilosi, Pier Bertinetto Koulaguina, Géraldine Legendre, Elisabeth Sivakumar, Isabelle Barriere, Thierry Nazzi 46. Language abilities in preterm-born children: Specific difficulties in phonological skills - Lise Desmottes, 64. Language development and motor skills in Italian Christelle Maillart, Madeline Doublot, Trecy Martinez Perez toddlers - Federica Rigo, Marinella Majorano, Manuela Lavelli 47. Early phonetic production patterns and novel word learning - Marinella Majorano, Marilyn Vihman, Marika 65. The Predictors of Narrative Complexity in Turkish- Morelli speaking Children - Hale Ogel Balaban, Annette Hohenberger 48. Characteristics of Phonological Development in 66. Mothers’ use of spatial language and spatial Preschool-aged Russian-Finnish Bilinguals - Olga Nenonen gestures - Ilkim Sarıçimen, Yagmur Deniz Kisa, Aslı Aktan Erciyes, Tilbe Göksun 49. Voicing contrast in Nepali infant-directed speech - Sujal Pokharel, Katherine Demuth, Titia Benders ZONE 5 50. Realization of Vowels and Tones in Northern 67. Establishing Concurrent Validity for a New Speech Mandarin Infant-directed Speech and Lombard Speech - and Language Test in Arabic Language - Lamya Tang Ping, Nan Rattanasone, Ivan Yuen, Katherine Demuth Abdulkarim, Jill de Villiers 51. Children’s Acquisition of Cleft Sentences in 68. The role of parenting and Child Directed Speech in Japanese - Akari Ohba, Kyoko Yamakoshi child’s language development. - Magda Rivero, Rosa M. CANCELLED Vilaseca, Sandra Borneis - 42 - 69. The meaning of life: arbitrariness and reference 86. L2 Oral Narrative Development in Ethnic Minority in word and action learning - Maurits Adam, Sarah Children of Hong Kong - Hintat Cheung Eiteljoerge, BirgitCANCELLED Elsner, Nivedita Mani 87. Cross-linguistic interference in copula verb 70. Audiovisual speech perception, parental input, and omission in 2L1 Romanian in a Romanian-Hungarian vocabulary in the first year of life - Mélanie Hoareau, context - Larisa Avram, Veronica Tomescu Thierry Nazzi, Henny Yeung 88. Describing the Early Home Language Environment 71. Re-visiting 5-year-olds’ use of source accuracy in of Dual Language Learners: An Examinination of the their evidential reasoning - Narae Ju, Youngon Choi, So Activity Settings of Spanish-Speaking Children in the US - Mi Jeong Lauren Cycyk, Carol Scheffner Hammer 72. Prior experience with actions that were highlighted 89. Cross - linguistic influence in simultaneous bilingual by iconic gestures facilitates verb learning in three- acquisition of tense: the effects of Tamil and Chinese - year-olds - Suzanne Aussems, Katherine Mumford, Meira Kalasegaran, Vicky Chondrogianni Sotaro Kita 90. The transient use of perfective already in Cantonese- 73. A longitudinal analysis of Spanish grammatical skills English bilingual children: developmental asynchrony in Spanish-English bilingual children with and without and typological incompatibility - Pui Yiu Szeto, Stephen language impairment - Lourdes Martinez-Nieto, Maria Matthews, Virginia Yip Adelaida Restrepo 91. Past tense and plural formation in Welsh-English 74. Evaluating the effectiveness of a reading for bilingual children with and without SLI - Vicky pleasure intervention: a randomised control trial - Chondrogianni, Nerys John Jamie Lingwood, Caroline Rowland, Josie Billington 92. Neurophysiological indices of visual context during 75. Object Realization in Cantonese-English Bilingual sentence processing in children - Valerie Shafer, Emily Children - Jiangling Zhou, Ziyin Mai, Virginia Yip Zane, Larissa Miller, Isabel Slingerland, Sarah Kresh 76. Selective mutism in bilingual children - Anja Starke 93. Two Days in the Life: Naturally Occurring Emotion Talk with Preschoolers 77. Improving the Identification of Bilingual Children with - Elaine Reese, Mele Taumoepeau, Language Disorders: An Examination of Reliable Spanish Michelle Fellows, James Pennebaker Grammatical Markers - Anny Castilla-Earls, Ana Teresa 94. Intention or attention before pointing: Do infant’s early Perez-Leroux, Alejandra Auza, Katrina Fulcher-Rood hold out gestures reflect evidence of a declarative motive? - 78. Effects of L2 on L1 Narrative skills in Preschool and Laura Boundy, Anna Theakston, Thea Cameron-Faulkner School-aged Children in L1 dominant contexts - Ayhan 95. Children’s past and future accounts in interactional Aksu-Koç, Aslı Aktan Erciyes, Ali Tekcan situations. A study with young children from marginalized urban populations in Argentina 79. Differential effects of internal and external factors - Florencia Alam, Celia in bilingual children’s dual vocabulary development: a Rosemberg, Alejandra Stein, Laura Ramirez case of Singapore - Bin Yin, He Sun 96. Timing on the cusp of words - Michèle Pettinato, Ilke 80. Translation Equivalents and Lexical Processing in De Clerck, Jo Verhoeven, Steven Gillis Bilingual Toddlers - Diane Poulin-Dubois, Jacqueline 97. Human infant sensitivity to trans-species emotional Legacy, Olivia Kuzyk, Pascal Zesiger, Margaret Friend vocal signals - Naoto Yamane, Mihoko Hasegawa, Ai 81. Acquiring Gender and Case in Russian: Russian- Kanato, Naoko Kijima, Kazuo Okanoya, Reiko Mazuka Dutch, Russian-Swedish and Russian-Azerbaijani 98. Efficacy of phonological therapy in Dutch monolingual bilingual children compared with their monolingual children with SLI - Annelies Bron, Annette Scheper peers with and without SLI and adult learners of 99. ¿What?, «¿What do you mean?» A longitudinal study Russian as a foreign language - Elena Galkina, Natalia of the repair movements in spontaneous conversations Ringblom, Sofia Krasnoshchekova, Galina Rogozhkina between parents and children from Argentina - Alejandra 82. Icelandic as L1 and L2 and English as foreign language Stein, Celia Rosemberg, Alejandra Menti, Florencia Alam, skills of adolescents in Iceland: How well does self-rated Guadalupe Rocha performance match test scores? - Elin Thordardottir 100. He Said, She Said: Children use speaker identity, 83. Discourse markers and syntactic connectives in L2 but not disfluency cues, in word learning - Justine Spanish: a developmental path across discourse genres Thacker, Craig Chambers, Susan Graham and modalities of production - Elisa Rosado, Melina 101. Evaluative expressions used for argumentation in Aparici, Pablo Horcada, Rocío Cuberos, Nayme Salas low and mid SES child-child interactions - Maia Julieta 84. Identifying bilingual children at risk for SLI and Migdalek, Marta Shiro, Celia Rosemberg children with limited L2-input - Elizabeth Stadtmiller, 102. Czech Deaf children’s socio-cognitive and Katrin Lindner, Natalia Gagarina pragmatic competence assessed through Theory of 85. Early lexical development of Turkish-Flemish Mind Task Battery - Eva Filippova, Andrea Hudakova bilingual children in a language minority setting - Feyza 103. Perception of level tones and contour tones by Altinkamis, Hulya Ozcan, Steven Gillis French-learning infants - Elsa Santos, Rushen Shi
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ST DAY 5 FRIDAY, JULY 21 OVERVIEW
GRAND AMPHI 9h00 PLENARY TALK: What is “complete” L1 acquisition? On the age factor in heritage language development and first language attrition M. Schmid 10h00 ROGER BROWN PRIZE + STUDENT BEST POSTER AWARD 10h30 Coffee break 11h00 GRAND AMPHI AMPHI AMPHI AMPHI ROOM ROOM AMPHI LAPRADE L. AUBRAC J-B. SAY JABOULAY D201 D101
The language Grammatical Typical and of schooling: Generalizations: Liaison acquisition: atypical pragmatic Lexical properties Expressive SES differences evidences for How Input new data, models, development in that bootstrap Language in in early linguistic new relations Structure debates early childhood: infant word Dual Language experiences and with literacy influences Insights from learning Learners outcomes and language Language Learning Céline Dugua, parent report development Aurélie Nardy Mitsuhiko Ota Margaret Friend Florencia Alam Amanda Owen Van Diane Pesco Alejandra Meneses Horne 13h00
Lunch break
14h00 Improving One size does not Common ground vocabulary and Contributions fit all: Bilingual in communication: word learning for of parent-child development Early language Integrating evolu- adolescents with interactions to across linguistic acquisition: tionary, develop- language difficulties child language domains and Beyond WEIRD mental and clinical in schools: exploring outcomes in socio-cultural perspectives content, process and diverse samples contexts Alejandrina Cristia service provision. Manuel Bohn Penny Levickis Erika Hoff Victoria Joffe 16h00 GRAND AMPHI Closing ceremony / farewell 17h00
LAST DAY!
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ST DAY 5 FRIDAY, JULY 21 SYMPOSIA
9H00 > 10H00 11H00 > 13H00 GRAND AMPHI GRAND AMPHI
PLENARY TALK SYMPOSIUM What is “complete” L1 acquisition? Liaison acquisition: new data, On the age factor in heritage models, debates language development and first CONVENER: Céline Dugua, LLL UMR7270, Université language attrition Orléans, France Aurélie Nardy, Lidilem, Université Grenoble Alpes, France Monika S. Schmid, University of Essex PRESENTATION 1 Investigations of both the development and the ultimate proficiency in the home language of Setting the stage: Liaison acquisition, theoretical speakers who become bilingual in the period issues and available results between birth and the onset of schooling tend to reveal substantial differences between such Jean-Pierre Chevrot, Laboratoire de l’Informatique du heritage speakers and monolingual natives. On Parallélisme, DANTE team, Institut rhône-alpin des the other hand, speakers who acquire a second systèmes complexes, ENS Lyon / Laboratoire Lidilem, language after around the age of twelve tend to Université Grenoble Alpes, France experience rather limited (albeit quite consistent) Samantha Ruvoletto, Laboratoire Structures Formelles L1 attrition effects, even in situations where the du Langage, CNRS / Université Paris 8, France L2 becomes the main language of communication Sophie Wauquier, Laboratoire Structures Formelles du and daily life. Between these two populations Langage, CNRS / Université Paris 8, France there exists a substantial research gap, with very PRESENTATION 2 few studies investigating the development of L1 proficiency and attrition of speakers who experience Uncovering the limits of sub-syllabic statistical language dominance reversal between school age word segmentation: The case of French liaison and puberty. I will review the limited evidence on this age Mireille Babineau, Language research group Université period and discuss it in the light of findings on du Québec à Montréal & LSCP, Département d’études heritage language development on the one hand cognitives, ENS, EHESS, CNRS, PSL Research University, and language attrition on the other. I argue that a Paris, France more comprehensive approach to L1 development Rushen Shi, Language research group Université du in bilinguals, encompassing a perspective of the Québec à Montréal, Canada full AoA range from birth to adulthood, can provide important insight into the nature of the bilingual PRESENTATION 3 language capacity. The acquisition of subject-verb agreement expressed through liaison 10H00 > 10H30 Isabelle Barrière, Communication Sciences & Disorders, GRAND AMPHI Long Island University/Brooklyn & YVY Research Institute, U.S.A. ROGER BROWN PRIZE + STUDENT BEST POSTER AWARD Louise Goyet, Laboratoire Paragraphe EA 349, Equipe C.R.A.C. Université Paris 8, Saint-Denis, France 10H30 > 11H00 Sarah Kresh, Linguistics, Graduate Center, CUNY, New York, U.S.A. COFFEE BREAK Géraldine Legendre, Cognitive Science, Johns Hopkins University, Baltimore
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Thierry Nazzi, Psychologie de la Perception, CNRS, PRESENTATION 4 Université Paris Descartes, France Parental neglect and language development: PRESENTATION 4 A look at the pragmatic development of
SYMPOSIA neglected three-year-olds Liaison development in both verbal and nominal contexts in children aged 2 to 6 Mélissa Di Sante, Université Laval; Centre ST interdisciplinaire de recherche en réadaptation et Céline Dugua, LLL UMR7270, Université Orléans, France integration sociale, Canada Aurélie Nardy, Lidilem, université Grenoble Alpes, France Audette Sylvestre, Université Laval, Centre Loïc Liégeois, LLF & CLILLAC-ARP, Paris Diderot, France interdisciplinaire de recherche en réadaptation et Jean-Pierre Chevrot, Laboratoire de l’Informatique du intégration sociale, Canada Parallélisme, DANTE team, Institut rhône-alpin des Caroline Bouchard, Université Laval, Équipe de recherche systèmes complexes, ENS Lyon / Laboratoire Lidilem, FRIDAY 21 FRIDAY « Qualité des contextes éducatifs de la petite enfance », Université Grenoble Alpes, France Canada Damien Chabanal, Université Blaise Pascal, Clermont- Ferrand, France 11H00 > 13H00 PRESENTATION 5 AMPHI LUCIE AUBRAC Liaison and input: corpus studies of child-parent interactions SYMPOSIUM Loïc Liégeois, LLF & CLILLAC-ARP, Paris Diderot, France The language of schooling: evidences Anne Siccardi, Lidilem, Grenoble Alpes, France for new relations with literacy and Christophe Parisse, Modyco et Inserm CNRS, Université Paris Ouest Nanterre, France language development CONVENER: Alejandra Meneses, Pontificia Universidad Católica de Chile, Chile 11H00 > 13H00 DISCUSSANT: Vibeke Grøver, University of Oslo, Norway AMPHI LAPRADE SYMPOSIUM PRESENTATION 1 Typical and atypical pragmatic Mapping academic language skills and reading development in early childhood : comprehension development in middle grade populations insights from parent report Emily Phillips Galloway, Vanderbilt University, U.S.A. CONVENER: Diane Pesco, Concordia University, Paola Uccelli, Harvard University, U.S.A. Montréal, Canada PRESENTATION 2 PRESENTATION 1 Children’s decontextualized talk predicts Growth in pragmatic language from 24-36 months: academic language skills in mid-adolescence A longitudinal study using the Language Use Paola Uccelli, Harvard University, U.S.A. Inventory Özlem Ece Demir-Lira, University of Chicago, U.S.A. Daniela O’Neill, University of Waterloo, Canada Meredith Rowe, Harvard Graduate School of Education, U.S.A. PRESENTATION 2 Susan Levine, University of Chicago, U.S.A. Using the LUI with children with multisystem Susan Goldin-Meadow, University of Chicago, U.S.A. disabilities PRESENTATION 3 Susan Foster-Cohen, University of Canterbury / The Spanish academic language, reading Champion Centre, Christchurch, New Zealand comprehension and science learning in Anne Van Bysterveldt, University of Canterbury th (Christchurch, New Zealand) 4 Chilean graders Alejandra Meneses, Pontificia Universidad Católica de PRESENTATION 3 Chile, Chile A parent report of the pragmatic abilities of Maximiliano Montenegro, Pontificia Universidad Católica French-speaking toddlers and preschoolers: de Chile, Chile Validation of the Canadian-French version Marcela Ruiz, Universidad Alberto Hurtado, Chile of the Language Use Inventory Diane Pesco, Concordia University, Montréal, Canada
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PRESENTATION 4 CONVENER: Amanda J. Owen Van Horne, University of Iowa, U.S.A Explanation and argumentation genres at school: DISCUSSANT: Evan Kidd, Australian National writing quality and academic language in University, Australia PRESENTATION 1 8th Chilean graders Javiera Figueroa, Pontificia Universidad Católica de Chile, PRESENTATION 1 Chile Variable input and language production enhance Alejandra Meneses, Pontificia Universidad Católica de learning and generalization of novel grammar Chile, Chile Emma Hayiou-Thomas, University of York, U.K. Jelena Mirković, York St. John University, U.K 11H00 > 13H00 PRESENTATION 2 AMPHI JEAN-BAPTISTE SAY Learning syntactic categories (Gender classes): SYMPOSIUM A language learning study with 7-year-olds Lexical properties that bootstrap Elizabeth Wonnacott, University College London, U.K. infant word learning Helen Brown, University of Warwick, U.K. Lydia Gunning, University of Warwick, U.K. CONVENER: Mitsuhiko Ota, University of Edinburgh, U.K. PRESENTATION 3 PRESENTATION 1 Types and tokens: The role of Complementary Sound symbolism bootstraps language Learning Systems in learning new morphology development: Studies on infant word learning and on parental input Jelena Mirković, York St. John University, U.K. Gareth Gaskell, University of York, U.K. Sotaro Kita, University of Warwick, U.K. Stephanie Archer, University of Warwick, U.K. PRESENTATION 4 Noburo Saji, Kamakura Women’s University, Japan Mutsumi Imai, Keio University, Japan Complexity in language intervention: Training with atypical lexical items promotes generalization to PRESENTATION 2 new verbs Producibility and accuracy in early acquisition: Amanda J. Owen Van Horne, University of Iowa, U.S.A. The case for onomatopoeia Maura Curran, University of Iowa, U.S.A. Catherine Laing, Duke University, U.S.A. 11H00 > 13H00 PRESENTATION 3 ROOM D201 Testing bootstrapping effects of infant-directed vocabulary: A longitudinal analysis SYMPOSIUM Mitsuhiko Ota, University of Edinburgh, U.K. Expressive Language in Dual Barbora Skarabela, University of Edinburgh, U.K. Language Learners DISCUSSION CONVENER: Margaret Friend, San Diego State Linking learning and teaching biases in word University, U.S.A. learning and beyond DISCUSSANT: Elizabeth Peña, University of Texas at Austin, U.S.A. Vera Kempe, Abertay University, U.K. PRESENTATION 1 Code-Switching in Young Bilingual Toddlers and 11H00 > 13H00 Their Parents AMPHI JABOULAY Stephanie DeAnda, San Diego State University & UC San SYMPOSIUM Diego, U.S.A. Grammatical Generalizations: How Bianka Enriquez, San Diego State University, U.S.A. Rosalie Dauth, Concordia University, U.S.A. Input Structure Influences Language Camille Labreche, Concordia University, U.S.A. Learning Diane Poulin-Dubois, Concordia University, U.S.A. Pascal Zesiger, University of Geneva, Switzerland Margaret Friend, San Diego State University, U.S.A.
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PRESENTATION 2 PRESENTATION 3 Code-Switching and Proficiency in Spanish- The social gradient in early language English Bilingual Children development: An RCT to test the role of parent contingent talk SYMPOSIA Erin Smolak, San Diego State University & UC San Diego, U.S.A. Bianka Enriquez, San Diego State University, U.S.A. Danielle Matthews, Department of Psychology, University ST Diane Poulin-Dubois, Concordia University, Canada of Sheffield, U.K. Pascal Zesiger, University of Geneva, Switzerland Michelle McGillion, Department of Psychology, University Margaret Friend, San Diego State University, U.S.A. of Sheffield, U.K. Jane Herbert, Department of Psychology, University of PRESENTATION 3 Sheffield, U.K. Identifying the impact of word characteristics on Julian Pine, Department of Psychological Sciences, FRIDAY 21 FRIDAY University of Liverpool, U.K. L1/L2 vocabulary acquisition Jissel Anaya, University of Texas at Austin, U.S.A. PRESENTATION 4 Ricardo Nieto, University of Texas at Austin, U.S.A. A parent-gesture intervention to reduce early SES Elizabeth Peña, University of Texas at Austin, U.S.A. gaps in child vocabulary Lisa Bedore, University of Texas at Austin, U.S.A. Zenzi Griffin, University of Texas at Austin, U.S.A. Meredith Rowe, Harvard Graduate School of Education, U.S.A. Kathryn Leech, Harvard Graduate School of Education, U.S.A. Virginia Salo, University of Maryland, U.S.A. 11H00 > 13H00 Kaitlin Herbert, Harvard Graduate School of Education, U.S.A. ROOM D101 13H00 > 14H00 SYMPOSIUM SES differences in early linguistic experiences and outcomes LUNCH BREAK
CONVENER: Florencia Alam, National Council of Scientific and Technical Research, Argentina 14H00 > 16H00 PRESENTATION 1 GRAND AMPHI Early language experience mediates SES- differences in language-processing skill and SYMPOSIUM vocabulary in Spanish-learning children Common ground in communication: Adriana Weisleder, Stanford University, U.S.A. Integrating evolutionary, developmental Virginia Marchman, Stanford University, U.S.A. and clinical perspectives Nancy Otero, Stanford University, U.S.A. Anne Fernald, New York University School of Medicine, U.S.A. CONVENER: Manuel Bohn, Max Planck Institute for Evolutionary Anthropology, Germany PRESENTATION 2 DISCUSSANT: Eve Clark, Stanford University, U.S.A SES variations in language input and comprehension outcomes among Argentine toddlers PRESENTATION 1 Celia R. Rosemberg, National Council of Scientific and Common ground in non-linguistic communication: Technical Research, Argentina Evidence from twelve-month-old infants and Florencia Alam, National Council of Scientific and great apes Technical Research, Argentina Manuel Bohn, Max Planck Institute for Evolutionary Alejandra Stein, National Council of Scientific and Anthropology, Germany Technical Research, Argentina Josep Call, University of St. Andrews, U.K. Maia Migdalek, National Council of Scientific and Michael Tomasello, Duke University, U.S.A Technical Research, Argentina Alejandra B. Menti, National Council of Scientific and PRESENTATION 2 Technical Research, Argentina Camila Scaff, LSCP, Département d’études cognitives, Three- and four-year –olds rapidly integrate a ENS, EHESS, CNRS, PSL, Paris Diderot, Ecole Doctorale communicative partner’s perspective Frontières du Vivant (FdV) – Programme Bettencourt, France Valerie San Juan, Alejandrina Cristia, LSCP, Département d’études University of Calgary, Canada Sirine Morra, cognitives ENS, EHESS, CNRS, France University of Calgary, Canada Katherine Gibbard, University of Calgary, Canada
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Melanie Khu, University of Calgary, Canada Aoife Murphy, M. DNCC Child and Adolescent Mental Susan A. Graham, University of Calgary, Canada Health Service, Dublin, Ireland Catherine Sheahan, CAINT Speech Therapy, Kildare, Ireland PRESENTATION 3 Sue Franklin, Department of Clinical Therapies, University of Limerick, Limerick, Ireland Children use personal and cultural common ground in their reasoning with peers PRESENTATION 4 Maria Mammen, Max Planck Institute for Evolutionary Whole-class curriculum vocabulary support for Anthropology, Germany adolescents with language difficulties Bahar Köymen, University of Manchester, U.K. Michael Tomasello, Duke University, U.S.A Hilary Lowe, School of Health Sciences, City University, London, U.K. PRESENTATION 4 Victoria L. Joffe, School of Health Sciences, City University, London, U.K. Social versus visual perspective-taking and the Lucy Henry, School of Health Sciences, City University, interpretation of linguistic reference by children London, U.K. with ASD Kirsten Abbot-Smith, University of Kent, U.K. David Williams, University of Kent, U.K. 14H00 > 16H00 Danielle Matthews, University of Sheffield, U.K. AMPHI JABOULAY
SYMPOSIUM 14H00 > 16H00 Early language acquisition: AMPHI LUCIE AUBRAC Beyond WEIRD SYMPOSIUM CONVENER: Alejandrina Cristia, LSCP, Département Improving vocabulary and word d’études cognitives, ENS, EHESS, CNRS, PSL learning for adolescents with language PRESENTATION 1 difficulties in schools: exploring Quantity and composition of child-directed speech content, process and service provision among Tsimane forager-horticulturalists of Bolivia CONVENER: Victoria L. Joffe, School of Health Sciences, Alejandrina Cristia, LSCP, Département d’études City University, London, U.K. cognitives, ENS, EHESS, CNRS, PSL Research University DISCUSSANT: David Messer, School of Health Sciences, Jonathan Stieglitz, Institute for Advanced study in City, University of London and Open University, U.K. Toulouse, France Emmanuel Dupoux, LSCP, Département d’études PRESENTATION 1 cognitives, ENS, EHESS, CNRS, PSL Research University, France Building a Literate Lexicon in Adolescents: Selecting Words for Language Intervention PRESENTATION 2 Marilyn A. Nippold, University of Oregon, U.S.A. Early language experience and development in a Tzeltal Mayan and PNG village PRESENTATION 2 Marisa Casillas, Max Planck Institute for Psycholinguistics, Enhancing vocabulary and independent word Radboud University Nijmegen, The Netherlands learning skills in adolescents with language disorder PRESENTATION 3 Victoria L. Joffe, School of Health Sciences, City University, London, U.K. Culture and Communication from Infancy through Preschool: A Focus on Ethnically Diverse U.S. PRESENTATION 3 Families The effectiveness of a vocabulary enrichment Catherine Tamis-LeMonda, Steinhardt School of Culture, programme in improving the vocabulary skills Education, and Human Development (NYU), U.S.A. of adolescents attending mainstream secondary Yana Kuchirko, Steinhardt School of Culture, Education, school in areas of socioeconomic disadvantage and Human Development (NYU), U.S.A. Lulu Song, Brooklyn College, the City University of New Emily James, Speech & Language Therapy Department, York, U.S.A. Health Service Executive Dublin; National Behaviour Support Service, Navan Education Centre, Meath, Ireland
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PRESENTATION 4 PRESENTATION 1 Interaction patterns of Hadza hunter-gatherer Maternal communicative behaviours and infants interaction quality as predictors of child language Monika Abels, Tilburg University, The Netherlands development: A prospective community-based SYMPOSIA study of slow-to-talk toddlers
ST 14H00 > 16H00 Laura Conway, Murdoch Children’s Research Institute, VIC, Australia AMPHI LAPRADE Penny Levickis, Newcastle University, U.K., Murdoch Childrens Research Institute, Australia SYMPOSIUM Sheena Reilly, Murdoch Children’s Research Institute, One size does not fit all: Bilingual VIC, Australia; Griffith University, QLD, Australia Jodie Smith, The University of Melbourne, Australia; FRIDAY 21 FRIDAY development across linguistic Murdoch Childrens Research Institute, Australia domains and socio-cultural contexts Fiona Mensah, The University of Melbourne, Australia; Murdoch Childrens Research Institute, Australia. CONVENER: Erika Hoff, Florida Atlantic University, U.S.A. PRESENTATION 2 PRESENTATION 1 Impact of parent interaction and language input Bilingual children catch up to monolingual on the communicative development of infants peers in speech abilities at age 5 with cochlear implants Cynthia Core, The George Washington University, U.S.A. Edith L.Bavin, La Trobe University, Australia PRESENTATION 2 Julia Sarant, The University of Melbourne, Australia Greg Leigh, RIDBC Renwick Centre (Royal Institute for Deaf “Where there’s a will, there’s a way”: The role and Blind Children/The University of Newcastle), Australia of aptitude, motivation and socio-linguistic background on language proficiency at the end PRESENTATION 3 of French Immersion in Canada Associations between maternal verbal behaviours Stefka H. Marinova-Todd, University of British Columbia, and child language skills in a cohort of mothers Canada and their children experiencing adversity Jodie Smith, The University of Melbourne, Australia; PRESENTATION 3 Murdoch Childrens Research Institute, Australia How maternal education influences the linguistic Penny Levickis, Newcastle University, UK; Murdoch environment supporting migrant children’s L2 Childrens Research Institute, Australia lexical and syntactic development Patricia Eadie, The University of Melbourne, Australia. Lesley Bretherton, Murdoch Childrens Research Tamara Sorenson Duncan, University of Alberta, Canada Institute, Australia Johanne Paradis, University of Alberta, Canada Sharon Goldfeld, The University of Melbourne, Australia; Murdoch Childrens Research Institute, Australia PRESENTATION 4 Laura Conway, The University of Melbourne, Australia; How the language in which mothers are educated Murdoch Childrens Research Institute, Australia influences the language growth of bilingual PRESENTATION 4 children in immigrant families Parents“experiences” of parent-reported and Erika Hoff, Florida Atlantic University, U.S.A. Andrea Burridge, Houston Community College, U.S.A. direct observational assessments: How can we decrease discomfort and increase validity?
14H00 > 16H00 Shannon Bennetts, University of Melbourne, Australia; Murdoch Childrens Research Institute, Australia; La Trobe AMPHI JEAN-BAPTISTE SAY University, Australia Fiona Mensah, University of Melbourne, Australia; SYMPOSIUM Murdoch Childrens Research Institute, Australia Contributions of parent-child Naomi Hackworth, University of Melbourne, Australia; interactions to child language Murdoch Childrens Research Institute, Australia; La Trobe University Australia. outcomes in diverse samples Elizabeth Westrupp, University of Melbourne, Australia; CONVENER: Penny Levickis, Newcastle University, U.K., Murdoch Childrens Research Institute, Australia; La Trobe Murdoch Childrens Research Institute, Australia University, Australia. Sheena Reilly, Murdoch Children’s Research Institute, DISCUSSANT: Meredith Rowe, Harvard University VIC, Australia; Griffith University, QLD, Australia Graduate School of Education Cambridge, U.S.A - 50 - SPECIAL THANKS
CHEVROT JEAN-PIERRE (ENS Lyon / Université Grenoble SPONSORS Alpes, France) CLARK EVE V (Stanford University, California, U.S.A.) The IASCL organization team thanks all of the COOPMANS PETER (Utrecht University, Netherlands) Conference sponsors for their generosity and interest in the conference. DE HOUWER ANNICK (University of Erfurt, Germany) DE WECK GENEVIÈVE (University of Neuchâtel, Swiss) DEEN KAMIL (University of Hawaii, Hawaii, U.S.A.) DEMUTH KATHERINE (Macquarie University, Australia) DOS SANTOS CHRISTOPHE (Université François Rabelais, France) DUGUA CÉLINE (Université d’Orléans, France) ECHOLS CATHARINE (University of Texas, Texas, U.S.A.) FIKKERT PAULA (Radboud University, Netherlands) FRIEND MARGARET (San Diego State University, California, U.S.A.) REVIEWERS GAVARRÓ ANNA (Universitat Autònoma de Barcelona, Spain) GHIMENTON ANNA (Université Lumière Lyon 2, France) The IASCL 2017 organization team would like to thank the abstract reviewers for their efforts: GOAD HEATHER (McGill University, Canada) GUASTI MARIA TERESA (University of Milano Bicocca, Italy) AKHTAR NAMEERA (University of California, HAMAN EWA (University of Warsaw, Poland) Santa cruz, California, U.S.A.) HESKETH ANNE (University of Manchester, UK) AKSU-KOÇ AYHAN (Boğaziçi University, Turkey) HOFF ERIKA (Florida Atlantic University, Florida, U.S.A.) ALCOCK KATIE (Lancaster University, UK) HULK AAFKE (University of Amsterdam, Netherlands) ALTINKAMIS FEYZA (Ghent University, Belgium) JACOB GOBET STÉPHANIE (Université de Poitiers, France) AMBRIDGE BEN (University of Liverpool, UK) JISA HARRIET (Université Lumière Lyon 2, France) AOYAMA KATSURA (University of North Texas, Texas, U.S.A.) KAUSCHKE CHRISTINA (University of Marburg, Germany) APARICI MELINA (Universitat Autònoma KIDD EVAN (The Australian National University, Australia) de Barcelona, Spain) KÜNTAY AYLIN (Koç University, Turkey) BARBU STÉPHANIE (Université de Rennes 1, France) LAAHA SABINE (University of Vienna, Austria) BARLOW JESSICA (San Diego State University, LAW JAMES (Newcastle University, UK) California, U.S.A.) LE NORMAND MARIE-THÉRÈSE (Université Paris BECKER MISHA (The University of North Carolina at Descartes, France) Chapel Hill, North Carolina, U.S.A.) LEE THOMAS HUN-TAK (Chinese University of Hong BEHRENS HEIKE (University of Basel, Germany) Kong, China) BLOM ELMA (Utrecht University, Netherlands) LIEVEN ELENA (University of Manchester, UK) BOSCH LAURA (University of Barcelona, Spain) LÓPEZ-ORNAT SUSANA (Universidad Complutense de BUDWIG NANCY (Clark University, Massachusetts, Madrid, Spain) U.S.A.) MAILLART CHRISTELLE (Université de Liège, Belgium) CHEN AOJU (Utrecht University, Netherlands) MÄNNEL CLAUDIA (Max Planck Institute, Germany)
- 51 - MARCEL GIEZEN MARCEL (Basque Centervon Brain, York, U.S.A.) Cognition and Language, Spain) SHIRAI YASUHIRO (Case Western Reserve University, MARISCAL SONIA (Universidad Nacional de Educación Ohio, U.S.A.) a Distancia, Spain) SIMONSEN HANNE GRAM (University of Oslo, Norway) MARKSON LORI (University of Washington, SMOLÍK FILIP (Czech Academy of Sciences, Washington, U.S.A.) Czech republic) MATTHEWS DANIELLE (University of Sheffield, UK) SODERSTROM MELANIE (University of Manitoba, Canada) MEISEL JÜRGEN M. (University of Hamburg / STOJANOVIK VESNA (University of Reading, UK) University of Calgary, Germany / Canada) SWINGLEY DANIEL (University of Pennsylvania, MILLS DEBBIE (Bangor University, UK) Pennsylvania, U.S.A.) MIQUEL SERRA (Universitat de Barcelona, Spain) THEAKSTON ANNA (University of Manchester, UK) MORGAN GARY (City University of London, UK) THORDARDOTTIR ELIN (McGill University, Canada) MORGENSTERN ALIYAH (Université Sorbonne TOLCHINSKY LILIANA (University of Barcelona, Spain) Nouvelle Paris 3, France) TULLER LAURICE (Université François Rabelais, France) MUELLER GATHERCOLE VIRGINIA (Florida UZIEL-KARL SIGAL (Achva Academic College, Israel) International University, Florida, U.S.A.) VAN HOUT ANGELIEK (University of Groningen, MUSOLINO JULIEN (Rutgers University, Netherlands) New Jersey, U.S.A.) VENEZIANO EDY (Université Paris Descartes, France) NAIGLES LETITIA (University of Connecticut, Connecticut, U.S.A.) VERHAGEN JOSJE (Utrecht University, Netherlands) NARDY AURÉLIE (Université Grenoble Alpes, France) VIHMAN MARILYN (University of York, UK) NICOLADIS ELENA (University of Alberta, Canada) VILAIN ANNE (Université Grenoble Alpes, France) NINIO ANAT (The Hebrew University of Jerusalem, VOGT PAUL (Tilburg University, Netherlands) Israel) WAGNER LAURA (Ohio State University, Ohio, U.S.A.) O’TOOLE CIARA (University College Cork, Ireland) WESTERGAARD MARIT (The Arctic University of Norway, OTA MITS (University of Edinburgh, UK) Norway) OZCALISKAN SEYDA (Georgia State University, XU FEI (University of California, Berkeley, California, U.S.A.) Georgia, U.S.A.) ZAMUNER TANIA (University of Ottawa, Canada) PARADIS JOHANNE (University of Alberta, Canada) PARISSE CHRISTOPHE (Université Paris Nanterre, France) PENKE MARTINA (University of Cologne, Germany) PÉREZ-PEREIRA MIGUEL (University of Santiago de Compostela, Spain) THANK PRÉVOST PHILIPPE (Université François Rabelais, France) YOU! PYE CLIFTON (The University of Kansas, Kansas, US) QUAY SUZANNE (International Christian University, Japan) RATNER NAN (University of Maryland, Maryland, U.S.A.) RAVID DORIT (Tel Aviv University, Israel) REILLY JUDY (San Diego State University, California, U.S.A.) ROSE YVAN (Memorial University of Newfoundland, Canada) SALAZAR ORVIG ANNE (Université Sorbonne Nouvelle Paris 3, France) SCHWARTZ RICHARD G. (City University of New York, New York, U.S.A.) SERRATRICE LUDOVICA (University of Reading, UK) SHAFER VALERIE (City University of New York, New
- 52 - LET’S PRACTICAL GO ! INFORMATION
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AROUND THE CONFERENCE WHERE VENUE... TO LUNCH?
E
RHÔN
Supermarket Drugstore Cash Public Transportation
- 54 - 1 TARTUFO 20 ROYAL KAHN’S TANDOORI 39 LA PICCOLA LAMBRETTA 57 SCAROLE & MARCELLIN 37 rue Sainte-Hélène 12 rue de Marsielle 74 rue de Marseille 35 Avenue Berthelot ITALIAN INDIAN ITALIAN FRENCH (BIO) 2 POP’S CAFÉ 21 KIEN HUG 40 LA FALUCHE 58 MAMI 39 rue Sainte-Hélène 9 rue de Marseille 53 rue de Marseille 141 rue Sébastien Gryphe FRENCH ASIAN FRENCH FRENCH 3 LE VIVARAIS 22 MACANUDO 41 SPEED BURGER 59 AGAINST THE GRAIN 1 place Gailleton 8 quai Claude Bernard 1 place du Prado 135 rue Sébastien Gryphe FRENCH FRENCH FASTFOOD FRENCH (VEGAN) 4 BISTROT LA VARENNE 23 CHEZ MARION 42 GREG & JERRY’S 60 CHEZ RICHARD 5 place Gailleton 14 rue Cavenne 34 rue de l’Université 3 avenue Berthelot FRENCH FRENCH FASTFOOD FRENCH 5 LE JARDIN DE BERTHE 24 MAORI 43 WASABI 61 KENBO 3 rue de Fleurieu 35 rue Pasteur 76 rue d’Anvers 3 Avenue Berthelot FRENCH (SALAD) ASIAN JAPANESE ASIAN 6 MOMENTO SAPORI & VINI 25 SAVEURS ORIENTALES 44 CAFÉ DES FACULTÉS 62 MISTER KEBAB 4 rue de Fleurieu 24 rue Montesquieu 22 quai Claude Bernard 2 Avenue Berthelot ITALIAN ORIENTAL FRENCH ORIENTAL (KEBAB) 7 BOUCHON THOMAS 26 LA MAÏOUN 45 BAP 63 CAFÉ DU 7E ART 3 rue de Laurencin 15 rue de Bonald 33 rue Chevreul 11 Avenue Berthelot FRENCH (LYONNAIS) FRENCH KOREAN FRENCH 8 RESTAURANT THOMAS 27 MAISON BALBALI 46 MED 64 BRASSERIE DU MIDI 6 rue de Laurencin 24 rue de Marseille 22 rue Chevreul 15 Avenue Berthelot FRENCH SANDWICHES ORIENTAL (KEBAB) FRENCH 9 POËLON D’OR 28 LA TABL’ATURE 47 L’AIR 2 RIEN 65 BOUILLON DE CULTURE 29 rue des Remparts d’Ainay 12 rue Bechevelin 65 rue de Marseille 11 place Jules Guesde FRENCH (LYONNAIS) FRENCH FRENCH FRENCH 10 L’ÉTOILE D’ORIENT 29 TASTE & SEE 48 SIMPLE FOOD 66 SAMANEMITH 31 rue des Remparts d’Ainay 50 rue Pasteur 67 rue de Marseille 2 place Jules Guesde ORIENTAL ASIAN FRENCH THAÏ 11 TAKUMI 30 DOSHILACK 49 LE SAINT LAURENT 67 YOMMY 50 rue Franklin 28 rue de Marseille 82 rue de Bechevelin 2 place Jules Guesde JAPANESE KOREAN ITALIAN JAPANESE 12 SHALIMAR 31 FAHIMA TANDOORI 50 CAFÉ NOVA 68 MOT HAI BA 39 quai Dr Gailleton 36 rue de Marseille 28 rue Chevreul 9 place Jules Guesde INDIAN INDIAN FRENCH VIETNAMESE 13 IMOUTO 32 BOULANGERIE DU 29 51 EN METS FAIS CE 69 MEZA 21 rue Pasteur 29 rue de Marseille QU’IL TE PLAÎT 4 place Jules Guesde JAPANESE FUSION SANDWICHES 43 rue Chevreul ORIENTAL (LEBANESE) JAPANESE (FUSION) 14 OTO OTO 33 LE CARRÉ BLEU 70 SUBWAY 14 rue d’Aquesseau 42 rue de Marseille 52 WÀINA 27 Avenue Berthelot JAPANESE SANDWICHES 35 rue Saint-Jérôme FASTFOOD FRENCH (BAR À VINS) 15 TANDOORI HOUSE 34 GRYPHE FOOD 71 LE FOURNIL 1 rue de Marseille 64 rue Sébastien Gryphe 53 EXPRESSION DES TRADITIONS INDIAN SANDWICHES DE CHONGQING 36 Avenue Berthelot 126 rue Sébastien Gryphe SANDWICHES 16 WIFAQ 35 LE LABO ASIAN 2 rue Bechevelin 39 rue de Marseille 72 LE VIVALDI ORIENTAL (KEBAB) FRENCH 54 LE CHEVREUL NICOLO & MARIA 35 rue Saint-Jérôme 49 Avenue Berthelot 17 LE CAFÉ DU NAIN 36 PANI JO FRENCH ITALIAN 5 rue de Montesquieu 35 rue de l’Université FRENCH (LYONNAIS) ITALIAN 55 LE JEAN MACÉ 50 rue Chevreul 18 L’ÉTOILE D’ASIE 37 CARAMEL SALÉ ORIENTAL (KEBAB) 13 rue Cavenne 8 rue Saint Jérôme VIETNAMESE FRENCH (CRÉPES) 56 BOULANGERIE DES ÉCOLES 19 TANDOOR 38 VIEILLE CANAILLE 81 rue de Marseille 10 rue de Marseille 14 rue Saint Jérôme SANDWICHES INDIAN FRENCH
French Italian Fastfood / Sandwiches Japanese / Korean Vietnamese / Asian Indian Oriental Not Tested Approuved French Italian Fastfood / Sandwiches Japanese / Korean Vietnamese / Asian Indian Oriental Not Tested Approuved
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CONFERENCE REGISTRATION PLENARY TALKS ONLINE The registration desk will be open every day from Plenary talks will be streamed online, the link can be 8.30 AM to 4:30 PM. It is located in the Atrium of the find on the conference website. university. You can pick up your badge and conference bag here. Please always wear your badge on the conference site: it serves as your admission ticket for IASCL MOBILE APPLICATION all conference activities and security check. All conference information can be found on our IASCL 2017 mobile app. The app is available on App Store (Apple), Play Store (Google) and Windows Store CLOAKROOM AND LUGGAGE (Microsoft). DEPOSIT The cloakroom is located in the “Salle des Colloques” in SIGN LANGUAGE the Atrium. It is opened from Monday to Friday 8:30 AM – 6 PM. INTERPRETATION All plenary talks in the Grand Amphithéâtre will be ASL LOST AND FOUND Interpreted. There is a lost and found service at the cloakroom (Salle des Colloques). CITY CENTER Lyon city center is mostly on the Presqu’île (Peninsula) and the city main place is Place Bellecour. To reach the QUESTIONS AND REQUEST city center, you have to cross the Rhone River. From the The IASCL organization team is here to help you conference venue, you can take the Pont de l’Université during the conference. They will provide assistance to (university bridge), Place Bellecour is at only 10 minutes speakers and participants. All IASCL volunteers are walk. wearing a red armband with IASCL logo, you can also go to the registration and information desk for help or special request. PUBLIC TRANSPORT You can consult maps and timetables on www.tcl.fr/en. A basic ticket costs 1.8 euros, it is valid WI-FI for one trip, on the TCL network, during one hour after Wi-Fi is available at the conference venue. The it is first stamped. Changes are allowed with the same Eduroam network is accessible for all participants. If ticket. you already have access to the Eduoram network at your home university, you should have instant access. If not, please go to IASCL welcome desk for help.
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5 3 ERATO 1 BR18 4 2 1 DEMETER D101 BELENOS B148 D20
MAIN ENTRANCE
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WHERE IS IT? AMPHITHEATER TUTORIALS AREA POSTER ZONE COFFEE BREAKS CLOAKROOM EXHIBITORS REGITRATION DESK AND HELP DESK TRAMWAY STATION WELCOME RECEPTION
Université Lumière Lyon 2 Campus Berges du Rhône 18 quai Claude Bernard - 69007 Lyon E-mail: [email protected] Tel.: +33 (0)6 52 59 14 25 Conception graphique : Zigzagone graphique Conception