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14 TH INTERNATIONAL CONGRESSFOR THE STUDY OFCHILD LANGUAGEIASCL2017WEL COME!INLYON,FRANCEJULY, 17TH -21ST 2017
PLANNINGMONDAY,JULY 17THTUESDAY,JULY 18THWEDNESDAY,JULY 19THPLENARY:What do the hands tell usabout language development? Insights from development of speech, gestureand sign across languagesA. OzyurekPLENARY:Sex and Stability in EarlyChild LanguageM. BornsteinTHURSDAY,JULY 20THFRIDAY,JULY uage disorders:What do they tell usabout child languagedevelopment?G. Conti-RamsdenR. Brown Prize & BestStudent Poster AwardCoffee break10h307 parallel symposiasessions7 parallel symposiasessionsPLENARY:What is “complete” L1acquisition? On the agefactor in heritage language development andfirst language attritionM. Schmid7 parallel symposiasessionsCoffee break7 parallel symposiasessions12h0012h3013h0013h30Childes and Phonbankbrown bagIASCL BusinessMeeting7 parallel symposiasessions7 parallel symposiasessionsLunch break14h00Tutorials7 parallel symposiasessions16h00Closing remarks17h0017h3018h0018h30Opening CeremonyPLENARY: Bottom-up andtop-down information ininfants’ early languageacquisition. S. Peperkamp19h0019h3020h305 parallel symposiasessionsPoster session 1/3Poster session 2/3Poster session 3/3JoCL editorial meeting Junior scientistsmeetingWelcome cocktailGala dinner
IASCL2017PROGRAMAND PRACTICALINFORMATIONJULY 17TH 21 ST 2017LYON, FRANCE
- PROGRAM AND PRACTICAL INFORMATION -IASCL 2017is organized by the International Association forthe Study of Child Language in cooperation withthe Laboratoire Dynamique du Langage.EVENT ORGANIZATIONAND COORDINATIONSUPPORTED BYSCIENTIFIC COMMITTEEÉMILIE AILHAUD, Lyon, FranceSOPHIE KERN, Lyon, FranceVÉRONIQUE BOULENGER, Lyon, FranceHARRIET JISA, Lyon, FranceNATHALIE BEDOIN, Lyon, FranceDENIS ALAMARGOT, Paris, FranceLINDA BRENDLIN, Lyon, FranceMICHÈLE GUIDETTI, Toulouse, FranceMÉLANIE CANAULT, Lyon, FranceMAYA HICKMANN, Paris, FranceFLORENCE CHENU, Lyon, FranceCHRISTOPHE PARISSE, Paris, FranceJEAN-PIERRE CHEVROT, Grenoble, FranceCHRISTOPHER FENNELL, Ottawa, CanadaCHRISTOPHE DOS SANTOS, Tours, FranceNATALIA GAGARINA, Berlin, GermanyFRÉDÉRIQUE GAYRAUD, Lyon, FranceMUTSUMI IMAI, Kanagawa, JapanANNA GHIMENTON, Lyon, FranceHRAFNHILDUR RAGNARSDÓTTIR, Reykjavík, IcelandLUDIVINE GLAS, Lyon FranceERIKA HOFF, Davie, USAHARRIET JISA, Lyon, FranceFRÉDÉRIQUE GAYRAUD, Lyon, FranceSOPHIE KERN, Lyon, FranceJENNIFER KRZONOWSKI, Lyon, FranceLESLIE LEMARCHAND, Lyon, FranceSEVERINE MAGGIO, Lyon, FranceRABIA MAKINE, Lyon, FranceAURORE MARQUEZ SANTO, Lyon, FranceEGIDIO MARSICO, Lyon, FranceWHO?AUDREY MAZUR-PALANDRE, Lyon, FranceFRANÇOIS PELLEGRINO, Lyon, FranceDANIELA VALENTE, Lyon, FranceAGNÈS WITKO, Lyon, France-4-
SUMMARYWHERE?WHEN?HOW?.-5-Program6Day 1 / July 17th / overview7Symposia8Day 2 / July 18th / overview9Symposia10Poster session18Day 3 / July 19th / overview21Symposia22Poster session30Day 4 / July 20th / overview33Symposia34Poster session41Day 5 / July 21st / overview44Symposia45Special thanks51Practical information53
LET’SGO !PROGRAM-6-
- PROGRAM -DAY 1MONDAY, JULY 17THOVERVIEWROOM BR32ROOM BR19ROOM BR33TUTORIALThe use of eye-tracking in languageacquisition researchpart 1TUTORIALHomeBank: An online repository ofdaylong child-centered audio recordingsTUTORIALR for corpus datapart 18h3010h00Coffee break10h30continuation continuation continuation 12h00Lunch break13h3015h00TUTORIALThe use of eye-tracking in languageacquisition researchpart 2ROOM BR35TUTORIALR for mixed modelTUTORIALR for corpus datapart 2Coffee break15h30continuation continuation continuation 17h00GRAND AMPHIOpening ceremony17h30GRAND AMPHIPLENARY TALK: Bottom-up and top-down information in infants’ early language acquisition.Sharon Peperkamp18h30COUR D’HONNEURWelcome cocktail20h3015H00 17H00ATRIUMREGISTRATION-7-
- PROGRAM -DAY 1MONDAY, JULY 17TH17H00 17H30GRAND AMPHIOPENING CEREMONY17H30 18H30GRAND AMPHIPLENARY TALK :Bottom-up and top-downinformation in infants’ earlylanguage acquisitionSharon PeperkampLaboratoire de Sciences Cognitives et Psycholinguistique,Paris, FranceWELCOME!Decades of research have shown that before they pronouncetheir first words, infants acquire much of the soundstructure of their native language, while also developingword segmentation skills and starting to build a lexicon. Therapidity of this acquisition is intriguing, and the underlyinglearning mechanisms are still largely unknown. Drawing onboth experimental and modeling work, I will review recentresearch in this domain and illustrate specifically howboth bottom-up and top-down cues contribute to infants’acquisition of phonetic categories and phonological rules.18H30 20H30COUR D’HONNEURWELCOME COCKTAIL-8-
- PROGRAM -DAY 2TUESDAY, JULY 18THOVERVIEWGRAND AMPHI9h00PLENARY TALK: What do the hands tell us about language development?Insights from development of speech, gesture and sign across languages.Asli Ozyurek10h0010h30Coffee breakGRANDAMPHIAMPHILAPRADEAMPHIL. AUBRACAMPHIJ-B. SAYAMPHIJABOULAYROOMD201ROOMD101Tribute to JosieBernicot : howher reflection willshape the futureof developmentalpragmaticsLanguagedevelopment inchildren withcochlear implants:From vocabulary ininfancy to languageprocessing in theschool yearsA new perspectiveon referentiality inelicited narrativesSame learningmechanisms– differentmorphologies: whatfactors determinelearning?Giving newsignificance to nullresults in childlanguage researchPerspectives ondevelopmentalcomplexity: syntaxand semanticsWhat is therelationshipbetween ExecutiveFunction andlanguagedevelopment?Titia BendersYves RobergeMichèle Guidetti12h3013h00Natalia GagarinaElena LievenKatherine DemuthB148Lunch breakAdvances within CHILDES and PhonBank: Corpusdata and tools for analysis / Yvan Rose & Brian Mc Whinney14h00FluencyBank:studying typicaland disorderedspeech fluencyacross languagesand contextsNan RatnerAcquisition ofcase-marking:form and functionVirve VihmanVirve-AnneliVihmanThe effects ofconversation onthe content andlinguistic form ofnarrativesNicola BottingCooperativecommunication inpeer interactionsBahar KoymenEdy VenezianoChild-externaland child-internalfactors in the acquisition of Catalanin a multilingualconstellation: 2L1,3L1 and child L2 inthe context of societal bilingualismThe impactof congenitalhearing loss onspoken languagedevelopmentGary MorganEncoding eventsin languageand cognitionErcenur ÜnalLaia Arnaus16h00ZONE 1 TO 5Poster session 1/318h0019h30BO22ABR18JoCL editorialmeetingJunior scientistsmeetingWHERE?-9-
- PROGRAM -DAY 2TUESDAY, JULY 18THSYMPOSIA10H00 10H309H00 10H00GRAND AMPHICOFFEE BREAKPLENARY TALKWhat do the hands tell usabout language development?Insights from developmentof speech, gesture and signacross languagesAsli Ozyurek, Max Planck Institute forPsycholinguistics, Nijmegen, The NetherlandsMost research and theory on languagedevelopment focus on children’s spokenutterances. However language developmentstarting with the first words of children ismultimodal. Speaking children produce gesturesaccompanying and complementing their spokenutterances in meaningful ways through pointingor iconic gestures. Secondly, children learning asign language use the visual modality (i.e., hands,face and body) to fulfill all linguistic functions atdifferent stages of language development. In thistalk I will present recent research on the rolevisual modality plays both in spoken languagedevelopment accompanied by gestures as well as indevelopment of sign languages- bringing findingsfrom two fields of research together and howtehy inform each other. This broader multimodalview shows that expressive affordances of visualmodality, allowing for iconic representations andvisible indexicality in gesture or sign, provide,children alternative routes and stepping stones inlanguage development than speech does alone.I will also show that visual modality might fulfilldifferent functions in language developmentdepending on the language type.10H30 12H30GRAND AMPHISYMPOSIUMTribute to Josie Bernicot : how herreflection will shape the future ofdevelopmental pragmaticsCONVENER : Michèle Guidetti, CLLE, Université deToulouse, CNRS & UT2J, FranceDISCUSSANT: Danielle Matthews, The University ofSheffield, U.K.PRESENTATION 1Tribute to Josie Bernicot: Gestures andcommunicative acts in language acquisitionMichèle Guidetti, CLLE, Université de Toulouse, CNRS &UT2J, FrancePRESENTATION 2Interactional context, speech acts andMeaning in dialogue: how much are theyentwined?Anne Salazar-Orvig, CLESTHIA, Université SorbonneNouvelle - Paris 3, FrancePRESENTATION 3Disorders across the life spanVirginie Dardier, CRPCC - Université Rennes II, FrancePRESENTATION 4Register of electronic communicationOlga Volckaert-Legrie, CLLE, Université de Toulouse,CNRS & UT2J, France- 10 -
- PROGRAM -10H30 12H3010H30 12H30AMPHI LAPRADEAMPHI LUCIE AUBRACSYMPOSIUMSYMPOSIUMLanguage development in childrenwith cochlear implants: Fromvocabulary in infancy to languageprocessing in the school yearsA new perspective on referentialityin elicited narrativesCONVENER : Katherine Demuth, Macquarie University,Sidney, AustraliaDISCUSSANT: Katherine DemuthPRESENTATION 1Variability in early vocabulary of children withCIs: the impact of child abilities on outcomesEdith L. Bavin, La Trobe University, VIC, AustraliaJulia Sarant, The University of Melbourne, AustraliaLuke Prendergast, La Trobe University, VIC, AustraliaGreg Leigh, RIDBC Renwick Centre (Royal Institute forDeaf and Blind Children/The University of Newcastle),AustraliaCONVENER : Natalia Gagarina, Leibniz-ZentrumAllgemeine Sprachwissenschaft, GermanyPRESENTATION 1Character introductions in oral narratives ofSwedish-German bilingual children aged 4 and 6Josefin Lindgren, Uppsala University, SwedenValerie Reichardt, Humboldt Universitaet zu Berlin,GermanyUte Bohnacker, Uppsala University, SwedenPRESENTATION 2Referential cohesion in the narratives ofmonolingual and bilingual children withtypically developing language and with SLIPRESENTATION 2Lexical access for production and recognitionin children with cochlear implantsRichard G. Schwartz, Susan Steinman, Elizabeth Ying,Zara W. DeLuca, Georgia Drakopoulou andDerek HoustonSveta Fichman, Bar-Ilan University, IsraelCarmit Altman, Bar-Ilan University, IsraelSharon Armon-Lotem, Bar-Ilan University, IsraelJoel Walters, Bar-Ilan University, IsraelPRESENTATION 3Determiners and Clitics in character reference:A comparison between monolingual and bilingualchildren with typical development and SLIPRESENTATION 3Prosody, processing speech and discourseinteractions in adolescents with cochlear implantsColleen Holt, Katherine Demuth & Ivan YuenEleni Peristeri, Aristotle University of Thessaloniki, GreeceMaria Andreou, Aristotle University of Thessaloniki, GreeceIanthi Tsimpli, Aristotle University of Thessaloniki, GreecePRESENTATION 4PRESENTATION 4The effects of prosody on syntacticdisambiguation in children with cochlear implantsTalita Fortunato-Tavares, Richard G. Schwartz, ClaudiaF. de Andrade, Klara Marton, Derek Houston- 11 -Referentiality in elicited narratives of LithuanianTD and SLI preschoolersIngrida Balčiūnienė, Vytautas Magnus University,LithuaniaIneta Dabašinskienė, Vytautas Magnus University,Lithuania
TUESDAY 18TH SYMPOSIADAY 2- PROGRAM PRESENTATION 5PRESENTATION 4When the listener cannot see: referencing inchildren’s stories told to a blindfolded personA training study to establish the cause ofchildren’s “defaulting errors” in SpanishDaleen Klop, Stellenbosch University, South AfricaAlicia Eksteen, Stellenbosch University, South AfricaDaniela Adams, Stellenbosch University, South AfricaShaney Botman, Stellenbosch University, South AfricaMia-Lize Brink, Stellenbosch University, South AfricaJoseph Martin, University of Liverpool, U.K.Colin Bannard, University of Liverpool, U.K.Julian Pine, University of Liverpool, U.K.10H30 12H3010H30 12H30AMPHI JEAN-BAPTISTE SAYSYMPOSIUMSame learning mechanisms –different morphologies: whatfactors determine learning?CONVENER: Elena Lieven, University of Manchester, U.K.DISCUSSANT: Aris Xanthos, University of Lausanne,SwitzerlandPRESENTATION 1Predicting errors in children’s production of verbmorphology: evidence from person/numbermarking in Finnish and PolishSonia Granlund, University of Liverpool, U.K.Joanna Kolak, University of Manchester, U.K.Marta Szreder, United Arab Emirates UniversityFelix Engelmann, University of Manchester, U.K.Ben Ambridge, University of Liverpool, U.K.Julian Pine, University of Liverpool, U.K.Anna Theakston, University of Manchester, U.K.Elena Lieven, University of Manchester, U.K.PRESENTATION 2The acquisition of verb inflection in aconnectionist modelFelix Engelmann, University of Manchester, U.K.Joanna Kolak, University of Manchester, U.K./Universityof Warsaw, PolandSonia Granlund, University of Liverpool, U.K.Marta Szreder, United Arab Emirates University, UnitedArab EmiratesBen Ambridge, University of Liverpool, U.K.Julian Pine, University of Liverpool, U.K.Anna Theakston, University of Manchester, U.K.Elena Lieven, University of Manchester, U.K.PRESENTATION 3The acquisition of Chintang verbal morphologySabine Stoll, University of Zurich, SwitzerlandJekaterina Mazara, University of Zurich, SwitzerlandDamián Blasi, University of Zurich, Switzerland and MaxPlanck Institute for the Science of Human History, Jena,GermanyBalthasar Bickel, University of Zurich, SwitzerlandAMPHI JABOULAYSYMPOSIUMGiving new significance to nullresults in child language researchCONVENER: Titia Benders Department of Linguistics,Macquarie University, AustraliaDISCUSSANT: Suzanne Curtin Calgary University, CanadaPRESENTATION 1Tracing the emergence of native-languageabilities through combined meta-analysesChristina Bergmann, LSCP, Département d’étudescognitives, ENS, EHESS, CNRS, PSL ResearchUniversity, Paris, FranceSho Tsuji, University of Pennsylvania, Philadelphia,USA & LSCP, Département d’études cognitives, ENS,EHESS, CNRS, PSL Research University, Paris, FrancePage E. Piccinini, NeuroPsychologie Interventionnelle,ENS, Paris, FranceMolly L. Lewis, University of Chicago, ComputationInstitute/University of Wisconsin-Madison, Departmentof PsychologyMika Braginsky, Massachusetts Institute of Technology,Department of Brain and Cognitive SciencesMichael C. Frank, Department Psychology, StanfordUniversityAlejandrina Cristia, LSCP, Département d’étudescognitives, ENS, EHESS, CNRS, PSL ResearchUniversity, Paris, FrancePRESENTATION 2A Robust Failure to Replicate Word SegmentationFindings in British English InfantsTamar Keren-Portnoy, University of York, U.K.Caroline Floccia, Plymouth University, U.K.Rory DePaolis, James Madison University, U.S.AHester Duffy, University of Warwick, U.K.Claire Delle Luche, University of Essex, U.K.Samantha Durrant, International Centre for Languageand Communicative development (LuCiD), Universityof Liverpool, U.K.Laurence White, Plymouth University, U.KJeremy Goslin, Plymouth University, U.K.Marilyn Vihman, University of York, U.K.- 12 -
- PROGRAM PRESENTATION 3PRESENTATION 4SymBuki: Making sense of null results in the soundsymbolic bouba-kiki effect by means of ameta-analysisChild language acquisition and the complexity ofrecursive embeddingMathilde Fort, Universitat Pompeu Fabra, CBC,Barcelona, SpainImme Lammertink, ACLC, University of Amsterdam,The NetherlandsSharon Peperkamp, LSCP, Département d’étudescognitives, ENS, EHESS, CNRS, PSL ResearchUniversity, Paris, FrancePaula Fikkert, Radboud University, Nijmegen,The NetherlandsAdriana Guevara-Rukoz, LSCP, Département d’étudescognitives, ENS, EHESS, CNRS, PSL ResearchUniversity, Paris, FranceSho Tsuji, University of Pennsylvania, Philadelphia,USA & LSCP, Département d’études cognitives, ENS,EHESS, CNRS, PSL Research University, Paris, FrancePRESENTATION 4Bayes (ian statistics) for BabiesAna T Pérez-Leroux, University of Toronto, CanadaYves Roberge, University of Toronto, Canada10H30 12H30SALLE D101SYMPOSIUMWhat is the relationship betweenExecutive Function and languagedevelopment?CONVENER: Nicola Botting & Gary Morgan, CityUniversity London, U.K.DISCUSSANT: Caroline Rowland, Max Planck Institutefor Psycholinguistics, The NetherlandsPRESENTATION 1Titia Benders, Macquarie University, AustraliaDon Van Ravenzwaaij, University of Groningen,The NetherlandsLanguage acquisition and executive function from12 to 36 months in typically developing children.10H30 12H30SALLE D201SYMPOSIUMPerspectives on developmentalcomplexity: syntax and semanticsCONVENER: Yves Roberge, University of Manchester, U.K.DISCUSSANT: Fritz Newmeyer, University of Lausanne,SwitzerlandPRESENTATION 1First wait - then integrate. How the learner solvesthe learnability puzzle of complex sentencesPetra Schulz, Goethe-University Frankfurt, GermanyPRESENTATION 2Syntactic complexity in narratives and sentencerepetition: A comparison between bilingual andmonolingual children’s productionMaria Andreou, University of Cologne, GermanyIanthi Tsimpli, University of Cambridge, U.K.Samantha Durrant, ESRC LuCiD Centre, University ofLiverpool, U.K.Amy Bidgood, ESRC LuCiD Centre, University ofLiverpool, U.K.Paula McLaughlin, ESRC LuCiD Centre, University ofLiverpool, U.K.Michelle Peter, ESRC LuCiD Centre, University ofLiverpool, U.K.Caroline Rowland, ESRC LuCiD Centre, University ofLiverpool; U.K.PRESENTATION 2Complement syntax and Executive Functions:Teasing apart their contributions to Theory of MindMorgane Burnel, University of Grenoble, FranceMarcela Perrone, University of Grenoble, FranceMonica Baciu, University of Grenoble, FranceAnne Reboul, CNRS Lyon, FranceStephanie Durrleman, University of Geneva,SwitzerlandPRESENTATION 3The relationship between language and executivefunction (EF) in children with typical and atypicalmotor coordination skillsMarialivia Bernardi, City University of London, U.K.Hayley C. Leonard, University of Surrey, U.K.Elisabeth L. Hill, Goldsmiths University of London, U.K.Nicola Botting, City University of London, U.K.Lucy A. Henry, City University of London, U.K.PRESENTATION 3Syntactic complexity and the developingproduction systemDana McDaniel, University of Southern Maine, U.S.A.Cecile McKee, University of Arizona, U.S.A.- 13 -
TUESDAY 18TH SYMPOSIADAY 2- PROGRAM PRESENTATION 4Language mediates executive functiondifferences in deaf and hearing childrenNicola Botting, City University of London, U.K.Anna Jones, University College London, Deafness,Cognition and Language Research Centre, U.K.Joanna Atkinson, University College London, Deafness,Cognition and Language Research Centre, U.K.Chloe Marshall, University College London, Institute ofEducation, U.K.Michelle St. Clair, University of Bath, U.K.Gary Morgan, City University of London, U.K.12H30 14H00LUNCH BREAK12H30 14H00ROOM B148Advances within CHILDES andPhonBank: Corpus data and toolsfor analysisLudo Verhoeven, Radboud University, Nijmegen,The NetherlandsMarjolijn van Weerdenburg, Radboud University,Nijmegen, The NetherlandsFrank Wijnen, Utrecht University, The NetherlandsPRESENTATION 3Clinical versus typical profiles of speechdisfluency: Addressing theoretical and practicalchallengesCourtney Byrd, Michael and Tami Lang StutteringInstitute, University of Texas, Austin, U.S.A.Elizabeth Hampton, Michael and Tami Lang StutteringInstitute, University of Texas, Austin, U.S.A.Zoi Gkalitsiou, Michael and Tami Lang StutteringInstitute, University of Texas, Austin, U.S.A.PRESENTATION 4Linguistic predictors of recovery from earlychildhood stutteringKathryn Leech, University of Maryland, U.S.A.Barbara Brown, Purdue University, U.S.A.Christine Weber, Purdue University, U.S.A.Nan Bernstein Ratner, University of Maryland, U.S.A.14H00 16H00AMPHI LAPRADE14H00 16H00GRAND AMPHISYMPOSIUMFluencyBank: Studying typical anddisordered speech fluency acrosslanguages and contextsCONVENER : Nan Bernstein Ratner, University ofMaryland, College Park, U.S.A.DISCUSSANT: Brian MacWhinney, Carnegie-MellonUniversity, U.S.A.PRESENTATION 1PRESENTATION 1Using FluencyBank to study speech disfluencies innormally fluent, French-speaking childrenAnne-Lise Leclercq Research Unit on Childhood, LiegeUniversity, BelgiumPauline Suaire Research Unit on Childhood, LiegeUniversity, BelgiumAstrid Moyse Research Unit on Childhood, LiegeUniversity, BelgiumPRESENTATION 2Speech disruptions in school-age children withSLI: a developmental perspectiveRob Zwitserlood Royal Dutch Auris Group, UtrechtUniversity, The NetherlandsSYMPOSIUMAcquisition of case-marking: formand functionCONVENER: Virve-Anneli Vihman, University of Tartu,EstoniaPRESENTATION 1PRESENTATION 1Interaction of case marking and word order inCzech children’s productionFilip Smolik, Czech Academy of Sciences, CzechRepublicPRESENTATION 2Variability in the input: Acquisition of DifferentialObject Marking in EstonianVirve-Anneli Vihman, University of Tartu, EstoniaFelix Engelmann, University of Manchester, U.K.Anna Theakston, University of Manchester, U.K.Elena Lieven, University of Manchester, U.K.PRESENTATION 3The role of constructions in the acquisition ofPolish noun inflectionsGrzegorz Krajewski University of Warsaw, Poland- 14 -
- PROGRAM PRESENTATION 4PRESENTATION 4The influence of word stress and word order onthe comprehension of case in Russian speakingchildrenThe effects of a short conversational interventionon the content and the linguistic structure of5 to 8 years old French-speaking children’smonological narrativesBibi Janssen, University of Amsterdam, The NetherlandsAnne Baker, University of Amsterdam, The NetherlandsPRESENTATION 5Testing constructivist models of morphologicaldevelopment using case-marking in LithuanianBracha Nir, Department of Communication Sciencesand Disorders, University of Haifa, IsraelEdy Veneziano, Université Paris Descartes & CNRS,Laboratoire MoDyCo & LPPS, FrancePRESENTATION 5Egle Saviciute, University of Liverpool, U.K.Ben Ambridge, University of Liverpool, U.K.Julian Pine, University of Liverpool, U.K.The effects of a short conversational interventionon the narrative skills of high-functioning childrenwith ASD and matched typically-developingchildrenMarie-Hélène Plumet, Université Paris Descartes,Laboratoire LPPS, FranceEdy Veneziano, Université Paris Descartes & CNRS,Laboratoire MoDyCo & LPPS, France14H00 16H00AMPHI LUCIE AUBRACSYMPOSIUMThe effects of conversation onthe content and linguistic form ofnarrativesCONVENER: Edy Veneziano, Université Paris Descartes &CNRS, Laboratoire MoDyCo & LPPS, FrancePRESENTATION 1Models of reference in narratives: Comparingthe choices of referring expressions by mothersin conversation with their children, typicallydeveloping or with SLI, and by control adults14H00 16H00AMPHI JEAN-BAPTISTE SAYSYMPOSIUMCooperative communication inpeer interactionsCONVENER: Bahar Koymen, University of Manchester, U.K.DISCUSSANT: Ludovica Serratrice, University of Reading,U.K.Anne Salazar Orvig, Université Sorbonne Nouvelle,Paris 3 Laboratoire CLESTHIA, FranceGeneviève de Weck, Centre de Logopédie Université deNeuchâtel, SuissePRESENTATION 2Mothers’ reactions to children’s explanationsin narrative and free-play setting: A study ofconversations with SLI and TD children aged 5to 7 yearsStefano Rezzonico, École d’orthophonie et audiologie,Université de Montréal, Montréal, CanadaPRESENTATION 1Creating a language: Non-linguisticcommunication among preschool peersManuel Bohn, Max Planck Institute for EvolutionaryAnthropology, GermanyGregor Stöber, Max Planck Institute for EvolutionaryAnthropology, GermanyMichael Tomasello, Max Planck Institute forEvolutionary Anthropology, Germany & DukeUniversity, U.S.A.PRESENTATION 2Nonverbal markers of collaborative lying in adyadic contextPRESENTATION 3The effects of repeated book readingconversations: A study of Hebrew-speakingmother-child dyadsHilal H. Şen Koç University, TurkeyCeren Bozkurt Koç University, TurkeySeren Zeynep Vardar Koç University, TurkeyAylin C. Küntay Koç University, TurkeyRotem Shapira, Levinsky College of Education andSchool of Education, Tel Aviv University, IsraelDorit Aram, School of Education, Tel Aviv University,Israel- 15 -
TUESDAY 18THSYMPOSIADAY 2- PROGRAM PRESENTATION 3PRESENTATION 4Children produce justifications according to theirpragmatic goals in peer conversationsSemantic redistribution of copula ser/estar insimultaneous Catalan/Spanish bilingual childrenand adultsAndreas Domberg, Max Planck Institute for EvolutionaryAnthropology & University of Manchester, U.K.Bahar Koymen, University of Manchester, U.K.Michael Tomasello, Max Planck Institute for EvolutionaryAnthropology, Germany & Duke University, U.S.A.Alejandro Cuza, Purdue University, U.S.APedro Guijarro-Fuentes, University of Balearic Islands,Spain14H00 16H00PRESENTATION 4ROOM D201Joint decision-making facilitates children’sreasoning with peersSYMPOSIUMThe impact of congenitalhearing loss on spoken languagedevelopmentBahar Koymen, University of Manchester, U.K.Michael Tomasello, Max Planck Institute forEvolutionary Anthropology, Germany & DukeUniversity, U.S.A.CONVENER: Gary Morgan, City University London, U.K.PRESENTATION 114H00 16H00Identifying auditory barriers to spoken languageunderstanding in Dutch toddlersAMPHI JABOULAYSYMPOSIUMMartine Coene, Language and Hearing CenterAmsterdam, Vrije Universiteit Amsterdam, TheNetherlandsElske Bolk, Language and Hearing Center Amsterdam,VU University medical center, The NetherlandsTheoGoverts, Language and Hearing Center Amsterdam, VUUniversity Medical Center, The NetherlandsPaul Govaerts, The Eargroup, Antwerp, BelgiumChild-external and child-internalfactors in the acquisition of Catalanin a multilingual constellation: 2L1, 3L1and child L2 in the context of societalbilingualismCONVENER: Laia Arnaus-Gil, Bergische UniversitätWuppertal, GermanyPRESENTATION 2Narrative Performance in School-Age Childrenwho are Hard of HearingPRESENTATION 1Elizabeth Walker, University of Iowa, U.S.A.Optionality in sequential bilingualism:production of Catalan adverbial clitics bychildren of different L1sPRESENTATION 3Finite verb morphology in the spontaneousspeech of Dutch-speaking children with cochlearimplants and hearing aidsMònica Tarrés, Universitat Pompeu Fabra, Barcelona,SpainAurora Bel, Universitat Pompeu Fabra, Barcelona, SpainAnna Gavarró, Universitat Autònoma de Barcelona, SpainAnnemiek Hammer, Utrecht University of AppliedSciences, Institute for Sign, Language & Deaf Studies,The NetherlandsMartine Coene, Language and Hearing CenterAmsterdam, Vrije Universiteit Amsterdam,The NetherlandsPRESENTATION 3PRESENTATION 4The acquisition of Spanish-Catalan pronominalclitics: the case of bi-trilingual childrenNarrative skills in deaf children who use spokenEnglish: dissociations between macro andmicrostructural devicesPRESENTATION 2Language acquisition and change: the acquisitionof Catalan partitive and locative cliticsAmelia Jiménez Gaspar, Universitat de les IllesBalears, SpainNatascha Müller, Bergische Universität Wuppertal,GermanyLaia Arnaus-Gil, Bergische Universität Wuppertal,GermanyChloe Marshall, UCL, U.K.Anna Jones, UCL, U.K.Nicola Botting, City University London, U.K.Gary Morgan, City University London, U.K.- 16 -
- PROGRAM 14H00 16H00ROOM D101SYMPOSIUMEncoding events in language andcognitionCONVENER: Ercenur Ünal, Radboud University, MaxPlanck Institute for Psycholinguistics, The NetherlandsDISCUSSANT: Laura Wagner, Ohio State University, U.S.A.PRESENTATION 1How we conceptualize the ends of events (andwhat it might mean for verb acquisition)Angela Xiaoxue He, Boston University, U.S.A.Sudha Arunachalam, Boston University, U.S.A.PRESENTATION 2Finding common ground: The role of languageRoberta 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 3How children map event participants ontolanguageErcenur Ünal, Radboud University, Max Planck Institutefor Psycholinguistics, The NetherlandsJohn Trueswell, University of Pennsylvania, U.S.A.Anna Papafragou, University of Delaware, U.S.A.PRESENTATION 4Mapping from form to meaning: Light verbconstructions and event construalEva Wittenberg, University of California, San Diego, U.S.A.- 17 -INTERESTING.
TUESDAY 18THPOSTERDAY 2- POSTER SESSION ZONE 11. Children with autism spectrum disorder use commonground to comprehend ambiguous requests - LouiseMalkin, Kirsten Abott-Smith, David Williams, John Ayling17. The Acquisition of Morphonotactics: An ExperimentalStudy with Lithuanian TD and SLI Children - LauraKamandulytė-Merfeldienė, Eglė Krivickaitė, InetaDabašinskienė18. Is child speech intelligible? The case of cochlearimplanted (CI) vs normal-hearing (NH) children Benedicte Grandon, Sébastien Schmerber, Eric Truy,Anne Vilain2. Deaf Children’s Typical and Atypical BilingualDevelopment in American Sign Language (ASL) andWritten English - Philip Prinz3. Speech and language outcomes of three-year-oldFinnish children with hearing loss - Taina Välimaa,Sari Kunnari, Eila Lonka, Anna-Kaisa Tolonen, KristaWallenius, Heikki Löppönen19. The frequency and distribution of delay markersin acquisition - Daisy Leigh4. Language comprehension in children, adolescentsand adults with Down syndrome - Bernadette Witecy,Eva Wimmer, Martina Penke20. Preposition use in 4 to 6 year old children withSLI compared to typically developing children - GerdaBruinsma, Evelien Klaveren, Inge Lijten, Hanneke Snieders,Suzanne Jansen-Spit, Frank Wijnen, Ellen Gerrits5. Assessing phonological memory in children withspeech errors: are meaningless syllable stringsreally meaningless? - Catherine Torrington Eaton,Nan Bernstein Ratner21. Production of prosodic prominence in the utteranceof Cochlear Implanted (CI) and normally hearing (NH)infants: a perceptual study - Ilke De Clerck, MichèlePettinato, Jo Verhoeven, Steven Gillis6. Neurophysiological evidence for the influence ofphonological and semantic neighbour
2017 JULY, 17TH-21ST 2017 14TH INTERNATIONAL CONGRESS CHILD LANGUAGE. PLANNING MONDAY, JULY 17TH TUESDAY, . MAYA HICKMANN, Paris, France CHRISTOPHE PARISSE, Paris, France CHRISTOPHER FENNELL, Ottawa, Canada . TUTORIAL HomeBank: An online repository of
