LINGUIST List 25.934|
Tue Feb 25 2014
Confs: Psycholing, Cognitive Science, Language Acq, Discourse Analysis/UK
Editor for this issue: Xiyan Wang
From: Outi Tuomainen <o.tuomainenucl.ac.uk>
Subject: Workshop on Late Stages in Speech and Communication Development
E-mail this message to a friend
Workshop on Late Stages in Speech and Communication Development
Short Title: LSCD 2014
Date: 03-Apr-2014 - 04-Apr-2014
Location: London, United Kingdom
Contact: Local Organising committee
Contact Email: < click here to access email >
Meeting URL: http://www.ucl.ac.uk/psychlangsci/research/speech/lscd-2014
Linguistic Field(s): Cognitive Science; Discourse Analysis; Language Acquisition; Psycholinguistics
Much emphasis in research on speech and communication development has been on the rapid developments that occur in the first five years of life. However, less attention has been given to later stages of development. When, in fact, is development truly complete? Research has shown that even when a child is judged to be consistently producing all speech sounds, production is not adult-like, with more dispersed and variable phoneme categories and motor gestures.
Similarly, in speech perception, phoneme categories are less clearly defined until early teens and children are more affected by noise and reverberation. Cognitive, attentional and memory factors may also influence children's ability to use speech effectively; communicative and conversational strategies (such as repair and turn-taking) continue to develop in adolescence. The age at which a given linguistic unit or communicative competence has been acquired and what constitutes the criterion for successful acquisition is therefore a far from trivial question. This will be a particular focus of the workshop, along with the interplay between speech development and cognitive, perceptual and motor systems.
The workshop will provide an opportunity for interactions between researchers from areas of developmental research that rarely meet, even though they are linked: speech and communication is often investigated either from a purely phonetic/phonological perspective, or focused on interactional/pragmatic principles. The manner in which the two interact through development is little explored. These questions are relevant for clinical and educational practice, and also inform theories of language processing and levels of representations.
Sarah-Jayne Blakemore (UCL) (TBC)
Melissa Redford (University of Oregon)
Stuart Rosen (UCL)
Jack Sidnell (University of Toronto)
Bill Wells (University of Sheffield)
Natalia Zharkova (Queen Margaret University)
The workshop is organised under the aegis of the ESRC project on Speaker-controlled Variability in Children's Speech in Interaction based at UCL.
Earlybird registration closing soon: March 3
To register, please visit:
List of accepted abstracts:
Read more issues|LINGUIST home page|Top of issue
Page Updated: 25-Feb-2014
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed
on its pages, it cannot vouch for their contents.