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Volume I is the first of two volumes that document the three
components of the CHILDES Project. It is divided into two parts
which provide an introduction to the use of computational tools for
studying language learning. The first part is the CHAT manual,
which describes the conventions and principles of CHAT
transcription and recommends specific methods for data collection
and digitization. The second part is the CLAN manual, which
describes the uses of the editor, sonic CHAT, and the various
analytic commands. The book will be useful for both novice and
experienced users of the CHILDES tools, as well as instructors and
students working with transcripts of child language.
Volume I is the first of two volumes that document the three
components of the CHILDES Project. It is divided into two parts
which provide an introduction to the use of computational tools for
studying language learning. The first part is the CHAT manual,
which describes the conventions and principles of CHAT
transcription and recommends specific methods for data collection
and digitization. The second part is the CLAN manual, which
describes the uses of the editor, sonic CHAT, and the various
analytic commands. The book will be useful for both novice and
experienced users of the CHILDES tools, as well as instructors and
students working with transcripts of child language.
For nearly four centuries, our understanding of human development
has been controlled by the debate between nativism and empiricism.
Nowhere has the contrast between these apparent alternatives been
sharper than in the study of language acquisition. However, as more
is learned about the details of language learning, it is found that
neither nativism nor empiricism provides guidance about the ways in
which complexity arises from the interaction of simpler
developmental forces. For example, the child's first guesses about
word meanings arise from the interplay between parental guidance,
the child's perceptual preferences, and neuronal support for
information storage and retrieval. As soon as the shape of the
child's lexicon emerges from these more basic forces, an
exploration of "emergentism" as a new alternative to nativism and
empiricism is ready to begin.
For nearly four centuries, our understanding of human development
has been controlled by the debate between nativism and empiricism.
Nowhere has the contrast between these apparent alternatives been
sharper than in the study of language acquisition. However, as more
is learned about the details of language learning, it is found that
neither nativism nor empiricism provides guidance about the ways in
which complexity arises from the interaction of simpler
developmental forces. For example, the child's first guesses about
word meanings arise from the interplay between parental guidance,
the child's perceptual preferences, and neuronal support for
information storage and retrieval. As soon as the shape of the
child's lexicon emerges from these more basic forces, an
exploration of "emergentism" as a new alternative to nativism and
empiricism is ready to begin.
First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
Volume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various types of language disabilities, and aphasic recovering from language loss. The database includes transcripts in 26 different languages.The CD-ROM that accompanies these volumes includes the transcript files described in Volume II. It runs on both Windows and Macintosh platforms. For more information or updates to the files, visit the CHILDES website at http: //childes.psy.cmu.ed
First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
Volume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various types of language disabilities, and aphasic recovering from language loss. The database includes transcripts in 26 different languages. The downloadable resources that accompany these volumes includes the transcript files described in Volume II. It runs on both Windows and Macintosh platforms. For more information or updates to the files, visit the CHILDES Web site at http://childes.psy.cmu.edu
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