RETRACE

RETRACE inserts [/] after repeated words as in this example: *FAT: +^ the was the was xxx ice+cream .

%ret: +^ <the was> [/] the was xxx ice+cream .

If +c is used then the main tier is replaced with an %ret tier and no additional %ret tier is not created.

12.26 RTFIN

This program is used to take data that was formatted in Word and convert it to CHAT.

12.27 SALTIN

This program takes SALT formatted files and converts them to the CHAT format. SALT is a transcript format developed by Jon Miller and Robin Chapman at the University of Wisconsin. By default, SALTIN sends its output to a file. Here is the most common use of this program:

saltin file.cut

It may be useful to note a few details of the ways in which SALTIN operates on SALT files:

1. When SALTIN encounters material in parentheses, it translates this material as an unspecified retracing type, using the [/?] code.

2. Multiple comments are placed on separate lines on a single comment tier.

3. SALT codes in square brackets are converted to CHAT comments in square brackets and left in the original place they occurred, unless the + symbol is added to the SALT code. If it is present, the code is treated as a postcode and moved to the end of the utterance when SALTIN runs. The CHSTRING program can be used to insert + in the desired codes or in all codes, if required.

3. Times in minutes and seconds are converted to times in hours:minutes:seconds. 4. A %def tier is created for coding definitions.

Unique Options

+h Some researchers have used angle brackets in SALT to enter comments. When the original contains text found between the < and the > characters this option instructs SALTIN to place it between [% and ]. Otherwise, material in angle brackets would be coded as a text overlap.

+l Put all codes on a separate %cod line. If you do not select this option, codes will be placed on the main line in the [$text] format.

SALTIN also uses several options that are shared with other commands. For a complete list of options for a command, type the name of the command followed by a carriage return in the Commands window. Information regarding the additional options shared across commands can be found in the chapter on Options.

12.28 TEXTIN

The TEXTIN program is quite simple. It takes a set of sentences in paragraph form and converts them to a CHAT file. Blank lines are considered to be possible paragraph breaks and are noted with @Blank headers. To illustrate the operation of TEXTIN, here are the results of running TEXTIN on the previous three sentences:

@Begin

@Participants: T Text

*T: the textin program is quite simple.

*T: it takes a set of sentences in paragraph form and converts

them to a chat file.

*T: blank lines are considered to be possible paragraph breaks and

are noted with @blank headers. @End

There are no options that are unique to textin. However, it uses several options that are shared with other commands. For a complete list of options for a command, type the name of the command followed by a carriage return in the Commands window. Information regarding the additional options shared across commands can be found in the chapter on Options.

12.29 TIERORDER

TIERORDER puts the dependent tiers into a consistent alphabetical order.

12.30 TRNFIX

This program compares the %trn line with the %mor line and notes discrepancies. This is useful in developing a training corpus for POSTTRAIN.

12.31 UNIQ

13 References

Aguado, G. (1988). Appraisal of the morpho-syntactic competence in a 2.5 month old child. Infancia y Aprendizaje, 43, 73-95.

Blake, J., Quartaro, G., & Onorati, S. (1970). Evaluating quantitative measures of gram- matical complexity in spontaneous speech samples. Journal of Child Language, 20, 139-152.

Bohannon, N., & Stanowicz, L. (1988). The issue of negative evidence: Adult responses to children's language errors. Developmental Psychology, 24, 684-689.

Brainerd, B. (1982). The type–token relation in the works of S. Kierkegaard. In: R. W. Bailey (ed.) Computing in the humanities (pp. 97-109). Amsterdam: North-Holland. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard.

Demetras, M., Post, K., & Snow, C. (1986). Feedback to first-language learners. Journal

of Child Language, 13, 275-292.

Hausser, R. (1990). Principles of computational morphology. Computational Linguistics, 47.

Hickey, T. (1991). Mean length of utterance and the acquisition of Irish. Journal of Child

Language, 18, 553-569.

Hirsh-Pasek, K., Trieman, R., & Schneiderman, M. (1984). Brown and Hanlon revisited: Mother sensitivity to grammatical form. Journal of Child Language, 11, 81-88. Hoff-Ginsberg, E. (1985). Some contributions of mothers' speech to their children's

syntactic growth. Journal of Child Language, 12, 367-385.

Klee, T., Schaffer, M., May, S., Membrino, S., & Mougey, K. (1989). A comparison of the age-MLU relation in normal and specifically language-impaired preschool children. Journal of Speech and Hearing Research, 54, 226-233.

Lee, L. (1974). Developmental Sentence Analysis. Evanston, IL: Northwestern University Press.

Malakoff, M.E., Mayes, L. C., Schottenfeld, R., & Howell, S. (1999) Language production in 24-month-old inner-city children of cocaine-and-other-drug-using mothers. Journal of Applied Developmental Psychology, 20, 159-180..

Malvern, D. D., & Richards, B. J., (1997). A new measure of lexical diversity. In: A. Ryan and A. Wray (Eds.) Evolving models of language. Clevedon: Multilingual Matters.

Malvern, D. D., & Richards, B. J. (in press). Validation of a new measure of lexical diversity. In B. v. d. Bogaerde & C. Rooijmans (Eds.), Proceedings of the 1997 Child Language Seminar, Garderen, Netherlands. Amsterdam: University of Amsterdam.

Moerk, E. (1983). The mother of Eve as a first language teacher. Norwood, NJ: Ablex. Nelson, K. E., Denninger, M. S., Bonvilian, J. D., Kaplan, B. J., & Baker, N. D. (1984).

Maternal input adjustments and non-adjustments as related to children’s linguistic advances and to language acquisition theories. In A. D. Pellegrini & T. D. Yawkey (Eds.), The development of oral and written language in social contexts. Norwood, NJ: Ablex.

Nice, M. (1925). Length of sentences as a criterion of a child’s progress in speech.

Journal of Educational Psychology, 16, 370-379.

book of research in language acquisition using CHILDES (pp. 26-49). Hillsdale NJ:

Lawerence Erlbaum Associates.

Richards, B. J., & Malvern, D. D, (1997a). Quantifying lexical diversity in the study of language development. Reading: University of Reading, The New Bulmershe Papers.

Richards, B. J., & Malvern, D. D. (1997b). type–token and Type-Type measures of vocabulary diversity and lexical style: an annotated bibliography. Reading: Faculty of Education and Community Studies, The University of Reading. (Also available on the World Wide Web at: http://www.rdg.ac.uk/~ehsrichb/home1.html)

Richards, B. J., & Malvern, D. D, (1998). A new research tool: mathematical modelling in the measurement of vocabulary diversity (Award reference no. R000221995). Final Report to the Economic and Social Research Council, Swindon, UK. Rivero, M., Gràcia, M., & Fernández-Viader, P. (1998). Including non-verbal

communicative acts in the mean length of turn analysis using CHILDES. In A. Aksu Koç, E. Taylan, A. Özsoy, & A. Küntay (Eds.), Perspectives on language

acquisition (pp. 355-367). Istanbul: Bogaziçi University Press.

Rondal, J., Ghiotto, M., Bredart, S., & Bachelet, J. (1987). Age-relation, reliability and grammatical validity of measures of utterance length. Journal of Child Language,

14, 433-446.

Scarborough, H. S. (1990). Index of productive syntax. Applied Psycholinguistics, 11, 1- 22.

Scarborough, H. S., Rescorla, L., Tager-Flusberg, H., Fowler, A., & Sudhalter, V. (1991). The relation of utterance length to grammatical complexity in normal and language- disordered groups. Applied Psycholinguistics, 12, 23-45.

Sichel, H. S. (1986). Word frequency distributions and type–token characteristics. Mathe-

matical Scientist, 11, 45-72.

Snow, C. E. (1989). Imitativeness: a trait or a skill? In G. Speidel & K. Nelson (Eds.),

The many faces of imitation. New York: Reidel.

Sokolov, J. L., & MacWhinney, B. (1990). The CHIP framework: Automatic coding and analysis of parent-child conversational interaction. Behavior Research Methods, In-

struments, and Computers, 22, 151-161.

Templin, M. (1957). Certain language skills in children. Minneapolis, MN: University of Minnesota Press.

Wells, G. (1981). Learning through interaction: The study of language development. Cambridge, Cambridge University Press.