Steven Gillis
Department of Linguistics
University of Antwerp
steven.gillis@uantwerpen.be
website
|
|
Steven Gillis Department of Linguistics University of Antwerp steven.gillis@uantwerpen.be website |
| Participants: | 1 |
| Type of Study: | case study |
| Location: | Netherlands |
| Media type: | no longer available |
| DOI: | doi:10.21415/T5G30F |
Publications using these data should cite:
Gillis, S. (1984). De verwerving van talige referentie. (PhD), University of Antwerp, Antwerp.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by the above reference.
Other publications in which this corpus was used include:
Gillis, S. (1982). On prelinguistic prerequisites for linguistic reference. In S. Daalder & M. Gerritsen (Eds.), Linguistics in the Netherlands 1982. (pp. 157-165). Amsterdam: North-Holland.
Gillis, S. (1985). Een voorloper van linguïstische referentie. In K. Van den Eynde, M. Dominicy, & P. Verluyten (Eds.), Linguistics in Belgium 6 (Vol. Antwerp Papers in Linguistics, pp. 57-71). Antwerp: University of Antwerp.
Gillis, S. (1985). Towards the first word. In M. Spoelders, F. Van Besien, F. Lowenthal, & F. Van Damme (Eds.), Language acquisition and learning: Essays in developmental pragmatics (pp. 41-49). Leuven: ACCO.
Gillis, S. (1985). The development of the concept of reference in its interactional context. Studia Filologiczne, 21, 73-89.
Gillis, S. (1985). De ontwikkeling van het intentioneel communicatief handelen. TTT, 5, 299-335.
Gillis, S. (1985). Protowoorden in de taalverwerving. Onze Taal, 54, 112-113.
Gillis, S. (1986). This child's Nominal Insight is actually a process: The plateau stage and the vocabulary spurt in early lexical development (Vol. 45). Antwerp: University of Antwerp.
Gillis, S., & De Schutter, G. (1986). Transitional phenomena revisited: Insights into the nominal insight. In B. Lindblom & R. Zetterström (Eds.), Precursors of early speech. (pp. 127-142). New York: Stockton Press.
Gillis, S., & De Schutter, G. (1986). Le long cheminement vers le premier emploi des mots. Lingvisticae Investigationes, 10, 67-83.
Gillis, S. (1987). Words and categories at the onset of language acquisition. Belgian Journal of Linguistics, 2, 37-53.
Gillis, S. (1987). Woorden en betekenissen in de vroege taalverwerving. Deel 2. Audiopedagogica, 3, 2-13.
Gillis, S. (1987). Woorden en betekenissen in de vroege taalverwerving. Deel 1. Audiopedagogica, 3, 2-13.
Schaerlaekens, A., & Gillis, S. (1987). De taalverwerving van het kind: Een hernieuwde oriëntatie in het Nederlandstalig onderzoek. Groningen: Wolters-Noordhoff.
Gillis, S., & De Schutter, G. (1988). De lange weg naar het eerste woordgebruik. Psychologica Belgica, 28, 105-121.
Gillis, S. (1989). What's the use of user models: Linguistic pragmatics and AI (Vol. 61). Antwerp: University of Antwerp.
Verlinden, A., & Gillis, S. (1988). Nouns and verbs in the input: Gentner (1982) reconsidered. ABLA Papers, 12, 163-187.
Gillis, S., & Verlinden, A. (1988). Nouns and verbs in early lexical development (Vol. 54). Antwerp: University of Antwerp.
The child, Maarten, was a Flemish boy learning Dutch. Biweekly videotapings were taken at the child’s home between the ages of 0;11.15 and 1;11.28. Recordings began when the child’s vocalizations exhibited what Dore, Franklin, Miller, and Ramer (1976) called phonetically consistent forms. They lasted until the child’s MLU exceeded 1.5 for three consecutive sessions. The entire corpus consists of 29,324 intelligible child utterances. The child was recorded for an average of 3 hours a week for a total of 104 hours of recording (average: 1:18 hours per recording, with a range of 0:15:18 hours to 3:44:52 hours). The sessions included interactions between the child and an adult (usually his mother) as well as solitary play. All recordings were made in an unstructured regular home setting.
The video recordings were transcribed according to the CHAT conventions and include the child’s vocalizations in Dutch UNIBET transcription on the %pho tier. There are no adult glosses of the child’s utterances. The transcripts also include the adults’ utterances in normal graphemic transcription on the main tier and the child’s and the adults’ nonverbal behavior (gestures, gaze direction, object manipulation), notes on the synchronization of the verbal and the nonverbal behaviors, and description of the context. All this information can be found on the %sit tier, which is at the present written in Dutch.
In the %sit line, dashes separate actions. The match of actions to the phonology is sometimes indicated. Three-letter codes indicate the actor and the addressee. For example, MXA means that M did X to A. MXA &1 MYB means that M did X to A and while this is going on M does Y to B.