Gender disparities in colloquium speakers at top universities.

Colloquium talks at prestigious universities both create and reflect academic researchers' reputations. Gender disparities in colloquium talks can arise through a variety of mechanisms. The current study examines gender differences in colloquium speakers at 50 prestigious US colleges and universities in 2013-2014. Using archival data, we analyzed 3,652 talks in six academic disciplines. Men were more likely than women to be colloquium speakers even after controlling for the gender and rank of the available speakers. Eliminating alternative explanations (e.g., women declining invitations more often than men), our follow-up data revealed that female and male faculty at top universities reported no differences in the extent to which they (i) valued and (ii) turned down speaking engagements. Additional data revealed that the presence of women as colloquium chairs (and potentially on colloquium committees) increased the likelihood of women appearing as colloquium speakers. Our data suggest that those who invite and schedule speakers serve as gender gatekeepers with the power to create or reduce gender differences in academic reputations.

Arguing about innateness.

This paper lays out the components of a language acquisition model, the interconnections among the components, and the differing stances of nativism and empiricism about syntax. After demonstrating that parsimony cannot decide between the two stances, the paper analyzes nine examples of evidence that have been used to argue for or against nativism, concluding that most pieces of evidence are either irrelevant or suggest that language is special but need not invoke innate ideas. Two pieces of evidence - the development of home sign languages and the acquisition of Determiners - do show not just that language is special but that the child has innate syntactic content. The existential claim that nativism makes - there is at least one innate syntactic idea - is an easier claim to verify than the universal claim that empiricism makes - there are no innate syntactic ideas.

How infants' utterances grow: A probabilistic account of early language development.

Why are children's first utterances short and ungrammatical, with some obvious constructions missing? What determines the lengthening of children's early utterances over time? The literature is replete with references to a one-word, a two-word, and a later multiword stage in language development, but with little empirical evidence, and with little account for how and why utterances grow. To address these questions, we analyze speech samples from 25 children between the ages of 14 and 43 months; we construct distributions of their utterances of lengths one to five by age. Our novel findings are that multiword utterances of different lengths appear early in acquisition and increase together until they reach relatively stable proportions similar to those found in parents' input. To explain such patterns, we develop a probabilistic computational model, VIRTUAL, that posits an interaction between a) varying, increasing resources from various developmental domains and b) target utterance lengths mirroring the input. VIRTUAL successfully accounts for most of the empirical patterns, suggesting a probabilistic and dynamic process that is nonetheless compatible with apparent distinct milestones in development. We provide a new, systematic way of showing how developmental cascade theories could work in language development. Our findings and model also suggest insights into syntactic, semantic, and cognitive development.

Supporting women's research in predominantly undergraduate institutions: Experiences with a National Science Foundation ADVANCE Institutional Transformation Award.

This paper describes the Gender Equity Project (GEP) at Hunter College of the City University of New York (CUNY), funded by the U. S. NSF ADVANCE Institutional Transformation Award (ITA) program. ADVANCE supports system-level strategies to promote gender equity in the social and natural sciences, but has supported very few teaching-intensive institutions. Hunter College is a teaching-intensive institution in which research productivity among faculty is highly valued and counts toward tenure and promotion. We created the GEP to address the particular challenges that faculty, especially White women and faculty of color, face in maintaining research programs and advancing in their careers at teaching-intensive institutions. During the course of the ADVANCE award, its centerpiece was the Sponsorship Program, a multifaceted paid mentorship/sponsorship program that paired each participant with a successful scholar in her discipline. It offered extensive professional development opportunities, including interactive workshops and internal grants to support research. The GEP helped change key policies and practices by ensuring that all faculty were treated fairly in areas like provision of research start-up funds and access to guidance on how to prepare for tenure and promotion. Qualitative and quantitative evidence suggests that participation in the Sponsorship Program boosted research productivity and advanced the careers of many of the women who participated; the Program was highly rated by all participants. Some of the policy and practice changes that the GEP helped bring about were sustained at Hunter beyond the award period and some were adopted and disseminated by the central office of CUNY. However, we were not able to sustain the relatively expensive (but cost-effective) Sponsorship Program. We share the lessons we learned, including that creating a diverse, successful social and natural scientific workforce requires sustained support of female faculty employed at teaching-intensive colleges. We acknowledge the difficulties of sustaining gains, and offer ideas about how to make the case for gender equity when women seem to be doing "well enough." We underscore the imperative of building support for women's research in teaching-intensive institutions, where most women scientists are employed, and well over 90% of all college students-a disproportionate percentage of whom are female, minoritized, or both-are educated.

Gender Disparities in Awards to Neuroscience Researchers.

Women in academia receive fewer prestigious awards than their male counterparts. This gender gap may emerge purely from structural factors (e.g., gender differences in time spent in academia, institutional prestige, and academic performance), or from a combination of structural and psychological factors (e.g., gender schemas). To test these competing predictions, we assessed the independent contribution of year of degree, institutional prestige (a composite of prestige of PhD school and current affiliation), academic performance (total publications, total cites, and h-index), and gender to the prestige of awards earned by male (N = 298) and female (N = 134) academic neuroscientists. Award prestige was determined by an independent set of neuroscientists. Men earned more prestigious awards than women after controlling for institutional prestige, year of degree, and total publications. But after controlling for total citations or h-index, no gender difference appeared. Mediation analyses revealed that the gender disparity in awards was mediated by a gender difference in total cites and h-index. There was a reciprocal effect as well, in that the gender disparity in total cites and h-index was partially mediated by awards. These results point to an indirect path by which psychological factors may create gender disparities in academic awards: gender schemas may lead to women's papers receiving fewer citations than men's papers, resulting in more prestigious awards for men than for women. Additionally, our results suggest that gender disparities in awards and citations may reinforce each other. Practical implications for promoting gender equality in academic awards are discussed.

Interests, Gender, and Science.

In this commentary on Nye, Su, Rounds, and Drasgow (2012) and Schmidt (2011), I address the value of occupational interest inventories for understanding sex differences in occupational choice and the extent to which occupational interests are malleable. In particular, I argue (a) that some subscales in interest inventories are too heterogeneous to be given a single label and that the labels that are applied to some subscales are inaccurate and misleading; (b) that "things versus people" is an inaccurate and misleading characterization of a dimension that is frequently associated with interest inventories and linked to sex differences; (c) that vocational interests will be valid predictors of job performance primarily in cases in which the job has been held for some time by a diverse group of people and not in cases in which jobholders have been homogeneous; (d) that sex differences in interests are malleable and sensitive to small and subtle environmental cues; and (e) that women's interest in math and science will increase if they have a feeling of belonging and an expectation of success.

Abstract categories or limited-scope formulae? The case of children's determiners.

ABSTRACTSix tests of the spontaneous speech of twenty-one English-speaking children (1 ; 10 to 2 ; 8; MLUs 1.53 to 4.38) demonstrate the presence of the syntactic category determiner from the start of combinatorial speech, supporting nativist accounts. Children use multiple determiners before a noun to the same extent as their mothers (1) when only a and the or (2) all determiners are analyzed, or (3) when children and mothers are matched on determiner and noun types and determiner+noun tokens. (4) Overlap increases as opportunity for overlap increases: children use multiple determiners with more than 50% of nouns used at least twice with a determiner and with 80% of nouns used at least six times with a determiner. (5) Formulae play a limited role in low-MLU children's determiner usage, increasing with MLU. (6) Less than 1% of determiner uses are errors. Prior results showing no overlap are likely a sampling artifact.

Direct object predictability: effects on young children's imitation of sentences.

We hypothesize that the conceptual relation between a verb and its direct object can make a sentence easier ('the cat is eating some food') or harder ('the cat is eating a sock') to parse and understand. If children's limited performance systems contribute to the ungrammatical brevity of their speech, they should perform better on sentences that require fewer processing resources: children should imitate the constituents of sentences with highly predictable direct objects at a higher rate than those from sentences with less predictable objects. In Experiment 1, 24 two-year-olds performed an elicited imitation task and confirmed that prediction for all three major constituents (subject, verb, direct object). In Experiment 2, 23 two-year-olds performed both an elicited imitation task and a sticker placement task (in which they placed a sticker on the pictured subject of the sentence after hearing and imitating the sentence). Children imitated verbs more often from predictable than unpredictable sentences, but not subjects or objects. Children's inclusion of constituents is affected by the conceptual relations among those constituents as well as by task characteristics.

When opportunity knocks twice: two-year-olds' repetition of sentence subjects.

Why are young children's utterances short? This elicited imitation study used a new task--double imitation--to investigate the factors that contribute to children's failure to lexicalize sentence subjects. Two-year-olds heard a triad of sentences singly and attempted to imitate each; they then again heard the same triad singly and again attempted to imitate each. Comparisons between the two attempts showed that children's second passes were more accurate than their first. In addition, independent of sentence length, children increased their inclusion of pronominal and expletive but not lexical subjects. Children included verbs more often from sentences with pronominal than lexical subjects, suggesting a trade-off. Children included subjects more often in short sentences than long ones, and increased subject inclusion only in short sentences. The results suggest that children's language production is similar to adults': a complex interaction of syntactic knowledge, limited cognitive resources, communicative goals, and conversational structure.

Young children's acquisition of wh-questions: the role of structured input.

Two-year-olds learn language quickly but how they exploit adult input remains obscure. Twenty-nine children aged 2;6 to 3;2, divided into three treatment groups, participated in an intervention experiment consisting of four sessions 1 week apart. Pre- and post-intervention sessions were identical for all children: children heard a wh-question and attempted to repeat it; a 'talking bear' answered. That same format was used for the two intervention sessions for children in a quasicontrol condition (Group QC). Children receiving modelling (Group M) heard a question twice before repeating it; those receiving implicit correction (Group IC) heard a question, attempted to repeat it, and heard it again. All groups improved in supplying and inverting an auxiliary for target questions with trained auxiliaries. Only experimental children generalized to auxiliaries on which they had not been trained. Very little input, if concentrated but varied, and presented so that the child attends to it and attempts to parse it, is sufficient for the rapid extraction and generalization of syntactic regularities. Children can learn even more efficiently than has been thought.

A study of relative clauses in Williams syndrome.

Despite growing empirical evidence to the contrary, claims continue to be made that the grammar of people with Williams syndrome (WS) is intact. We show that even in a simple elicited imitation task examining the syntax of relative clauses, older children and adults with WS (n = 14, mean age = 17;0 years) only reach the level of typical five-year-old controls. When tested systematically in a number of different laboratories, all aspects of WS language show delay and/or deviance throughout development. We conclude that the grammatical abilities of people with WS should be described in terms of relative rather than absolute proficiency, and that the syndrome should no longer be used to bolster claims about the existence of independently functioning, innately specified modules in the human brain.