Detección y profilaxis del fitoplasma del amarilleamiento del olmo en Francia

Surveys conducted since 1998, showed that symptoms typical of Elm Yellows (EY) were quite frequent in the elm conservatories of Nogent-sur-Vernisson and Guémené- Penfao, France, and on forest trees in several locations in western Europe. Phytoplasmas were detected in symptomatic trees and plants using Polymerase Chain Reaction amplification followed by Restriction Fragment Length Polymorphism analyses of conserved regions of 16S rDNA of phytoplasmas, or of the EY group-specific non ribosomal DNA fragment FD9. Potential vectors were searched among leafhoppers and planthoppers trapped in conservatories and tested for the presence of phytoplasma in their body. Sanitation of multiplication material was experimented using soaking of dormant cuttings and branches in hot water, according to the method devised for destruction of phytoplasma in grapevine multiplication material. Phytoplasmas detected in a number of the elm clones held in the conservatories and in several forest or hedgerow elm trees, showed some diversity, according to restriction analyses of the FD9 fragment. Both American and European types were characterized. Four leaf- and planthopper species were found to carry an EY phytoplasma. Plants grown from cuttings taken from EY-infected clones and soaked in hot water (50 °C, 45 mn) never developed symptoms and tested phytoplasma negative. Most of untreated control plants were all symptomatic and positive. In the future, EY phytoplasma should be carefully checked, especially in sensitive cultivars. More studies of EY phytoplasma variability and potential vecteurs and the assessment of routine use of hot water therapy in multiplication of material should be conducted.Las observaciones realizadas desde 1998 han mostrado que los síntomas típicos del amarilleamiento del olmo (EY) son muy frecuentes en los bancos de olmo de Nogent- sur-Vernisson y Guémené-Penfao, Francia, y en árboles en campo de varias localidades de Europa occidental. La presencia de fitoplasmas se detectó, mediante el uso de la reacción en cadena de la polimerasa seguida de análisis de polimorfismo de longitud de los fragmentos de restricción en regiones conservadas de rADN de16S de fitoplasmas, o del fragmento FD9 de ADN no ribosómico, específico del fitoplasma del EY, en árboles y plantas sintomáticos. Se buscó vectores potenciales entre homópteros cicadélidos y fulgóridos capturados en los invernáculos y estudiados con el fin de detectar la presencia de fitoplasmas en su cuerpo. Como tratamiento profiláctico del material reproductivo, se experimentó sumergiendo las estaquillas y ramas durmientes en agua caliente, de acuerdo con el método desarrollado para la destrucción de fitoplasmas en material de reproducción de la vid. Según el análisis de restricción del fragmento FD9, los fitoplasmas que fueron detectados en algunos clones de olmo conservados en los bancos clonales, así como en varios olmos de campo, mostraron una cierta diversidad genética. Tanto el tipo americano como el europeo fueron caracterizados. Se encontró que cuatro de las especies de cicadélidos y fulgóridos eran portadoras del fitoplasma del EY. Las plantas que se desarrollaron a partir de estaquillas de clones infectados por el EY y que habían sido sumergidas en agua caliente (50 ºC, 45 minutos) nunca presentaron síntomas. Igualmente, las pruebas para la detección del fitoplasma fueron negativas. Por el contrario, todas las plantas control que no habían sido tratadas presentaron síntomas, y los resultados de las pruebas fueron positivos. En el futuro, la presencia del fitoplasma del EY deberías ser comprobada sistemáticamente, especialmente en cultivares sensibles. Deberían desarrollarse más estudios sobre la variabilidad del fitoplasma del EY y vectores potenciales, y sobre la evaluación del uso continuo del tratamiento con agua caliente en la multiplicación del material

El inevitable guppy

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Multimodality and Complexity in Children’s Negations

International audiencePrevious research in first language acquisition has shown that negation is a great locus to analyze children’s spoken and nonIspoken means of expression (Clark, 1970). The present study scrutinizes the interplay between modalities of expression (speech, gestures, vocalizations and body movements) in the construction of negation to account for the complexity of language. This multimodal study brings together functionalist and constructivist theoretical approach (Tomasello, 2003), embodied interaction and gesture studies.The data is composed of two monolingual French and English children filmed monthly from 10 months to 4 years old in natural motherIchild dyadic interactions. A negation was coded when the child or the mother used 1) a spoken negation like no or not in English, non or pas in French, 2) when the speaker used body movements (headshake, pushing objects away) that contributed to express negation and 3) when the interlocutor understood the speaker’s behavior as being negative. Using a coding system relying on the use of several compatible programs to combine qualitative and quantitative analyses (BeaupoilIHourdel et al. 2015), all combinations of spoken and nonIspoken negations were coded. Overall, 1172 multimodal negations with 537 occurrences in the English data and 635 in the French data were analyzed.Previous work on the role of gestures in spoken and gestural multimodal utterances have shown that gesture 1) can be equivalent to speech, 2) can complement speech and thus contribute to the construction of meaning in interaction, or 3) can supplement speech by adding a layer of meaning to the spoken utterance (Capirci et al., 1996). This study shows that when children combine modalities to express negation, one can identify several levels of syntactic and cognitive complexity (Sekali, 2012) in the construction of meaning. Cognitive complexity corresponds to the internalized structure of utterances rendered visible by the use of modalities whereas syntactic complexity refers to complex sentences. It is thus necessary to analyze the role of all combinations of modalities of expression in children to understand the complexity of language.Results show that several levels of cognitive/syntactic complexity are possible:1) the multimodal utterance is neither cognitively nor syntactically complex;2) the multimodal utterance is cognitively but not syntactically complex;3) the multimodal utterance is cognitively and syntactically complex.Adopting a multimodal approach helps broaden our understanding of complex structure. Indeed, in 3) children produce singleIclause utterances and thus simple syntactic sentences. Yet, the association of speech with a nonIspoken modality contributes to simultaneously and multimodally express complex sentences with two or more predicates. This study shows that the use of synchronized modalities in negative contexts should be considered a syntactic and cognitive skill. Multimodality therefore implies the reIevaluation of what a complex utterance is

ELAN Workshop

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The Emergence of Negation: from Gesture to Word

This study deals with the emergence of forms of negation and their semantic values in the attitude and language of a monolingual English-speaking girl. In the line of previous studies that have investigated the transition from gesture to word in longitudinal data (cf. Morgenstern et al, 2010), this research aims at identifying pre-verbal and co-verbal gestures specific to negation and questioning the continuity hypothesis between gestures and speech as this child acquires language. My corpus is composed of longitudinal recordings of an English girl, Ellie, born on March 6th, 2009. She has been filmed at home by her grand-mother once a month for an hour since she was ten months. The eleven videos I have examined so far introduce a compliant little girl who gestures a lot. To analyse the data I use both the CLAN programme and the ELAN programme, the latter being especially useful to analyse gestures related to negation. Ellie's first proto-negations (avoiding and refusing food) occur at 0;10 and at 1;02 she produces her first head-shaking NO (cf. Spitz, 1957). At 1;05, verbal negations emerge and are produced with co-verbal gestures of negations as Ellie expresses denial and rejection in monologues and dialogues. She also produces epistemic negation gestures without speech (such as I-DON'T-KNOW gesture), for which verbal counterparts have been found to appear later, around 2;01 (Choi, 1988). Our results therefore confirm that gestures of negation precede verbal productions and help construct the self representation of the child as being opposed to or different from the others. Choi, S. (1988), The semantic development of negation: A cross-linguistic study. Journal of Child Language 15, 517-532. Morgenstern, A., Caët, S., Collombel-Leroy, M., Limousin, F. & Blondel, M. (in press), From gesture to sign and from gesture to word: Pointing in deaf and hearing children. Gesture 10-2:3 (2010), John Benjamins Publishing Compagny, pp. 173-202. Spitz, R.A. (1957), No and Yes: on the genesis of human communication. New York: International Universities Press, Inc

Annotations and analyses with ELAN

International audienceIn this seminar on ELAN (EUDICO Linguistic Annotator), I will first help participants build a template that will enable them to convey interactional analyses on their data. Then, I will present some of the advanced features devoted to speech and multi-level analyses. I will show how to tokenize, filter and copy a tier, how to merge two tiers, how to create annotations from overlaps and gaps, how to automatically label or number annotations and how to use simple regular expressions

Impact de la transdisciplinarité pour des analyses de rituels d’apprentissages chez le jeune enfant

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How do children express refusal and rejection? A multimodal and corpus-based approach

National audienceBefore they acquire and develop language, children first refuse and reject with their bodies. The development of the various semiotic means to express refusal and rejection in longitudinal data of adult-child conversation provides a relevant domain for combining multimodal and multi-level analyses. Rejection and refusal are negative functions which appear very early in children's productions (Bloom, 1970; Choi, 1988). First productions of refusal and rejection in children's development are usually considered unconscious (Spitz, 1957) and therefore mainly conveyed by actions and motions of avoidance (Clark, 1978), but as children grow older they start using symbolic means to express negation (Guidetti, 2005). Spitz shows that this transition starts at around fifteen months, when children stop using actions or physiological refusals - such as pushing an object away or avoiding food with their bodies - and replace them with symbolic gestures like head-shakes through a process of ritualisation of spontaneous actions (Kendon, 2002). However, tracing the transitions from action to gesture and then from gesture to verbal production is quite complex since rejection and refusal can be signalled nonverbally (Horn, 2001). Therefore, I analysed all the actions, gestures, vocalisations and verbal productions of one French-speaking and one English-speaking monolingual children filmed for one hour a month between ten months and four years old, along with those of their adult interlocutors. A specific multimodal coding system was developed combining the use of Excel, CLAN and ELAN with video data and transcriptions to analyse the children's refusals and rejections according to context in dialogue. Results show that the two children first use actions to express refusals and rejections but not all of them replace this modality with gestures during their second year and even when their speech has become complex, they continue using actions alone and in combination with speech. When refusals and rejections are verbalised, their expression often takes the form of a no or non and does not require a complex syntactic realisation. This study addresses the status given to actions, as well as how they are later coded syntactically in child and adult speech. It is especially notable that the modality of action -- typically replaced over the course of development by the more symbolic modalities of gesture and language -- continues to be used for expressing refusal and rejection even into adulthood. This continuity suggests that these negative functions may be embodied to a greater degree than others

A multimodal and corpus-based approach to children's expression of refusal and rejection.

International audienceBefore they acquire and develop language, children first refuse and reject with their bodies. The development of the various semiotic means to express refusal and rejection in longitudinal data of adult-child conversation provides a relevant domain for combining multimodal and multi-level analyses. As discussed by Bloom (1970) and later Choi (1988), rejection and refusal are negative functions which appear very early in children's productions. At first they are conveyed by actions and motions of avoidance (Clark, 1978), but as children grow older they use symbolic means to express negation (Guidetti, 2005). Spitz (1957) shows that this transition starts at around fifteen months, when children stop using actions or physiological refusals - such as pushing an object away or avoiding food with their bodies - and replace them with symbolic gestures like head-shakes through a process of ritualisation of spontaneous actions (Kendon, 2002). However, this path from actions to speech does not apply to rejection and refusal as they can be signalled nonverbally (Horn, 2001). To understand the way refusal and rejection are conveyed in children's productions, I analysed all the actions, gestures, vocalisations and verbal productions of one French-speaking child and one English-speaking child filmed for one hour a month between ten months and four years old, along with those of their adult interlocutors. This study was conducted from a multimodal and constructivist theoretical perspective. A specific coding system was developed combining the use of Excel, CLAN and ELAN with video data and transcriptions to analyse the children's refusals and rejections according to context in dialogue. Results show that the two children first use actions but one of them does not replace this modality with gestures during her second year. When their language has become complex, they continue using actions in combination with speech and when refusal and rejection are verbalised, their expression often takes the form of a no or non and does not require a complex syntactic realisation. The way the two children express refusal and rejection from 1;00 to 4;00 is very different from the path they use to express other modalities like denial or absence. Indeed, they usually use actions, then gestures and finally words alone or in combination with gestures but they hardly rely on actions once their speech has become elaborate. These findings show that the expression of refusal and rejection depends on the situation and on individual differences. This study also addresses the status given to actions, as well as how they are later coded syntactically in child and adult speech. It is especially notable that the modality of action -- typically replaced over the course of development by the more symbolic modalities of gesture and language -- continues to be used for expressing refusal and rejection even into adulthood. This continuity suggests that these negative functions may be embodied to a greater degree than others. Children's use of different modalities to refuse is an ideal domain for examining the relation between action and cognitive development and provides further support for embodied approaches to language development. References: Bloom, L. (1970) Language development: Form and Function in emerging grammars. Cambridge, MA: MIT Press. Choi, S. (1988) The Semantic development of negation: Across-linguistic study. Journal of Child Language 15, 517-532. Clark, E.V. (1978) From gesture to word, on the natural history of deixis in language acquisition. In J.S. Bruner & A. Garton (ed.), Human growth and development: Wolfson College lectures (1976). Oxford: Oxford University Press, 85-120. Guidetti, M. (2005) Yes or no? How do young children combine gestures and words to agree and refuse. Journal of Child Language 32, 911-924. Horn, L.R. (2001) A Natural History of Negation. Stanford, CA: CSLI Publication. Kendon, A. (2002) Some uses of the headshake. Gesture 2, 2, 147-182. Spitz, R.A. (1957) No and Yes: On the Genesis of Human Communication. New York: International Universities Press, Inc. New York

Emergence de la négation chez un enfant monolingue anglais tout-venant: Fonctions et Modalités d'expression.

Negation, as one of the fi rst linguistic phenomena that is grammatically marked in a child's language, is a popular subject of study in language acquisition. The aim of this master's thesis is to analyse the child's behaviour on a pre-linguistic level in order to identify the learning mechanisms that permit the emergence of this phenomenon. The present study thus maps out the stages of negation's construction, from its budding to its blossoming, with particular attention paid to the transitional phases, the semantic and pragmatic functions produced and the modalities of expression used, namely actional, gestural and then verbal. This research fits into a multimodal, functionalist and constructivist theoretical approach and is based on a longitudinal corpus composed of fourteen recordings lasting about an hour each. The videos portray an English monolingual little girl, Ellie, from ages 10 to 23 months and fi lmed by her grandmother in iconic situations and spontaneous interactions and with her mother.La n egation, parce qu'elle est l'un des premiers ph enom enes linguistique grammaticalement marqu e dans les productions langagi eres des enfants, est un domaine d' etude pris e en acquisition du langage. L'objectif de ce m emoire est d'analyser le comportement de l'enfant a un stade pr e-linguistique pour identi er les m ecanismes d'apprentissage qui permettent l' emergence de ce ph enom ene. Il s'agit de retracer les etapes de construction de la n egation, du bourgeonnement a l' eclosion, avec une attention particuli ere sur les phases de transition, les fonctions s emantiques et pragmatiques exprim ees et les modalit es d'expressions utilis ees : l'action, la gestuelle puis le verbal. Cette recherche s'inscrit dans une perspective th éorique multimodale, fonctionnaliste et constructiviste du langage, et s'appuie sur un corpus longitudinal compos é de quatorze enregistrements d'environ une heure. Ces vid eos pr ésentent une petite fi lle monolingue anglaise, Ellie, âg ée de 10 a 23 mois et film ée par sa grand-m ère en situation d'interaction naturelle et spontan ée avec sa m ère