Pronouns and Prosody in Irish&Sast;
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
When Linearity Prevails Over Hierarchy in Syntax
When linearity prevails over hierarchy in syntax Jana Willer Golda, Boban Arsenijevic´b, Mia Batinic´c, Michael Beckerd, Nermina Cordalijaˇ e, Marijana Kresic´c, Nedzadˇ Lekoe, Franc Lanko Marusiˇ cˇf, Tanja Milicev´ g, Natasaˇ Milicevi´ c´g, Ivana Mitic´b, Anita Peti-Stantic´h, Branimir Stankovic´b, Tina Suligojˇ f, Jelena Tusekˇ h, and Andrew Nevinsa,1 aDivision of Psychology and Language Sciences, University College London, London WC1N 1PF, United Kingdom; bDepartment for Serbian language, Faculty of Philosophy, University of Nis,ˇ Nisˇ 18000, Serbia; cDepartment of Linguistics, University of Zadar, Zadar 23000, Croatia; dDepartment of Linguistics, Stony Brook University, Stony Brook, NY 11794-4376; eDepartment of English, Faculty of Philosophy, University of Sarajevo, Sarajevo 71000, Bosnia and Herzegovina; fCenter for Cognitive Science of Language, University of Nova Gorica, Nova Gorica 5000, Slovenia; gDepartment of English Studies, Faculty of Philosophy, University of Novi Sad, Novi Sad 21000, Serbia; hDepartment of South Slavic languages and literatures, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb 10000, Croatia Edited by Barbara H. Partee, University of Massachusetts at Amherst, Amherst, MA, and approved November 27, 2017 (received for review July 21, 2017) Hierarchical structure has been cherished as a grammatical univer- show cases of agreement based on linear order, called “attrac- sal. We use experimental methods to show where linear order is tion,” with the plural complement of noun phrases (e.g., the key also a relevant syntactic relation. An identical methodology and to the cabinets are missing), a set of findings later replicated in design were used across six research sites on South Slavic lan- comprehension and across a variety of other languages and con- guages. -
Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Yearbook of Corpus Linguistics and Pragmatics
Yearbook of Corpus Linguistics and Pragmatics Cristina Grisot Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Yearbook of Corpus Linguistics and Pragmatics Editor-in-Chief Jesús Romero-Trillo, Universidad Autónoma de Madrid, Spain Reviews Editor Dawn Knight, Cardiff University, Cardiff, UK Advisory Editorial Board Karin Aijmer, University of Gothenburg, Sweden Belén Díez-Bedmar, Universidad de Jaén, Spain Ronald Geluykens, University of Oldenburg, Germany Anna Gladkova, University of Sussex and University of Brighton, UK Stefan Gries: University of California, Santa Barbara, USA Leo Francis Hoye, University of Hong Kong, China Jingyang Jiang, Zhejiang University, China Anne O’Keefe, Mary Immaculate College, Limerick, Ireland Silvia Riesco-Bernier, Universidad Autónoma de Madrid, Spain Anne-Marie Simon-Vandenbergen, University of Ghent, Belgium Esther Vázquez y del Árbol, Universidad Autónoma de Madrid, Spain Anne Wichmann, University of Central Lancashire, UK More information about this series at http://www.springer.com/series/11559 Cristina Grisot Cohesion, Coherence and Temporal Reference from an Experimental Corpus Pragmatics Perspective Cristina Grisot Department of Linguistics University of Geneva Geneva 4, Switzerland Published with the support of the Swiss National Science Foundation ISSN 2213-6819 ISSN 2213-6827 (electronic) Yearbook of Corpus Linguistics and Pragmatics ISBN 978-3-319-96751-6 ISBN 978-3-319-96752-3 (eBook) https://doi.org/10.1007/978-3-319-96752-3 Library of Congress -
Graph-Based Syntactic Word Embeddings
Graph-based Syntactic Word Embeddings Ragheb Al-Ghezi Mikko Kurimo Aalto University Aalto University [email protected] [email protected] Abstract We propose a simple and efficient framework to learn syntactic embeddings based on information derived from constituency parse trees. Using biased random walk methods, our embeddings not only encode syntactic information about words, but they also capture contextual information. We also propose a method to train the embeddings on multiple constituency parse trees to ensure the encoding of global syntactic representation. Quantitative evaluation of the embeddings shows competitive performance on POS tagging task when compared to other types of embeddings, and qualitative evaluation reveals interesting facts about the syntactic typology learned by these embeddings. 1 Introduction Distributional similarity methods have been the standard learning representation in NLP. Word represen- tations methods such as Word2vec, GloVe, and FastText [1, 2, 3] aim to create vector representation to words from other words or characters that mutually appear in the same context. The underlying premise is that ”a word can be defined by its company” [4]. For example, in the sentences, ”I eat an apple every day” and ”I eat an orange every day”, the words ’orange’ and ’apple’ are similar as they share similar contexts. Recent approaches have proposed a syntax-based extension to distributional word embeddings to in- clude functional similarity in the word vectors by leveraging the power of dependency parsing[5] [6]. Syntactic word embeddings have been shown to be advantageous in specific NLP tasks such as ques- tion type classification[7], semantic role labeling[8], part-of-speech tagging[6], biomedical event trigger identification[9], and predicting brain activation patterns [10]. -
The Non-Hierarchical Nature of the Chomsky Hierarchy-Driven Artificial-Grammar Learning
The Non-Hierarchical Nature of the Chomsky Hierarchy-Driven Artificial-Grammar Learning Shiro Ojima & Kazuo Okanoya Recent artificial-grammar learning (AGL) paradigms driven by the Choms- ky hierarchy paved the way for direct comparisons between humans and animals in the learning of center embedding ([A[AB]B]). The AnBn grammars used by the first generation of such research lacked a crucial property of center embedding, where the pairs of elements are explicitly matched ([A1 [A2 B2] B1]). This type of indexing is implemented in the second-generation AnBn grammars. This paper reviews recent studies using such grammars. Against the premises of these studies, we argue that even those newer AnBn grammars cannot test the learning of syntactic hierarchy. These studies nonetheless provide detailed information about the conditions under which human adults can learn an AnBn grammar with indexing. This knowledge serves to interpret recent animal studies, which make surprising claims about animals’ ability to handle center embedding. Keywords: language evolution; animal cognition; syntactic hierarchy; arti- ficial grammar; center embedding 1. Center Embedding and AnBn Grammars One of the properties that make humans unique among animals is language, which has several components including phonology, lexicon, and syntax. It has been debated how much of each of these components is shared between humans and non-human animals (Markman & Abelev 2004, Yip 2006). The component of syntax, which has been receiving much attention in the field of comparative cognition, instantiates linguistic knowledge describable in terms of a finite set of rules. That set of rules is called a grammar. Fitch & Hauser’s (2004) seminal work tried to test which type of grammar non-human primates can learn. -
Functional Categories and Syntactic Theory 141 LI02CH08-Rizzi ARI 5 December 2015 12:12
LI02CH08-Rizzi ARI 5 December 2015 12:12 ANNUAL REVIEWS Further Click here to view this article's online features: • Download figures as PPT slides • Navigate linked references • Download citations Functional Categories • Explore related articles • Search keywords and Syntactic Theory Luigi Rizzi1,2 and Guglielmo Cinque3 1Departement´ de Linguistique, UniversitedeGen´ eve,` CH-1211 Geneve,` Switzerland 2Centro Interdipartimentale di Studi Cognitivi sul Linguaggio–Dipartimento di Scienze Sociali, Politiche e Cognitive (CISCL-DISPOC), Universita` di Siena, Siena 53100, Italy 3Dipartimento di Studi Linguistici, Ca’ Foscari University, Venice 30123, Italy Annu. Rev. Linguist. 2016. 2:139–63 Keywords The Annual Review of Linguistics is online at functional heads, Universal Grammar, syntactic variation, cartography, linguist.annualreviews.org lexicon This article’s doi: by Mr. Guglielmo Cinque on 01/27/16. For personal use only. 10.1146/annurev-linguistics-011415-040827 Abstract Copyright c 2016 by Annual Reviews. The distinction between lexical and functional elements plays a major role in All rights reserved Annu. Rev. Linguist. 2016.2:139-163. Downloaded from www.annualreviews.org current research in syntax and neighboring aspects of the study of language. In this article, we review the motivations of a progressive shift of emphasis from lexical to functional elements in syntactic research: the identification of the functional lexicon as the locus of the triggering of syntactic actions and of syntactic variation, and the description and analysis of the complexity of functional structures in cartographic studies. The latter point leads us to illustrate current cartographic research and to present the maps created in the study of clauses and phrases. The maps of CP, IP, and other phrasal categories all involve a richly articulated functional sequence. -
Understanding Irish Spelling
Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey Understanding Irish Spelling A Handbook for Teachers and Learners Nancy Stenson and Tina Hickey i © Stenson and Hickey 2018 ii Acknowledgements The preparation of this publication was supported by a grant from An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, and we wish to express our sincere thanks to COGG, and to Muireann Ní Mhóráin and Pól Ó Cainín in particular. We acknowledge most gratefully the support of the Marie Skłodowska-Curie Fellowship scheme for enabling this collaboration through its funding of an Incoming International Fellowship to the first author, and to UCD School of Psychology for hosting her as an incoming fellow and later an as Adjunct Professor. We also thank the Fulbright Foundation for the Fellowship they awarded to Prof. Stenson prior to the Marie Curie fellowship. Most of all, we thank the educators at first, second and third level who shared their experience and expertise with us in the research from which we draw in this publication. We benefitted significantly from input from many sources, not all of whom can be named here. Firstly, we wish to thank most sincerely all of the participants in our qualitative study interviews, who generously shared their time and expertise with us, and those in the schools that welcomed us to their classrooms and facilitated observation and interviews. We also wish to thank the participants at many conferences, seminars and presentations, particularly those in Bangor, Berlin, Brighton, Hamilton and Ottawa, as well as those in several educational institutions in Ireland who offered comments and suggestions. -
Cognitive Connections Between Linguistic and Musical Syntax
COGNITIVE CONNECTIONS BETWEEN LINGUISTIC AND MUSICAL SYNTAX AN OPTIMALITY THEORETIC APPROACH by LAURA BREWER (Under the Direction of Keith Langston) ABSTRACT Language and music share empirically validated syntactic similarities that suggest these modalities may have important cognitive connections. These findings challenge the current view of the human language faculty as encapsulated from other cognitive domains. Patel (2008) emphasizes the distinction between the representational knowledge base of a domain (competence) and the syntactic processes that are employed during access and integration of this knowledge, proposing that the processing resources are shared between the two domains while the knowledge bases remain separate. I propose that the shared processing resources for linguistic and musical syntax are characterized predominantly by the constraint evaluation and optimization mechanisms of Optimality Theory. The goal of this endeavor will be to explore the OT character of musical syntax in support of the claim that a unified theory can reflect cognitive overlap in the language and music modalities and to encourage future refinement of this theoretical framework. INDEX WORDS: Optimality Theory (OT), syntax, Western tonal music. modularity, weighted constraint, Generative Theory of Tonal Music (GTTM), competence, performance, processing COGNITIVE CONNECTIONS BETWEEN LINGUISTIC AND MUSICAL SYNTAX AN OPTIMALITY THEORETIC APPROACH by LAURA BREWER B.A., The University of Georgia, 2007 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GA 2014 © 2014 Laura Brewer All Rights Reserved COGNITIVE CONNECTIONS BETWEEN LINGUISTIC AND MUSICAL SYNTAX AN OPTIMALITY THEORETIC APPROACH by LAURA BREWER Major Professor: Keith Langston Committee: Jonathan Evans Jared Klein Electronic Version Approved: Julie Coffield Interim Dean of the Graduate School The University of Georgia December 2014 ACKNOWLEDGEMENTS I am extremely grateful to my committee, Dr. -
Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1)
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword .......................................................................................................... 3 2. The content of Siollabas Bhonnleibhéal 1........................................................ 3 3. Grammar .......................................................................................................... 5 4. Learners and the language learning process ................................................... 5 4.1 Learning and communication strategies ................................................... 5 4.2 Language awareness ................................................................................. 8 5. Sociocultural knowledge ................................................................................ 10 6. Skills ................................................................................................................ 10 7. Scrúdú Bhonnleibhéal 1 .................................................................................. 10 Topic 1: Meeting people .................................................................................... 11 Topic 2: Background and place of residence ..................................................... 14 Topic 3: The family ............................................................................................. 18 Topic 4: The house and accommodation -
Semantic Integration Processes at Different Levels of Syntactic Hierarchy During Sentence Comprehension: an ERP Study
Neuropsychologia 48 (2010) 1551–1562 Contents lists available at ScienceDirect Neuropsychologia journal homepage: www.elsevier.com/locate/neuropsychologia Semantic integration processes at different levels of syntactic hierarchy during sentence comprehension: An ERP study Xiaolin Zhou a,b,c,∗, Xiaoming Jiang a, Zheng Ye a, Yaxu Zhang a,b, Kaiyang Lou d, Weidong Zhan c,e a Center for Brain and Cognitive Sciences and Department of Psychology, Peking University, Beijing 100871, China b Key Laboratory of Machine Perception and Intelligence (Ministry of Education), Peking University, Beijing 100871, China c Key Laboratory of Computational Linguistics (Ministry of Education), Peking University, Beijing 100871, China d Department of Applied Linguistics, Communication University of China, Beijing 100024, China e Department of Chinese Literature and Language, Peking University, Beijing 100871, China article info abstract Article history: An event-related potential (ERP) study was conducted to investigate the temporal neural dynamics of Received 25 April 2009 semantic integration processes at different levels of syntactic hierarchy during Chinese sentence reading. Received in revised form 6 December 2009 In a hierarchical structure, subject noun + verb + numeral + classifier + object noun, the object noun is con- Accepted 1 February 2010 strained by selectional restrictions of the classifier at the lower-level and of the verb at the higher-level Available online 6 February 2010 and the classifier is also constrained by the verb at the higher-level. Semantic congruencies between verb, classifier, and noun were manipulated, resulting in five types of sentences: correct sentences, sentences Keywords: with the single classifier–noun mismatch, sentences with the single verb–noun mismatch, sentences Syntactic hierarchy Semantic integration with the double-mismatch in classifier–noun and verb–noun, and sentences with the triple-mismatch in Classifier classifier–noun, verb–noun and verb-classifier. -
Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 Syntax-Prosody Interactions in Irish Emily Elfner University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Phonetics and Phonology Commons, and the Syntax Commons Recommended Citation Elfner, Emily, "Syntax-Prosody Interactions in Irish" (2012). Open Access Dissertations. 505. https://doi.org/10.7275/3545-6n54 https://scholarworks.umass.edu/open_access_dissertations/505 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 Department of Linguistics © Copyright by Emily Jane Elfner 2012 All Rights Reserved SYNTAX-PROSODY INTERACTIONS IN IRISH A Dissertation Presented by EMILY JANE ELFNER Approved as to style and content by: _________________________________________ Elisabeth O. Selkirk, Chair _________________________________________ John Kingston, Member _________________________________________ John J. McCarthy, Member _________________________________________ James McCloskey, Member _________________________________________ Mark Feinstein, Member ________________________________________ Margaret Speas, Department Head Linguistics ACKNOWLEDGMENTS This dissertation could not have been written without the input and support from many different people. First and foremost, I would like to thank my advisor, Lisa Selkirk. Her input and support throughout the last few years has been invaluable, and I couldn’t have asked for more in an advisor. -
(A1) Syllabus Bonnleibhéal 1
Siollabas Bhonnleibhéal 1 (A1) Teastas Eorpach na Gaeilge Siollabas Bhonnleibhéal 1 (A1) Syllabus Bonnleibhéal 1 (A1) © Lárionad na Gaeilge, Ollscoil Mhá Nuad 3 Siollabas Bhonnleibhéal 1 (A1) Contents Page 1. Foreword ..........................................................................................................3 2. The content of Siollabas Bhonnleibhéal 1 .......................................................3 3. Grammar ..........................................................................................................5 4. Learners and the language learning process ...................................................5 4.1 Learning and communication strategies ...................................................5 4.2 Language awareness .................................................................................8 5. Sociocultural knowledge ................................................................................10 6. Skills ................................................................................................................10 7. Scrúdú Bhonnleibhéal 1 ..................................................................................10 Topic 1: Meeting people ....................................................................................11 Topic 2: Background and place of residence .....................................................14 Topic 3: The family .............................................................................................18 Topic 4: The house and accommodation ...........................................................22 -
The Autonomous and the Passive Progressive in 20Th-Century Irish
ACTA UNIVERSITATIS UPSALIENSIS Studia Celtica Upsaliensia 5 Karin Hansson The Autonomous and the Passive Progressive in 20th-Century Irish Dissertation for the degree of Doctor of Philosophy in Celtic Languages presented at Uppsala University in 2004 ABSTRACT Hansson, K. 2004. The Autonomous and the Passive Progressive in 20th-Century Irish. Acta Universitatis Upsaliensis. Studia Celtica Upsaliensia 5. 176 pp. Uppsala. ISBN 91-554- 5899-8. The present study deals with the use of two Irish verb constructions, the auto-nomous (e.g. cuireadh litreacha chun bealaigh, ‘letters were dispatched’) and the passive progressive (e.g. bhí m’athair á leigheas acu, ‘my father was being cured by them’), in a corpus of 20th- century texts. From this corpus, 2,956 instances of the autonomous and 467 instances of the passive progressive were extracted and included in the analysis. Dialectal variation concern- ing the use of these two constructions is also surveyed. The study explores and compares the use of the autonomous and the passive progressive. The main aim of the study is to investigate the two constructions with regard to their textual functions. The features studied relate to verb and clause type, as well as the measuring of topicality of patients, implicit agents, and—in the passive progressive only—overt agents. The autonomous tends to be used when the patient is topical, or central, in the text. The passive progressive, on the other hand, is mainly used with an overt agent that is considera- bly more topical than the patient. In agent-less passive progressives, patients and implicit agents are equally low in topicality.