Learning to Map Sentences to Logical Form: Structured Classification with Probabilistic Categorial Grammars
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Sentence Types and Functions
San José State University Writing Center www.sjsu.edu/writingcenter Written by Sarah Andersen Sentence Types and Functions Choosing what types of sentences to use in an essay can be challenging for several reasons. The writer must consider the following questions: Are my ideas simple or complex? Do my ideas require shorter statements or longer explanations? How do I express my ideas clearly? This handout discusses the basic components of a sentence, the different types of sentences, and various functions of each type of sentence. What Is a Sentence? A sentence is a complete set of words that conveys meaning. A sentence can communicate o a statement (I am studying.) o a command (Go away.) o an exclamation (I’m so excited!) o a question (What time is it?) A sentence is composed of one or more clauses. A clause contains a subject and verb. Independent and Dependent Clauses There are two types of clauses: independent clauses and dependent clauses. A sentence contains at least one independent clause and may contain one or more dependent clauses. An independent clause (or main clause) o is a complete thought. o can stand by itself. A dependent clause (or subordinate clause) o is an incomplete thought. o cannot stand by itself. You can spot a dependent clause by identifying the subordinating conjunction. A subordinating conjunction creates a dependent clause that relies on the rest of the sentence for meaning. The following list provides some examples of subordinating conjunctions. after although as because before even though if since though when while until unless whereas Independent and Dependent Clauses Independent clause: When I go to the movies, I usually buy popcorn. -
Semantics and Pragmatics
Semantics and Pragmatics Christopher Gauker Semantics deals with the literal meaning of sentences. Pragmatics deals with what speakers mean by their utterances of sentences over and above what those sentences literally mean. However, it is not always clear where to draw the line. Natural languages contain many expressions that may be thought of both as contributing to literal meaning and as devices by which speakers signal what they mean. After characterizing the aims of semantics and pragmatics, this chapter will set out the issues concerning such devices and will propose a way of dividing the labor between semantics and pragmatics. Disagreements about the purview of semantics and pragmatics often concern expressions of which we may say that their interpretation somehow depends on the context in which they are used. Thus: • The interpretation of a sentence containing a demonstrative, as in “This is nice”, depends on a contextually-determined reference of the demonstrative. • The interpretation of a quantified sentence, such as “Everyone is present”, depends on a contextually-determined domain of discourse. • The interpretation of a sentence containing a gradable adjective, as in “Dumbo is small”, depends on a contextually-determined standard (Kennedy 2007). • The interpretation of a sentence containing an incomplete predicate, as in “Tipper is ready”, may depend on a contextually-determined completion. Semantics and Pragmatics 8/4/10 Page 2 • The interpretation of a sentence containing a discourse particle such as “too”, as in “Dennis is having dinner in London tonight too”, may depend on a contextually determined set of background propositions (Gauker 2008a). • The interpretation of a sentence employing metonymy, such as “The ham sandwich wants his check”, depends on a contextually-determined relation of reference-shifting. -
Reference and Sense
REFERENCE AND SENSE y two distinct ways of talking about the meaning of words y tlkitalking of SENSE=deali ng with relationshippggs inside language y talking of REFERENCE=dealing with reltilations hips bbtetween l. and the world y by means of reference a speaker indicates which things (including persons) are being talked about ege.g. My son is in the beech tree. II identifies persons identifies things y REFERENCE-relationship between the Enggplish expression ‘this p pgage’ and the thing you can hold between your finger and thumb (part of the world) y your left ear is the REFERENT of the phrase ‘your left ear’ while REFERENCE is the relationship between parts of a l. and things outside the l. y The same expression can be used to refer to different things- there are as many potential referents for the phrase ‘your left ear’ as there are pppeople in the world with left ears Many expressions can have VARIABLE REFERENCE y There are cases of expressions which in normal everyday conversation never refer to different things, i.e. which in most everyday situations that one can envisage have CONSTANT REFERENCE. y However, there is very little constancy of reference in l. Almost all of the fixing of reference comes from the context in which expressions are used. y Two different expressions can have the same referent class ica l example: ‘the MiMorning St’Star’ and ‘the Evening Star’ to refer to the planet Venus y SENSE of an expression is its place in a system of semantic relati onshi ps wit h other expressions in the l. -
The Meaning of Language
01:615:201 Introduction to Linguistic Theory Adam Szczegielniak The Meaning of Language Copyright in part: Cengage learning The Meaning of Language • When you know a language you know: • When a word is meaningful or meaningless, when a word has two meanings, when two words have the same meaning, and what words refer to (in the real world or imagination) • When a sentence is meaningful or meaningless, when a sentence has two meanings, when two sentences have the same meaning, and whether a sentence is true or false (the truth conditions of the sentence) • Semantics is the study of the meaning of morphemes, words, phrases, and sentences – Lexical semantics: the meaning of words and the relationships among words – Phrasal or sentential semantics: the meaning of syntactic units larger than one word Truth • Compositional semantics: formulating semantic rules that build the meaning of a sentence based on the meaning of the words and how they combine – Also known as truth-conditional semantics because the speaker’ s knowledge of truth conditions is central Truth • If you know the meaning of a sentence, you can determine under what conditions it is true or false – You don’ t need to know whether or not a sentence is true or false to understand it, so knowing the meaning of a sentence means knowing under what circumstances it would be true or false • Most sentences are true or false depending on the situation – But some sentences are always true (tautologies) – And some are always false (contradictions) Entailment and Related Notions • Entailment: one sentence entails another if whenever the first sentence is true the second one must be true also Jack swims beautifully. -
Two-Dimensionalism: Semantics and Metasemantics
Two-Dimensionalism: Semantics and Metasemantics YEUNG, \y,ang -C-hun ...:' . '",~ ... ~ .. A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Philosophy In Philosophy The Chinese University of Hong Kong January 2010 Abstract of thesis entitled: Two-Dimensionalism: Semantics and Metasemantics Submitted by YEUNG, Wang Chun for the degree of Master of Philosophy at the Chinese University of Hong Kong in July 2009 This ,thesis investigates problems surrounding the lively debate about how Kripke's examples of necessary a posteriori truths and contingent a priori truths should be explained. Two-dimensionalism is a recent development that offers a non-reductive analysis of such truths. The semantic interpretation of two-dimensionalism, proposed by Jackson and Chalmers, has certain 'descriptive' elements, which can be articulated in terms of the following three claims: (a) names and natural kind terms are reference-fixed by some associated properties, (b) these properties are known a priori by every competent speaker, and (c) these properties reflect the cognitive significance of sentences containing such terms. In this thesis, I argue against two arguments directed at such 'descriptive' elements, namely, The Argument from Ignorance and Error ('AlE'), and The Argument from Variability ('AV'). I thereby suggest that reference-fixing properties belong to the semantics of names and natural kind terms, and not to their metasemantics. Chapter 1 is a survey of some central notions related to the debate between descriptivism and direct reference theory, e.g. sense, reference, and rigidity. Chapter 2 outlines the two-dimensional approach and introduces the va~ieties of interpretations 11 of the two-dimensional framework. -
Against Logical Form
Against logical form Zolta´n Gendler Szabo´ Conceptions of logical form are stranded between extremes. On one side are those who think the logical form of a sentence has little to do with logic; on the other, those who think it has little to do with the sentence. Most of us would prefer a conception that strikes a balance: logical form that is an objective feature of a sentence and captures its logical character. I will argue that we cannot get what we want. What are these extreme conceptions? In linguistics, logical form is typically con- ceived of as a level of representation where ambiguities have been resolved. According to one highly developed view—Chomsky’s minimalism—logical form is one of the outputs of the derivation of a sentence. The derivation begins with a set of lexical items and after initial mergers it splits into two: on one branch phonological operations are applied without semantic effect; on the other are semantic operations without phono- logical realization. At the end of the first branch is phonological form, the input to the articulatory–perceptual system; and at the end of the second is logical form, the input to the conceptual–intentional system.1 Thus conceived, logical form encompasses all and only information required for interpretation. But semantic and logical information do not fully overlap. The connectives “and” and “but” are surely not synonyms, but the difference in meaning probably does not concern logic. On the other hand, it is of utmost logical importance whether “finitely many” or “equinumerous” are logical constants even though it is hard to see how this information could be essential for their interpretation. -
Scope Ambiguity in Syntax and Semantics
Scope Ambiguity in Syntax and Semantics Ling324 Reading: Meaning and Grammar, pg. 142-157 Is Scope Ambiguity Semantically Real? (1) Everyone loves someone. a. Wide scope reading of universal quantifier: ∀x[person(x) →∃y[person(y) ∧ love(x,y)]] b. Wide scope reading of existential quantifier: ∃y[person(y) ∧∀x[person(x) → love(x,y)]] 1 Could one semantic representation handle both the readings? • ∃y∀x reading entails ∀x∃y reading. ∀x∃y describes a more general situation where everyone has someone who s/he loves, and ∃y∀x describes a more specific situation where everyone loves the same person. • Then, couldn’t we say that Everyone loves someone is associated with the semantic representation that describes the more general reading, and the more specific reading obtains under an appropriate context? That is, couldn’t we say that Everyone loves someone is not semantically ambiguous, and its only semantic representation is the following? ∀x[person(x) →∃y[person(y) ∧ love(x,y)]] • After all, this semantic representation reflects the syntax: In syntax, everyone c-commands someone. In semantics, everyone scopes over someone. 2 Arguments for Real Scope Ambiguity • The semantic representation with the scope of quantifiers reflecting the order in which quantifiers occur in a sentence does not always represent the most general reading. (2) a. There was a name tag near every plate. b. A guard is standing in front of every gate. c. A student guide took every visitor to two museums. • Could we stipulate that when interpreting a sentence, no matter which order the quantifiers occur, always assign wide scope to every and narrow scope to some, two, etc.? 3 Arguments for Real Scope Ambiguity (cont.) • But in a negative sentence, ¬∀x∃y reading entails ¬∃y∀x reading. -
Intro to Linguistics – Syntax 1 Jirka Hana – November 7, 2011
Intro to Linguistics – Syntax 1 Jirka Hana – November 7, 2011 Overview of topics • What is Syntax? • Part of Speech • Phrases, Constituents & Phrase Structure Rules • Ambiguity • Characteristics of Phrase Structure Rules • Valency 1 What to remember and understand: Syntax, difference between syntax and semantics, open/closed class words, all word classes (and be able to distinguish them based on morphology and syntax) Subject, object, case, agreement. 1 What is Syntax? Syntax – the part of linguistics that studies sentence structure: • word order: I want these books. *want these I books. • agreement – subject and verb, determiner and noun, . often must agree: He wants this book. *He want this book. I want these books. *I want this books. • How many complements, which prepositions and forms (cases): I give Mary a book. *I see Mary a book. I see her. *I see she. • hierarchical structure – what modifies what We need more (intelligent leaders). (more of intelligent leaders) We need (more intelligent) leaders. (leaders that are more intelligent) • etc. Syntax is not about meaning! Sentences can have no sense and still be grammatically correct: Colorless green ideas sleep furiously. – nonsense, but grammatically correct *Sleep ideas colorless furiously green. – grammatically incorrect Syntax: From Greek syntaxis from syn (together) + taxis (arrangement). Cf. symphony, synonym, synthesis; taxonomy, tactics 1 2 Parts of Speech • Words in a language behave differently from each other. • But not each word is entirely different from all other words in that language. ⇒ Words can be categorized into parts of speech (lexical categories, word classes) based on their morphological, syntactic and semantic properties. Note that there is a certain amount of arbitrariness in any such classification. -
The Etienne Gilson Series 21
The Etienne Gilson Series 21 Remapping Scholasticism by MARCIA L. COLISH 3 March 2000 Pontifical Institute of Mediaeval Studies This lecture and its publication was made possible through the generous bequest of the late Charles J. Sullivan (1914-1999) Note: the author may be contacted at: Department of History Oberlin College Oberlin OH USA 44074 ISSN 0-708-319X ISBN 0-88844-721-3 © 2000 by Pontifical Institute of Mediaeval Studies 59 Queen’s Park Crescent East Toronto, Ontario, Canada M5S 2C4 Printed in Canada nce upon a time there were two competing story-lines for medieval intellectual history, each writing a major role for scholasticism into its script. Although these story-lines were O created independently and reflected different concerns, they sometimes overlapped and gave each other aid and comfort. Both exerted considerable influence on the way historians of medieval speculative thought conceptualized their subject in the first half of the twentieth cen- tury. Both versions of the map drawn by these two sets of cartographers illustrated what Wallace K. Ferguson later described as “the revolt of the medievalists.”1 One was confined largely to the academy and appealed to a wide variety of medievalists, while the other had a somewhat narrower draw and reflected political and confessional, as well as academic, concerns. The first was the anti-Burckhardtian effort to push Renaissance humanism, understood as combining a knowledge and love of the classics with “the discovery of the world and of man,” back into the Middle Ages. The second was inspired by the neo-Thomist revival launched by Pope Leo XIII, and was inhabited almost exclusively by Roman Catholic scholars. -
Frege's Theory of Sense
Frege’s theory of sense Jeff Speaks August 25, 2011 1. Three arguments that there must be more to meaning than reference ............................1 1.1. Frege’s puzzle about identity sentences 1.2. Understanding and knowledge of reference 1.3. Opaque contexts 2. The theoretical roles of senses .........................................................................................4 2.1. Frege’s criterion for distinctness of sense 2.2. Sense determines reference, but not the reverse 2.3. Indirect reference 2.4. Sense, force, and the theory of speech acts 3. What are senses? .............................................................................................................6 We have now seen how a theory of reference — a theory that assigns to each expression of the language a reference, which is what it contributes to determining the truth or falsity of sentences in which it occurs — might look for a fragment of English. (The fragment of English includes proper names, n-place predicates, and quantifiers.) We now turn to Frege’s reasons for thinking that a theory of reference must be supplemented with a theory of sense. 1. THREE ARGUMENTS THAT THERE MUST BE MORE TO MEANING THAN REFERENCE 1.1. Frege’s puzzle about identity sentences As Frege says at the outset of “On sense and reference,” identity “gives rise to challenging questions which are not altogether easy to answer.” The puzzle raised by identity sentences is that, if, even though “the morning star” and “the evening star” have the same reference — the planet Venus — the sentences [1] The morning star is the morning star. [2] The morning star is the evening star. seem quite different. They seem, as Frege says, to differ in “cognitive value.” [1] is trivial and a priori; whereas [2] seems a posteriori, and could express a valuable extension of knowledge — it, unlike [1], seems to express an astronomical discovery which took substantial empirical work to make. -
What Is a Speech Act? 1 2
WHAT IS A SPEECH ACT? 1 2 What is a Speech Act? John Searle I. Introduction n a typical speech situation involving a speaker, a hearer, and an utterance by the speaker, there are many kinds of acts associated with Ithe speaker’s utterance. The speaker will characteristically have moved his jaw and tongue and made noises. In addition, he will characteristically have performed some acts within the class which includes informing or irritating or boring his hearers; he will further characteristically have performed acts within the class which includes referring to Kennedy or Khrushchev or the North Pole; and he will also have performed acts within the class which includes making statements, asking questions, issuing commands, giving reports, greeting, and warning. The members of this last class are what Austin1 called illocutionary acts and it is with this class that I shall be concerned in this paper, so the paper might have been called ‘What is an Illocutionary Act?’ I do not attempt to defi ne the expression ‘illocutionary act’, although if my analysis of a particular illocutionary act succeeds it may provide the basis for a defi nition. Some of the English verbs and verb phrases associated with illocutionary acts are: state, assert, describe, warn, remark, comment, command, order, request, criticize, apologize, censure, approve, welcome, promise, express approval, and express regret. Austin claimed that there were over a thousand such expressions in English. By way of introduction, perhaps I can say why I think it is of interest and importance in the philosophy of language to study speech acts, or, as they are sometimes called, language acts or linguistic acts. -
Anti-Metaphysics: 1. Agnosticism (Qv). 2. Logical Positivism (See Scientific Empiricism (1))
Anti-metaphysics: 1. Agnosticism (q.v.). 2. Logical Positivism (see Scientific Empiricism (1)) holds that those metaphysical statements which are not confirmable by experiences (see Verification 4, 5) have no cognitive meaning and hence are pseudo-statements (see Meaning, Kinds of, 1, 5). — R.C. Basic Sentences, Protocol Sentences: Sentences formulating the result of observations or perceptions or other experiences, furnishing the basis for empirical verification or confirmation (see Verification). Some philosophers take sentences concerning observable properties of physical things as basic sentences, others take sentences concerning sense-data or perceptions. The sentences of the latter kind are regarded by some philosophers as completely verifiable, while others believe that all factual sentences can be confirmed only to some degree. See Scientific Empiricism. — R.C. Formal: l. In the traditional use: valid independently of the specific subject-matter; having a merely logical meaning (see Meaning, Kinds of, 3). 2. Narrower sense, in modern logic: independent of, without reference to meaning (compare Semiotic, 3). — R.C. Intersubjective: Used and understood by, or valid for different subjects. Especially, i. lan- guage, i. concepts, i. knowledge, i. confirmability (see Verification). The i. character of science is especially emphasized by Scientific Empiricism (g. v., 1 C). —R.C. Meaning, Kinds of: In semiotic (q. v.) several kinds of meaning, i.e. of the function of an expression in language and the content it conveys, are distinguished. 1. An expression (sen- tence) has cognitive (or theoretical, assertive) meaning, if it asserts something and hence is either true or false. In this case, it is called a cognitive sentence or (cognitive, genuine) statement; it has usually the form of a declarative sentence.