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Analogy in Formal Grammar

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Analogy in Formal Grammar Analogy in formal grammar An der Philologischen Fakultät der Universität Leipzig eingereichte DISSERTATION zur Erlangung des akademischen Grades Doctor philosophiae (Dr. phil.) von: Matías Guzmán Naranjo Gutachter: Prof. Dr. Doris Schönefeld Prof. Dr. Olivier Bonami Erweitertes Komitee: Prof. Dr. Martin Haspelmath Datum der Einreichung: Datum der Verleihung: Selbstständigkeitserklärung und Erklärung über frühere Promotionsversuche Hiermit versichere ich, dass ich die vorliegende Arbeit ohne unzulässige Hilfe Dritter und ohne Benutzung anderer als der angegebenen Hilfsmittel angefertigt habe; die aus fremden Quellen direkt oder indirekt über- nommenen Gedanken sind als solche kenntlich gemacht. Ich habe nicht die Hilfe eines Promotionsberaters in Anspruch genommen. Die Arbeit wurde zuvor weder im Inland noch im Ausland in gleicher oder ähnlicher Form einer anderen In- stitution vorgelegt. Sie ist weder Bestandteil eines ruhenden Verfahrens noch wurde sie in einem gleichartigen Promotionsverfahren für endgültig nicht bestanden erklärt. Die Arbeit ist vorher auch noch nicht veröffentlicht worden. Ich erkläre, dass ich bisher noch keine Promotionsversuche unternommen habe. Ort, Datum -------------- Unterschrift -------------- Matías Guzmán Naranjo Acknowledgements I want to thank, in no particular order, Doris Schönefeld, Olivier Bonami, and Martin Haspel- math for their support and guidance writing this dissertation. I would also like to thank Laura Becker for her generous help during various stages of my writing of this book. I also want to mention all other IGRA students, with whom I had the change to discuss several of the ideas presented here, in particular Joanna Zaleska and Ludger Paschen. I also want to thank the IGRA program for all the opportunities to improve myself through courses and conferences. I also thank Farrel Ackerman, Tapani Salminen, John Newman, Manfred Sailer, Stefan Müller, and Alexandr Rosen, for their comments, criticisms and advice. i Contents 1 Introduction 1 I Analogies 3 2 Remarks on analogy 5 2.1 The many meanings of analogy .......................... 5 2.1.1 Single case analogy ............................. 5 2.1.2 Proportional analogies ........................... 8 2.1.3 Analogical classifiers ............................ 11 2.1.4 Summing up ................................. 14 2.2 The mechanism for analogy ............................ 15 2.2.1 Simple rules ................................. 15 2.2.2 Schemata .................................. 18 2.2.3 Multiple-rule systems ........................... 19 2.2.4 Neural networks and Analogical Modelling ............... 23 2.2.5 Analogy or rules .............................. 24 2.2.6 Mental representations vs grammatical relations ............ 27 2.2.7 Summing up ................................. 28 2.3 Missing pieces .................................... 29 2.4 Final considerations ................................. 31 3 Modelling analogy in grammar 33 3.1 Basic assumptions .................................. 33 3.1.1 Feature structures .............................. 33 3.1.2 Type hierarchies .............................. 34 3.2 Analogy as type constraints ............................ 38 3.2.1 Analogy is categorical ........................... 39 3.2.2 Analogy runs through the hierarchy ................... 41 3.3 The (semi-)formal model .............................. 42 ii 3.4 Final remarks .................................... 48 II Case studies 49 4 Methodological notes 51 4.1 On the general methodology ............................ 51 4.2 Statistical models and methodology ........................ 52 4.3 Analogical models using neural networks ..................... 54 4.4 Clustering and distances between classes ..................... 64 4.5 Summing up ..................................... 67 5 Gender systems 69 5.1 Masculine-Feminine syncretism: Latin ...................... 71 5.1.1 The Latin third declension ......................... 71 5.1.2 Data ..................................... 72 5.1.3 Results .................................... 73 5.2 Gender vs inflection class: Romanian ....................... 76 5.2.1 The Romanian gender and plural system ................. 76 5.2.2 Modelling the system ............................ 80 5.2.3 Data ..................................... 86 5.2.4 Results .................................... 87 5.3 Interim conclusion .................................. 97 6 Hybrid classes 99 6.1 Overabundant inflection: Croatian singular instrumental ............ 99 6.1.1 Modelling the system ............................ 101 6.1.2 Materials .................................. 102 6.1.3 Results .................................... 102 6.2 Frequency and analogical similarity: Russian diminutives ............ 105 6.2.1 Russian diminutives ............................ 105 6.2.2 Modelling the system ............................ 107 6.2.3 The dataset ................................. 108 6.2.4 Results .................................... 109 6.3 Interim conclusion .................................. 111 7 Morphological processes and analogy 113 7.1 Prefixes and gender: Swahili noun classes ..................... 113 7.1.1 Materials .................................. 116 iii 7.1.2 Results .................................... 117 7.2 Prefixes and inflection classes: Eastern Highland Otomi ............. 120 7.2.1 Verb classes in Eastern Highland Otomi ................. 120 7.2.2 Materials .................................. 120 7.2.3 Results .................................... 122 7.3 Stem changing processes: Hausa plural classes .................. 123 7.3.1 The Hausa plural system .......................... 123 7.3.2 Materials .................................. 125 7.3.3 Results .................................... 125 7.4 Interim conclusion .................................. 129 8 Complex inflectional classes 132 8.1 Multiple inheritance and cross-hierarchies: Spanish verbal inflection ..... 132 8.1.1 Spanish inflection classes ......................... 132 8.1.2 Previous takes on the Spanish verbal system ............... 136 8.1.3 Modelling the system ............................ 138 8.1.4 Materials .................................. 145 8.1.5 Results .................................... 145 8.2 Cross-classifications between plural and singular: Kasem ............ 157 8.2.1 ATR in Kasem ................................ 159 8.2.2 A simple analysis of Kasem noun classes ................. 160 8.2.3 Materials .................................. 172 8.2.4 Modelling the system ............................ 173 8.2.5 Methodological considerations ...................... 178 8.2.6 Results .................................... 179 8.3 Interim Conclusion ................................. 199 9 Conclusions 201 9.1 The path forward .................................. 201 9.1.1 The limits of analogy ............................ 201 9.1.2 Analogical classifiers or proportional analogies ............. 201 9.1.3 The features of analogy .......................... 202 9.1.4 Coverage .................................. 202 9.2 Final considerations ................................. 202 iv List of Figures 4.1 Representation of Model 1. ............................. 57 4.2 Representation of Model 2. ............................. 62 4.3 Dendrogram based on correlation distances for Model 3. ............ 66 4.4 MDS based on correlation distances for Model 3. ................. 67 5.1 Clustering analysis for Latin gender assignment. ................. 74 5.2 Class frequency. ................................... 88 5.3 Additive (left) and substractive (right) accuracy and kappa scores for themodel predicting plural in Romanian. .......................... 92 5.4 Heat map for the model predicting inflection class in Romanian. ........ 93 5.5 Clustering analysis of singular-plural class in Romanian. ............ 94 5.6 Heat map for the model predicting inflection class by gender in Romanian. .. 95 5.7 Clustering analysis of gender and class in Romanian. .............. 96 6.1 Additive (left) and substractive (right) accuracy and kappa scores for the model predicting Croatian instrumental. ..................... 103 6.2 Proportion of confusion between classes in Croatian. .............. 104 6.3 Type frequency of Russian suffix classes. ..................... 109 6.4 Additive (left) and sbustractive (right) accuracy and kappa scores for themodel predicting Russian diminutives. .......................... 110 6.5 Proportion of confusion between classes in Russian. ............... 111 7.1 Type frequency of Swahili genders. ........................ 116 7.2 Additive (left) and substractive (right) accuracy and kappa scores for the model predicting gender in Swahili. ........................ 119 7.3 Additive (left) and substractive (right) accuracy and kappa scores for the model predicting inflection class. .......................... 123 7.4 Type frequency of macro-classes in Hausa. .................... 126 7.5 Heatmap for the model predicting plural forms in Hausa. ............ 127 v 7.6 Additive (left) and substractive (right) accuracy and kappa scores for thestruc- turally defined model. ................................ 128 7.7 Additive (left) and substractive (right) accuracy and kappa scores for thenon- structurally defined model. ............................. 129 8.1 Heat map for the model predicting inflection class of Spanish verbs. ...... 150 8.2 Overall validation for the model predicting inflection class of Spanish verbs. 152 8.3 Multidimensional scaling with hierarchical
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