Chapter 7 Bloomfield the Shape of the Theory 1. Introduction Similar To
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Grapheme-To-Lexeme Feedback in the Spelling System: Evidence from a Dysgraphic Patient
COGNITIVE NEUROPSYCHOLOGY, 2006, 23 (2), 278–307 Grapheme-to-lexeme feedback in the spelling system: Evidence from a dysgraphic patient Michael McCloskey Johns Hopkins University, Baltimore, USA Paul Macaruso Community College of Rhode Island, Warwick, and Haskins Laboratories, New Haven, USA Brenda Rapp Johns Hopkins University, Baltimore, USA This article presents an argument for grapheme-to-lexeme feedback in the cognitive spelling system, based on the impaired spelling performance of dysgraphic patient CM. The argument relates two features of CM’s spelling. First, letters from prior spelling responses intrude into sub- sequent responses at rates far greater than expected by chance. This letter persistence effect arises at a level of abstract grapheme representations, and apparently results from abnormal persistence of activation. Second, CM makes many formal lexical errors (e.g., carpet ! compute). Analyses revealed that a large proportion of these errors are “true” lexical errors originating in lexical selec- tion, rather than “chance” lexical errors that happen by chance to take the form of words. Additional analyses demonstrated that CM’s true lexical errors exhibit the letter persistence effect. We argue that this finding can be understood only within a functional architecture in which activation from the grapheme level feeds back to the lexeme level, thereby influencing lexical selection. INTRODUCTION a brain-damaged patient with an acquired spelling deficit, arguing from his error pattern that Like other forms of language processing, written the cognitive system for written word produc- word production implicates multiple levels of tion includes feedback connections from gra- representation, including semantic, orthographic pheme representations to orthographic lexeme lexeme, grapheme, and allograph levels. -
AUTHOR a Longitudinal Study of the Language Development Of
DOCUMENT RESUME ED 247 706 EC 170 061 AUTHOR Mohay, Heather TITLE A Longitudinal Study of the Language Development of Three Deaf Children of Hearing Parents. PUB DATE , Jun 81 NOTE 26p.,.; Paper presented at a Seminar on Early Intervention or Young Hearing-Impaired Children (Mt. Gravatt., Queensland, Australia, June 15-16,-1981). For the proceedings, see EC 170 057. PUB TYPE Reports' = Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS. *Hearing.Impairments; Infants; *Language Acquisition; Longitudinal Studies; *Manual Communication; Sign Language; Young Children (F ABSTRACT A longitudinal study followed the language acquisition'of three deaf infants. Analysis of videotapes recorded in the child's home during informal play was performed in terms of communicative gestures. Results revealed that Ss used a very limited number of hand configurations, locations for signs, and hand and arm, movements. Analysis of the gestures showed that there was a great deal of similarity in the components used by the three Ss, Ss presented consistent patterns in their gestures. Although the single gesture utterance was the most common communicative form, all Ss did combine gestures to form two-gesture utterances. Speech was infrequently used, and all Ss had larger gestural than spoken lexitons at 30 months. It was possible for elements in two gesture utterances and word/gesture combinations to be produced simultaneously. The content of the utterances indicated that they were able to express the same semantic relationships as hearing children at a similar stage of language development. (CL) 9 *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
ON SOME CATEGORIES for DESCRIBING the SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami
ON SOME CATEGORIES FOR DESCRIBING THE SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami 1. A lexeme is the minimum unit that carries meaning. Thus a lexeme can be a "word" as well as an affix (i.e., something smaller than a word) or an idiom (i.e,, something larger than a word). 2. A sememe is a unit of meaning that can be realized as a single lexeme. It is defined as a structure constituted by those features having distinctive functions (i.e., serving to distinguish the sememe in question from other semernes that contrast with it).' A question that arises at this point is whether or not one lexeme always corresponds to just one serneme and no more. Three theoretical positions are foreseeable: (I) one which holds that one lexeme always corresponds to just one sememe and no more, (2) one which holds that one lexeme corresponds to an indefinitely large number of sememes, and (3) one which holds that one lexeme corresponds to a certain limited number of sememes. These three positions wiIl be referred to as (1) the "Grundbedeutung" theory, (2) the "use" theory, and (3) the "polysemy" theory, respectively. The Grundbedeutung theory, however attractive in itself, is to be rejected as unrealistic. Suppose a preliminary analysis has revealed that a lexeme seems to be used sometimes in an "abstract" sense and sometimes in a "concrete" sense. In order to posit a Grundbedeutung under such circumstances, it is to be assumed that there is a still higher level at which "abstract" and "concrete" are neutralized-this is certainly a theoretical possibility, but it seems highly unlikely and unrealistic from a psychological point of view. -
Two-Word Utterances Chomsky's Influence
Two-Word Utterances When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on “structure.”) So our story begins with what is colloquially known as the “two-word stage.” The transition to 2-word utterances has been called “perhaps, the single most disputed issue in the study of language development” (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous “over-regularization”—which again shows, of course, that children are systematic, not simply copying what they here. -
The Utterance, and Otherbasic Units for Second Language Discourse Analysis
The Utterance, and OtherBasic Units for Second Language Discourse Analysis GRAHAM CROOKES University of Hawaii-Manoa Theselection ofa base unitisan importantdecision in theprocess ofdiscourse analysis. A number of different units form the bases of discourse analysis systems designed for dealing with structural characteristics ofsecondlanguage discourse. Thispaperreviews the moreprominentofsuch unitsand provides arguments infavourofthe selection ofone inparticular-the utterance. INTRODUCTION Discourse analysis has been an accepted part of the methodology of second language (SL) research for some time (see, for example, Chaudron 1988: 40-5; Hatch 1978; Hatch and Long 1980; Larsen-Freeman 1980), and its procedures are becoming increasingly familiar and even to some extent standardized. As is well-known, an important preliminary stage in the discourse analysis of speech is the identification of units relevant to the investigation within the body of text to be analysed, or the complete separation of the corpus into those basic units. In carrying out this stage of the analysis, the varying needs of second language discourse analysis have caused investigators to make use ofall of the traditional grammatical units of analysis (morpheme, word, clause, etc.), as well as other structural or interactional features of the discourse (for example, turns), in addition to a variety of other units defined in terms of their functions (for example, moves). These units have formed the bases of a number of different analytic systems, which canmainly beclassified as either structural orfunctional (Chaudron 1988), developed to address differing research objectives. In carrying out structural discourse analyses of oral text, researchers have been confronted with the fact that most grammars are based on a unit that is not defined for speech, but is based on the written mode of language-that is, the sentence. -
Stochastic Language Generation in Dialogue Using Factored Language Models
Stochastic Language Generation in Dialogue Using Factored Language Models Franc¸ois Mairesse∗ University of Cambridge ∗∗ Steve Young University of Cambridge Most previous work on trainable language generation has focused on two paradigms: (a) using a statistical model to rank a set of pre-generated utterances, or (b) using statistics to determine the generation decisions of an existing generator. Both approaches rely on the existence of a hand- crafted generation component, which is likely to limit their scalability to new domains. The first contribution of this article is to present BAGEL, a fully data-driven generation method that treats the language generation task as a search for the most likely sequence of semantic concepts and realization phrases, according to Factored Language Models (FLMs). As domain utterances are not readily available for most natural language generation tasks, a large creative effort is required to produce the data necessary to represent human linguistic variation for nontrivial domains. This article is based on the assumption that learning to produce paraphrases can be facilitated by collecting data from a large sample of untrained annotators using crowdsourcing—rather than a few domain experts—by relying on a coarse meaning representation. A second contribution of this article is to use crowdsourced data to show how dialogue naturalness can be improved by learning to vary the output utterances generated for a given semantic input. Two data- driven methods for generating paraphrases in dialogue are presented: (a) by sampling from the n-best list of realizations produced by BAGEL’s FLM reranker; and (b) by learning a structured perceptron predicting whether candidate realizations are valid paraphrases. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
Unit 2 Structures Handout.Pdf
2. The definition of a language as a structure of structures 2.1. Phonetics and phonology Relevance for studying language in its natural or primary medium: oral sounds rather than written symbols. Phonic medium: the range of sounds produced by the speech organs insofar as the play a role in language Speech sounds: Individual sounds within that range Phonetics is the study of the phonic medium: The study of the production, transmission, and reception of human sound-making used in speech. e.g. classification of sounds as voiced vs voiceless: /b/ vs /p/ Phonology is the study of the phonic medium not in itself but in relation with language. e.g. application of voice to the explanation of differences within the system of language: housen vs housev usen vs usev 2.1.1. Phonetics It is usually divided into three branches which study the phonic medium from three points of view: Articulatory phonetics: speech sounds according to the way in which they are produced by the speech organs. Acoustic phonetics: speech sounds according to the physical properties of their sound-waves. Auditory phonetics: speech sounds according to their perception and identification. Articulatory phonetics has the longest tradition, and its progress in the 19th century contributed a standardize and internationally accepted system of phonetic transcription: the origins of the International Phonetic Alphabet used today and relying on sound symbols and diacritics. It studies production in relation with the vocal tract, i.e., organs such as: lungs trachea or windpipe, containing: larynx vocal folds glottis pharyngeal cavity nose mouth, containing fixed organs: teeth and teeth ridge hard palate pharyngeal wall mobile organs: lips tongue soft palate jaw According to their function and participation, sounds may take several features: Voice: voiced vs voiceless sounds, according to the participation of the vocal folds e.g. -
Annotation of Utterances for Conversational Nonverbal Behaviors
Annotation of Utterances for Conversational Nonverbal Behaviors Allison Funkhouser CMU-RI-TR-16-25 Submitted in partial fulfillment of the requirements for the degree of Masters of Science in Robotics May 2016 Masters Committee: Reid Simmons, Chair Illah Nourbakhsh Heather Knight Abstract Nonverbal behaviors play an important role in communication for both humans and social robots. However, hiring trained roboticists and animators to individually animate every possible piece of dialogue is time consuming and does not scale well. This has motivated previous researchers to develop automated systems for inserting appropriate nonverbal behaviors into utterances based only on the text of the dialogue. Yet this automated strategy also has drawbacks, because there is basic semantic information that humans can easily identify that is not yet accurately captured by a purely automated system. Identifying the dominant emotion of a sentence, locating words that should be emphasized by beat gestures, and inferring the next speaker in a turn-taking scenario are all examples of data that would be useful when animating an utterance but which are difficult to determine automatically. This work proposes a middle ground between hand-tuned animation and a purely text-based system. Instead, untrained human workers label relevant semantic information for an utterance. These labeled sentences are then used by an automated system to produce fully animated dialogue. In this way, the relevant human-identifiable context of a scenario is preserved without requiring workers to have deep expertise of the intricacies of nonverbal behavior. Because the semantic information is independent of the robotic platform, workers are also not required to have access to a simulation or physical robot. -
12 Morphology and Lexical Semantics
248 Beth Levin and Malka Rappaport Hovav 12 Morphology and Lexical Semantics BETH LEVIN AND MALKA RAPPAPORT HOVAV The relation between lexical semantics and morphology has not been the subject of much study. This may seem surprising, since a morpheme is often viewed as a minimal Saussurean sign relating form and meaning: it is a concept with a phonologically composed name. On this view, morphology has both a semantic side and a structural side, the latter sometimes called “morphological realization” (Aronoff 1994, Zwicky 1986b). Since morphology is the study of the structure and derivation of complex signs, attention could be focused on the semantic side (the composition of complex concepts) and the structural side (the composition of the complex names for the concepts) and the relation between them. In fact, recent work in morphology has been concerned almost exclusively with the composition of complex names for concepts – that is, with the struc- tural side of morphology. This dissociation of “form” from “meaning” was foreshadowed by Aronoff’s (1976) demonstration that morphemes are not necessarily associated with a constant meaning – or any meaning at all – and that their nature is basically structural. Although in early generative treat- ments of word formation, semantic operations accompanied formal morpho- logical operations (as in Aronoff’s Word Formation Rules), many subsequent generative theories of morphology, following Lieber (1980), explicitly dissoci- ate the lexical semantic operations of composition from the formal structural -
Studies in the Linguistic Sciences
UNIVERSITY OF ILLINOIS Llb'RARY AT URBANA-CHAMPAIGN MODERN LANGUAGE NOTICE: Return or renew all Library Materialsl The Minimum Fee (or each Lost Book is $50.00. The person charging this material is responsible for its return to the library from which it was withdrawn on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for discipli- nary action and may result in dismissal from the University. To renew call Telephone Center, 333-8400 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN ModeriJLanp & Lb Library ^rn 425 333-0076 L161—O-I096 Che Linguistic Sciences PAPERS IN GENERAL LINGUISTICS ANTHONY BRITTI Quantifier Repositioning SUSAN MEREDITH BURT Remarks on German Nominalization CHIN-CHUAN CHENG AND CHARLES KISSEBERTH Ikorovere Makua Tonology (Part 1) PETER COLE AND GABRIELLA HERMON Subject to Object Raising in an Est Framework: Evidence from Quechua RICHARD CURETON The Inclusion Constraint: Description and Explanation ALICE DAVISON Some Mysteries of Subordination CHARLES A. FERGUSON AND APIA DIL The Sociolinguistic Valiable (s) in Bengali: A Sound Change in Progress GABRIELLA HERMON Rule Ordering Versus Globality: Evidencefrom the Inversion Construction CHIN-W. KIM Neutralization in Korean Revisited DAVID ODDEN Principles of Stress Assignment: A Crosslinguistic View PAULA CHEN ROHRBACH The Acquisition of Chinese by Adult English Speakers: An Error Analysis MAURICE K.S. WONG Origin of the High Rising Changed Tone in Cantonese SORANEE WONGBIASAJ On the Passive in Thai Department of Linguistics University of Illinois^-^ STUDIES IN THE LINGUISTIC SCIENCES PUBLICATION OF THE DEPARTMENT OF LINGUISTICS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN EDITORS: Charles W. Kisseberth, Braj B. -
Morphemes by Kirsten Mills Student, University of North Carolina at Pembroke, 1998
Morphemes by Kirsten Mills http://www.uncp.edu/home/canada/work/caneng/morpheme.htm Student, University of North Carolina at Pembroke, 1998 Introduction Morphemes are what make up words. Often, morphemes are thought of as words but that is not always true. Some single morphemes are words while other words have two or more morphemes within them. Morphemes are also thought of as syllables but this is incorrect. Many words have two or more syllables but only one morpheme. Banana, apple, papaya, and nanny are just a few examples. On the other hand, many words have two morphemes and only one syllable; examples include cats, runs, and barked. Definitions morpheme: a combination of sounds that have a meaning. A morpheme does not necessarily have to be a word. Example: the word cats has two morphemes. Cat is a morpheme, and s is a morpheme. Every morpheme is either a base or an affix. An affix can be either a prefix or a suffix. Cat is the base morpheme, and s is a suffix. affix: a morpheme that comes at the beginning (prefix) or the ending (suffix) of a base morpheme. Note: An affix usually is a morpheme that cannot stand alone. Examples: -ful, -ly, -ity, -ness. A few exceptions are able, like, and less. base: a morpheme that gives a word its meaning. The base morpheme cat gives the word cats its meaning: a particular type of animal. prefix: an affix that comes before a base morpheme. The in in the word inspect is a prefix. suffix: an affix that comes after a base morpheme.