Distinguishing Antonymy, Synonymy and Hypernymy with Distributional and Distributed Vector Representations and Neural Networks
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The Thesaurus Delineates the Standard Terminology Used to Index And
DOCUMENT RESUME EC 070 639 AUTHOR Oldsen, Carl F.; And Others TITLr Instructional Materials Thesaurus for Special Education, Second Edition. Special Education IMC/RMC Network. INSTITUTION Special Education IMC/RMC Network, Arlington, Va. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. PUB DATE Jul 74 NOTE 42p. EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE DESCRIPTORS Exceptional Child Education; *Handicapped Children; *Information Retrieval; *Instructional Materials; Instructional Materials Centers; National Programs; *Reference Books; *Thesauri ABSTRACT The thesaurus delineates the standard terminology used to index and retrieve instructional materials for exceptional children in the Special Education Instructional Materials Center/Regional Media Centers Network. The thesaurus is presentedin three formats: an alphabetical listing (word by word rather than, letter by letter), a rotated index, and a listing by category.The alphabetical listing of descriptors provides definitions for all terms, and scope notes which indicate the scope or boundaries of the descriptor for selected terms. Numerous cross referencesare provided. In the rotated index format, all key words excluding prepositions and articles from single and multiword formlt, each descriptor has been placed in one or more of 19 categorical groupings. (GW) b4:1 R Special Education c. Network Instructional Materials Centers -7CEIMRegional Media Centers i$1s.\ INSTRUCTIONAL THESAURUS FOR SPECIAL EpucATIo SECOND EDITION July, 1974 Printed & Distributed by the CEC Information Center on Exceptional Children The Council for Exceptional Children 1920 Association Drive Reston, -Virginia 22091 Member of the Special Education IMC /RMC Network US Office of EducationBureau of Education for the Handicapped Special Education IMC/RMC Network Instructional Materials Thesaurus for Special Education Second Edition July,1974 Thesaurus Committee Joan Miller Virginia Woods Carl F. -
Thesaurus, Thesaural Relationships, Lexical Relations, Semantic Relations, Information Storage and Retrieval
International Journal of Information Science and Management The Study of Thesaural Relationships from a Semantic Point of View J. Mehrad, Ph.D. F. Ahmadinasab, Ph.D. President of Regional Information Center Regional Information Center for Science and Technology, I. R. of Iran for Science and Technology, I. R. of Iran email: [email protected] Corresponding author: [email protected] Abstract Thesaurus is one, out of many, precious tool in information technology by which information specialists can optimize storage and retrieval of documents in scientific databases and on the web. In recent years, there has been a shift from thesaurus to ontology by downgrading thesaurus in favor of ontology. It is because thesaurus cannot meet the needs of information management because it cannot create a rich knowledge-based description of documents. It is claimed that the thesaural relationships are restricted and insufficient. The writers in this paper show that thesaural relationships are not inadequate and restricted as they are said to be but quite the opposite they cover all semantic relations and can increase the possibility of successful storage and retrieval of documents. This study shows that thesauri are semantically optimal and they cover all lexical relations; therefore, thesauri can continue as suitable tools for knowledge management. Keywords : Thesaurus, Thesaural Relationships, Lexical Relations, Semantic Relations, Information Storage and Retrieval. Introduction In the era of information explosion with the emergence of computers and internet and their important role in the storage and retrieval of information, every researcher has to do her/his scientific queries through scientific databases or the web. There are two common ways of query, one is free search which is done by keywords and the other is applying controlled vocabularies. -
Semantic Shift, Homonyms, Synonyms and Auto-Antonyms
WALIA journal 31(S3): 81-85, 2015 Available online at www.Waliaj.com ISSN 1026-3861 © 2015 WALIA Semantic shift, homonyms, synonyms and auto-antonyms Fatemeh Rahmati * PhD Student, Department of Arab Literature, Islamic Azad University, Central Tehran Branch; Tehran, Iran Abstract: One of the important topics in linguistics relates to the words and their meanings. Words of each language have specific meanings, which are originally assigned to them by the builder of that language. However, the truth is that such meanings are not fixed, and may evolve over time. Language is like a living being, which evolves and develops over its lifetime. Therefore, there must be conditions which cause the meaning of the words to change, to disappear over time, or to be signified by new signifiers as the time passes. In some cases, a term may have two or more meanings, which meanings can be different from or even opposite to each other. Also, the semantic field of a word may be expanded, so that it becomes synonymous with more words. This paper tried to discuss the diversity of the meanings of the words. Key words: Word; Semantic shift; Homonym; Synonym; Auto-antonym 1. Introduction person who employed had had the intention to express this sentence. When a word is said in *Speaking of the language immediately brings the absence of intent to convey a meaning, it doesn’t words and meanings immediately to mind, because signify any meaning, and is meaningless, as are the they are two essential elements of the language. words uttered by a parrot. -
Words and Alternative Basic Units for Linguistic Analysis
Words and alternative basic units for linguistic analysis 1 Words and alternative basic units for linguistic analysis Jens Allwood SCCIIL Interdisciplinary Center, University of Gothenburg A. P. Hendrikse, Department of Linguistics, University of South Africa, Pretoria Elisabeth Ahlsén SCCIIL Interdisciplinary Center, University of Gothenburg Abstract The paper deals with words and possible alternative to words as basic units in linguistic theory, especially in interlinguistic comparison and corpus linguistics. A number of ways of defining the word are discussed and related to the analysis of linguistic corpora and to interlinguistic comparisons between corpora of spoken interaction. Problems associated with words as the basic units and alternatives to the traditional notion of word as a basis for corpus analysis and linguistic comparisons are presented and discussed. 1. What is a word? To some extent, there is an unclear view of what counts as a linguistic word, generally, and in different language types. This paper is an attempt to examine various construals of the concept “word”, in order to see how “words” might best be made use of as units of linguistic comparison. Using intuition, we might say that a word is a basic linguistic unit that is constituted by a combination of content (meaning) and expression, where the expression can be phonetic, orthographic or gestural (deaf sign language). On closer examination, however, it turns out that the notion “word” can be analyzed and specified in several different ways. Below we will consider the following three main ways of trying to analyze and define what a word is: (i) Analysis and definitions building on observation and supposed easy discovery (ii) Analysis and definitions building on manipulability (iii) Analysis and definitions building on abstraction 2. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
Semantic Differences in Translation Exploring the Field of Inchoativity
Semantic differences in translation Exploring the field of inchoativity Lore Vandevoorde language Translation and Multilingual Natural science press Language Processing 13 Translation and Multilingual Natural Language Processing Editors: Oliver Czulo (Universität Leipzig), Silvia Hansen-Schirra (Johannes Gutenberg-Universität Mainz), Reinhard Rapp (Johannes Gutenberg-Universität Mainz) In this series: 1. Fantinuoli, Claudio & Federico Zanettin (eds.). New directions in corpus-based translation studies. 2. Hansen-Schirra, Silvia & Sambor Grucza (eds.). Eyetracking and Applied Linguistics. 3. Neumann, Stella, Oliver Čulo & Silvia Hansen-Schirra (eds.). Annotation, exploitation and evaluation of parallel corpora: TC3 I. 4. Czulo, Oliver & Silvia Hansen-Schirra (eds.). Crossroads between Contrastive Linguistics, Translation Studies and Machine Translation: TC3 II. 5. Rehm, Georg, Felix Sasaki, Daniel Stein & Andreas Witt (eds.). Language technologies for a multilingual Europe: TC3 III. 6. Menzel, Katrin, Ekaterina Lapshinova-Koltunski & Kerstin Anna Kunz (eds.). New perspectives on cohesion and coherence: Implications for translation. 7. Hansen-Schirra, Silvia, Oliver Czulo & Sascha Hofmann (eds). Empirical modelling of translation and interpreting. 8. Svoboda, Tomáš, Łucja Biel & Krzysztof Łoboda (eds.). Quality aspects in institutional translation. 9. Fox, Wendy. Can integrated titles improve the viewing experience? Investigating the impact of subtitling on the reception and enjoyment of film using eye tracking and questionnaire data. 10. Moran, Steven & Michael Cysouw. The Unicode cookbook for linguists: Managing writing systems using orthography profiles. 11. Fantinuoli, Claudio (ed.). Interpreting and technology. 12. Nitzke, Jean. Problem solving activities in post-editing and translation from scratch: A multi-method study. 13. Vandevoorde, Lore. Semantic differences in translation. ISSN: 2364-8899 Semantic differences in translation Exploring the field of inchoativity Lore Vandevoorde language science press Vandevoorde, Lore. -
Different but Not All Opposite: Contributions to Lexical Relationships Teaching in Primary School
INTE - ITICAM - IDEC 2018, Paris-FRANCE VOLUME 1 All Different But Not All Opposite: Contributions To Lexical Relationships Teaching In Primary School Adriana BAPTISTA Polytechnic Institute of Porto – School of Media Arts and Design inED – Centre for Research and Innovation in Education Portugal [email protected] Celda CHOUPINA Polytechnic Institute of Porto – School of Education inED – Centre for Research and Innovation in Education Centre of Linguistics of the University of Porto Portugal [email protected] José António COSTA Polytechnic Institute of Porto – School of Education inED – Centre for Research and Innovation in Education Centre of Linguistics of the University of Porto Portugal [email protected] Joana QUERIDO Polytechnic Institute of Porto – School of Education Portugal [email protected] Inês OLIVEIRA Polytechnic Institute of Porto – School of Education Centre of Linguistics of the University of Porto Portugal [email protected] Abstract The lexicon allows the expression of particular cosmovisions, which is why there are a wide range of lexical relationships, involving different linguistic particularities (Coseriu, 1991; Teixeira , 2005). We find, however, in teaching context, that these variations are often replaced by dichotomous and decontextualized proposals of lexical organization, presented, for instance, in textbooks and other supporting materials (Baptista et al., 2017). Thus, our paper is structured in two parts. First, we will try to account for the diversity of lexical relations (Choupina, Costa & Baptista, 2013), considering phonological, morphological, syntactic, semantic, pragmatic- discursive, cognitive and historical criteria (Lehmann & Martin-Berthet, 2008). Secondly, we present an experimental study that aims at verifying if primary school pupils intuitively organize their mental lexicon in a dichotomous way. -
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 312 International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018) On Some Basic Methods of Analysis of Content and Structure of Lexical-Semantic Fields Alexander Zhouravlev Victoria Dobrova Department of Foreign Languages Department of Foreign Languages Samara State Technical University Samara State Technical University Samara, Russia Samara, Russia [email protected] [email protected] Lilia Nurtdinova Department of Foreign Languages Samara State Technical University Samara, Russia [email protected] Abstract—In the paper, two basic methods of analysis of the meaning of lexical units and a general structure of lexical- II. COMPONENTIAL ANALYSIS semantic fields are considered. The main subject is to understand the essence of the componential analysis method and the field A. Introduction of the method approach. The analysis of their definitions provided by various One can hardly overestimate the importance of the researchers, their main terms and notions, as well as prospects of componential analysis method for semantics research. In I. these methods are presented. The methodology of the research is Kobozeva’s opinion, a “method of componential analysis is the analysis of various types of scientific papers dealing with one of basic methods for description of lexical meaning” [1]. history, theoretical basis and practical application of the One of the reasons for this is that a meaning as a collection of componential analysis method and the field approach. The authors also present the evolution of the point of view on the role semes possesses a certain hierarchy instead of being an of these methods in the study of the meaning of lexical items, unorganized array. -
Georgia Performance Standards K-3 ELA Kindergarten 1St Grade 2Nd Grade 3Rd Grade
Georgia Performance Standards K-3 ELA Kindergarten 1st Grade 2nd Grade 3rd Grade Reading CONCEPTS OF PRINT CONCEPTS OF PRINT ELAKR1 The student demonstrates ELA1R1 The student demonstrates knowledge of concepts of print. knowledge of concepts of print. The student The student a. Recognizes that print and a. Understands that there are pictures (signs and labels, correct spellings for words. newspapers, and informational books) can inform, entertain, and b. Identifies the beginning and end persuade. of a paragraph. b. Demonstrates that print has c. Demonstrates an understanding meaning and represents spoken that punctuation and capitalization language in written form. are used in all written sentences. c. Tracks text read from left to right and top to bottom. d. Distinguishes among written letters, words, and sentences. e. Recognizes that sentences in print are made up of separate words. f. Begins to understand that punctuation and capitalization are used in all written sentences. PHONOLOGICAL AWARENESS PHONOLOGICAL AWARENESS ELAKR2 The student demonstrates ELA1R2 The student demonstrates the ability to identify and orally the ability to identify and orally manipulate words and manipulate words and individual sounds within those individual sounds within those spoken words. The student spoken words. The student a. Identifies and produces rhyming a. Isolates beginning, middle, and words in response to an oral ending sounds in single-syllable prompt and distinguishes rhyming words. and non-rhyming words. Page 1 of 11 Georgia Performance Standards K-3 ELA Kindergarten 1st Grade 2nd Grade 3rd Grade b. Identifies onsets and rhymes in b. Identifies component sounds spoken one-syllable words. (phonemes and combinations of phonemes) in spoken words. -
Lexical Sense Labeling and Sentiment Potential Analysis Using Corpus-Based Dependency Graph
mathematics Article Lexical Sense Labeling and Sentiment Potential Analysis Using Corpus-Based Dependency Graph Tajana Ban Kirigin 1,* , Sanda Bujaˇci´cBabi´c 1 and Benedikt Perak 2 1 Department of Mathematics, University of Rijeka, R. Matejˇci´c2, 51000 Rijeka, Croatia; [email protected] 2 Faculty of Humanities and Social Sciences, University of Rijeka, SveuˇcilišnaAvenija 4, 51000 Rijeka, Croatia; [email protected] * Correspondence: [email protected] Abstract: This paper describes a graph method for labeling word senses and identifying lexical sentiment potential by integrating the corpus-based syntactic-semantic dependency graph layer, lexical semantic and sentiment dictionaries. The method, implemented as ConGraCNet application on different languages and corpora, projects a semantic function onto a particular syntactical de- pendency layer and constructs a seed lexeme graph with collocates of high conceptual similarity. The seed lexeme graph is clustered into subgraphs that reveal the polysemous semantic nature of a lexeme in a corpus. The construction of the WordNet hypernym graph provides a set of synset labels that generalize the senses for each lexical cluster. By integrating sentiment dictionaries, we introduce graph propagation methods for sentiment analysis. Original dictionary sentiment values are integrated into ConGraCNet lexical graph to compute sentiment values of node lexemes and lexical clusters, and identify the sentiment potential of lexemes with respect to a corpus. The method can be used to resolve sparseness of sentiment dictionaries and enrich the sentiment evaluation of Citation: Ban Kirigin, T.; lexical structures in sentiment dictionaries by revealing the relative sentiment potential of polysemous Bujaˇci´cBabi´c,S.; Perak, B. Lexical Sense Labeling and Sentiment lexemes with respect to a specific corpus. -
PDF Polysemy and Metaphor in the Verbs of Perception
Manasia: Polysemy and Metaphor 55 Polysemy and Metaphor in the Verbs of Perception Mihaela Georgiana Manasia ABSTRACT: This paper addresses the idea that has been recently that perception verbs have a polysemous structure motivated by ourput forwardexperience by andseveral understanding studies in the of fieldthe world. of cognitive Metaphor linguistics is not only characteristic of poetic language, but on the contrary, it can be found everywhere in everyday language and the polysemous and constructional alternatives makes them a motivating semantic character of perception verbs reflected into a wide range of syntactic KEY WORDS: polysemy, metaphor, perception verbs, prototypical meaning,field to approach metaphorical in this meaning. respect. olysemy represents, within semantics, the term used to Pcharacterize the situation in which a word has two or more polysemy has been subject to controversies and continues to remain similar meanings. Despite this very simple definition, the concept of In 1980, the study of polysemy and metaphor expands a debatable field in the linguistic research. book Metaphors We Live By. relationwithin cognitive of meanings. linguistics It is perceivedespecially withas categorization Lakoff and Johnson’s namely related meanings are organised They intodefine categories polysemy based as a systematic on family resemblance. 55 56 HARVARD SQUARE SYMPOSIUM | THE FUTURE OF KNOWLEDGE to put forward that perception verbs have a polysemous structure, motivatedRecent by studies our experience in the field and of cognitive understanding semantics of thehave world. tried Metaphor represents one of the cognitive instruments structuring the way in which we think, perceive and act. this varietyThe authors of meanings of Metaphors and a part We of Live everyday By criticized language the that classical affects theory of metaphor as a comparison, describing similarities that already exist. -
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