SoSe23: Semantics 1 - Revision history

Manfred: /* Videos */

2025-06-18T05:36:34Z

Videos

2023-06-07T22:35:06Z

Videos

← Older revision		Revision as of 22:35, 7 June 2023
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	</embedvideo>		</embedvideo>

	The second video shows the HPSG analysis of two simple sentences:		The second video shows the HPSG analysis of two simple sentences (37'):
	::''Duncan died.''		::''Duncan died.'' (the first 18+ minutes)
	::''Macbeth killed Duncan.''		::''Macbeth killed Duncan.'' (the rest of the video)

	<embedvideo service="youtube" dimensions="400">		<embedvideo service="youtube" dimensions="400">

2023-06-07T22:34:19Z

Videos

← Older revision		Revision as of 22:34, 7 June 2023
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	</embedvideo>		</embedvideo>

			The second video shows the HPSG analysis of two simple sentences:
			::''Duncan died.''
			::''Macbeth killed Duncan.''

			<embedvideo service="youtube" dimensions="400">
			https://youtu.be/7lLWmA_cmy4
			</embedvideo>

	== Lexical entries as Attribute-Value Matrix ==		== Lexical entries as Attribute-Value Matrix ==

2023-06-07T22:30:16Z

Meeting 9

← Older revision		Revision as of 22:30, 7 June 2023
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	= Meeting 9 =		= Meeting 9 =

			== Videos ==

			This video shows which information is inside a lexcial entry.
			<embedvideo service="youtube" dimensions="400">
			https://youtu.be/impaNluIyNM
			</embedvideo>

2023-06-07T22:29:16Z

Homework for meeting 9

← Older revision		Revision as of 22:29, 7 June 2023
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	</embedvideo>		</embedvideo>

	~~The third video shows which information is inside a lexcial entry.~~
	~~<embedvideo service="youtube" dimensions="400">~~
	~~https://youtu.be/impaNluIyNM~~
	~~</embedvideo>~~


	~~<!--~~		The final video is a more general video (12', produced in 2008) on basic steps in a syntactic analysis. Note, only steps 1-5 apply to our course (i.e. the first 9'30'' of the video). Step 6 is based on a different syntactic theory.
	~~This~~ is a more general video (12', produced in 2008) on basic steps in a syntactic analysis. Note, only steps 1-5 apply to our course (i.e. the first 9'30'' of the video). Step 6 is based on a different syntactic theory.

	<embedvideo service="youtube" dimensions="400">		<embedvideo service="youtube" dimensions="400">
	https://youtu.be/EDbaCAVgHUI		https://youtu.be/EDbaCAVgHUI
	</embedvideo>		</embedvideo>
	~~-->~~

	= Meeting 7 =		= Meeting 7 =

2023-06-07T22:27:26Z

Meeting 10

← Older revision		Revision as of 22:27, 7 June 2023
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	After the class, the participants will be able to identify - and partly analyze - interesting semantic phenomena in naturally occurring texts. They will have acquired a basic working knowledge in formal logic, which they will be able to apply in the description of meaning		After the class, the participants will be able to identify - and partly analyze - interesting semantic phenomena in naturally occurring texts. They will have acquired a basic working knowledge in formal logic, which they will be able to apply in the description of meaning

	= Meeting 10 =		<!-- = Meeting 10 =

	== Exercises ==		== Exercises ==

	=== Structures with transitive verbs ==		=== Structures with transitive verbs ===

	<quiz display=simple>		<quiz display=simple>
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	{{FeedbackExercises}}		{{FeedbackExercises}}
			-->


	= Meeting 9 =		= Meeting 9 =

2023-06-07T22:26:58Z

Meeting 9

@@ Line 5: / Line 5: @@
 Yet, this relationship between form and meaning is not a simple one-to-one mapping. Instead, it is rich in ambiguities, pleonastic marking and elements without any identifiable meaning contribution. We will work on an account that is founded on classical tools of semantic research but still directly addresses these empirical challenges.
 After the class, the participants will be able to identify - and partly analyze - interesting semantic phenomena in naturally occurring texts. They will have acquired a basic working knowledge in formal logic, which they will be able to apply in the description of meaning
 = Meeting 9 =
@@ Line 80: / Line 135: @@
 </quiz>
 == Videos ==

2023-06-07T22:25:23Z

Analysis of simple sentences

2023-06-07T22:24:53Z

Analysis of simple sentences

← Older revision		Revision as of 22:24, 7 June 2023
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	</quiz>		</quiz>

			<!--
	<quiz display=simple>		<quiz display=simple>
	{Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.		{Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.
	\|type="{}"}		\|type="{}"}

	~~''Fido chased a mouse.''~~

	~~syntactic structure: [[File:Tree-FidoChasedAMouse.jpeg\|500px]]~~


	~~Words:~~
	~~''Fido''{{TenSpaces}}{{TenSpaces}} ''chased'' {{TenSpaces}}     ''a'' {{TenSpaces}}{{TenSpaces}} ''mouse''~~
	~~HEAD [8]''noun''{{TenSpaces}}    HEAD [9]''verb''{{TenSpaces}}      HEAD [10] ''det'' {{TenSpaces}}    HEAD [11] ''noun''~~
	~~SUBJ < { - _3 } >{{TenSpaces}}    SUBJ < { [1] _3 } > {{TenSpaces}}     SUBJ < { - _3 } > {{TenSpaces}}    SUBJ < { - _3 } >~~
	~~SPR   < { - _3 } >{{TenSpaces}}    SPR < { - _3 } > {{TenSpaces}}      SPR < { - _3 } > {{TenSpaces}}      SPR < { [3] _3 } >~~
	~~COMPS < { - _3 } >{{TenSpaces}}COMPS < { - _3 } > {{TenSpaces}}COMPS < { [5] _3 } > {{TenSpaces}} COMPS < { - _3 } >~~



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	</quiz>		</quiz>
			-->
	{{FeedbackExercises}}		{{FeedbackExercises}}

2023-06-07T22:23:07Z

Lexical entries as Attribute-Value Matrix

← Older revision		Revision as of 22:23, 7 June 2023
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	Provide the required information on the lexical properties of the underlined words in the following sentences.<br>		Provide the required information on the lexical properties of the underlined words in the following sentences.<br>
	'''Note:'''		'''Note:'''
	* Put a minus ("-") if a slot should not receive any filling		* Put a minus ("-") if a slot should not receive any filling.
			* Write NP, PP, Det, VP into the valence lists, if such elements are selected.
	* Use ''det'', ''noun'', ''prep'' or ''verb'' for the HEAD values.		* Use ''det'', ''noun'', ''prep'' or ''verb'' for the HEAD values.