Semantics 1, WiSe 2016/17 (Sailer): Difference between revisions

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* Room: <span style="color:#FF0000">''New!'' '''IG 3.201'''  </span>
* Room: <span style="color:#FF0000">''New!'' '''IG 3.201'''  </span>
* Olat course: https://olat-ce.server.uni-frankfurt.de/olat/auth/RepositoryEntry/4208361498
* Olat course: https://olat-ce.server.uni-frankfurt.de/olat/auth/RepositoryEntry/4208361498
= Material for week 13 =
A syntactic fragment:
https://www.english-linguistics.de/syn1/10/
The login information can be found on the slides.
== Basic combinatorics: Canonical examples ==
(the following exercises are adapted from the textbook material to [[https://www.lexical-resource-semantics.de/wiki/index.php/Exercise-ch5#Basic_combinatorics:_Canonical_examples  Chapter 5]].
<quiz display=simple>
{Sentence: ''Pat snored.''<br />Logical form: '''snore'''('''pat''')<br />
Which parts of the logical form are contributed by which word?
|type="[]"}
|'''pat''' &brvbar; | '''snore''' &brvbar;| '''snore'''('''pat''')
+-- ''Pat''
-++ ''snored''
{Sentence: ''Pat likes Chris.''<br />Logical form: '''like'''('''pat''','''chris''')<br />
Which parts of the logical form are contributed by which word?
|type="[]"}
|'''pat''' &brvbar;| '''chris''' &brvbar;| '''like''' &brvbar;| '''like'''('''pat''','''chris''')
+--- ''Pat''
--++ ''likes''
-+-- ''Chris''
</quiz>
== Possible EX-CONT values ==
Given the following PARTS lists, what are possible EX-CONT values (if we do not assume other restrictions)
1. PARTS < '''pat''', '''alex''','''like''', '''like'''(__,__) >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answer
<div class="mw-collapsible-content">
'''like'''('''pat''','''alex''')<br>
'''like'''('''alex''','''pat''')
</div></div>
2. PARTS < '''alex''','''snore''', '''snore'''(__), &not;(__) >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answer
<div class="mw-collapsible-content">
&not;('''snore'''('''alex'''))
</div></div>
3. PARTS < '''alex''','''alex''','''snore''' >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answer
<div class="mw-collapsible-content">
There is no possible EX-CONT value because the three elements on the PARTS list cannot be combined.
</div></div>
3. PARTS < '''alex''','''alex''','''snore''', '''snore'''(__) >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answer
<div class="mw-collapsible-content">
'''snore'''('''alex''')
</div></div>
4. PARTS < '''alex''','''alex''','''snore''', '''snore'''(__), __ &and; __ >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answer
<div class="mw-collapsible-content">
'''snore'''('''alex''') &and; '''snore'''('''alex''')
</div></div>
= Material for week 10 =
A syntactic fragment:
https://www.english-linguistics.de/syn1/10/
The login information can be found on the slides.
= Material for week 8 =
==Homework==
# Formulate a simple! sentence compatible with your scenario that 

contains ''some/a'' and ''every/each''.
# Give the two logical translations of the sentence.
# Which of the readings are true in your model?
# Do the exercises on our wiki page!
# Provide the syntactic structure for your example sentence.
# Sketch the lexical information needed for the verb in your sentence.
== Exercises ==
(the following exercises are copied from https://www.lexical-resource-semantics.de/wiki/index.php/Exercise-ch3 )
=== Parts of speech ===
<quiz display=simple>
{Determine the part of speech of the words in the sentences.<br />Use the following part of speech labels: A, Adv, Conj, Comp, Det, N, P, V
|type="{}"}
a. Alex/{ N _3 } talked/{ V _3 } to/{ P _3 } my/{ Det _3 } best/{ A _3 } friend/{ N _3 }.<br />
b. You/{ N _3 } might/{ V _3 } suspect/{ V _3 } that/{ Comp _5 } Pat/{ N _3 } is/{ V _3 } a/{ Det _3 } genius/{ N _3}.<br />
c. The/{ Det _3} title/{ N _3 } of/{ P _3 } a/{ Det _3 } book/{ N _3 } largely/{ Adv _3 } determines/{ V _3 } whether/{ Comp _5 } it/{ N _3 } will/{ V _3 } be/{ V _3 } successful/{ A _3 } or/{ Conj _5 } a/{ Det _3 } flop/{ N _3 }.
</quiz>
{{FeedbackExercises}}
=== Syntactic categories ===
<quiz display=simple>
{Determine the syntactic categories of the following groups of words in the sentences.<br />Use the following labels: AP, AdvP, NP, PP, VP. Write "-" if the group of words does not form a constitutent.<br />
''Example:'' ['''S''': Pat ['''VP''': will ['''VP''': wait ['''PP''': for Alex]]]]
|type="{}"}
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced ['''CP''': that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].
</quiz>
{{FeedbackExercises}}
= Material for week 5 =
== Homework ==
* Work through this wiki page.
* Read: Levine et al., Chapter 2, Section 2
* Complex formulae:
:* Give 2 complex formulae with one logical connective each. (Use different connectives)
:* Provide the step-by-step computation of the truth value of your two formulae.
* For the compuation, watch the videos below.
== Video ==
The following video presents the step-by-step computation of the truth value of two formulae with connectives.
The example uses a model based on Shakespeare's play ''Macbeth''.
The two formulae are:
* '''&not; king(lady-macbeth)'''
* '''king(duncan) &or; king(lady-macbeth)'''
<embedvideo service="youtube" dimensions="400">http://youtu.be/ABXPMzHFYxU</embedvideo>
<!-- https://www.youtube.com/watch?v=K14D7VllA8M -->
The next video shows how the truth value of a more complex formula can be computed. The example contains two connectives:
'''kill(malcom,lady-macbeth) &or; &not;thane(macbeth)'''
The video shows two different methods: top down and bottom up.
<embedvideo service="youtube" dimensions="400">http://youtu.be/C1rjU104R54</embedvideo>
= Material for week 4 =
== Slides ==
Slides of meeting 4: [[File:WS1617-Sem1-slides04-final.pdf]]
== Homework ==
* Work through this wiki page.
* Atomic formulae: Using your model from this week's homework,
:* Give 2 atomic formulae (one true, one false)
:* Provide the step-by-step computation of the truth value of your 2 atomic formulae.
* For the computation, watch the videos on the wiki page.
== Additional material ==
Check the material on this page: [[Semantics 1, WiSe 2016/17, Week 4|additional material for week 4]]


= Material for week 3 =
= Material for week 3 =
== Slides ==
Slides: [[File:WiSe1617-Sem1-slides03-final.pdf]]


== Homework ==
== Homework ==

Latest revision as of 07:07, 17 January 2017

General information

Material for week 13

A syntactic fragment:

https://www.english-linguistics.de/syn1/10/

The login information can be found on the slides.


Basic combinatorics: Canonical examples

(the following exercises are adapted from the textbook material to [Chapter 5].

1 Sentence: Pat snored.
Logical form: snore(pat)
Which parts of the logical form are contributed by which word?

pat ¦ snore ¦ snore(pat)
Pat
snored

2 Sentence: Pat likes Chris.
Logical form: like(pat,chris)
Which parts of the logical form are contributed by which word?

pat ¦ chris ¦ like ¦ like(pat,chris)
Pat
likes
Chris


Possible EX-CONT values

Given the following PARTS lists, what are possible EX-CONT values (if we do not assume other restrictions)

1. PARTS < pat, alex,like, like(__,__) >

Check your answer

like(pat,alex)
like(alex,pat)


2. PARTS < alex,snore, snore(__), ¬(__) >

Check your answer

¬(snore(alex))


3. PARTS < alex,alex,snore >

Check your answer

There is no possible EX-CONT value because the three elements on the PARTS list cannot be combined.


3. PARTS < alex,alex,snore, snore(__) >

Check your answer

snore(alex)

4. PARTS < alex,alex,snore, snore(__), __ ∧ __ >

Check your answer

snore(alex) ∧ snore(alex)

Material for week 10

A syntactic fragment:

https://www.english-linguistics.de/syn1/10/

The login information can be found on the slides.


Material for week 8

Homework

  1. Formulate a simple! sentence compatible with your scenario that 

contains some/a and every/each.
  2. Give the two logical translations of the sentence.
  3. Which of the readings are true in your model?
  4. Do the exercises on our wiki page!
  5. Provide the syntactic structure for your example sentence.
  6. Sketch the lexical information needed for the verb in your sentence.

Exercises

(the following exercises are copied from https://www.lexical-resource-semantics.de/wiki/index.php/Exercise-ch3 )

Parts of speech

Determine the part of speech of the words in the sentences.
Use the following part of speech labels: A, Adv, Conj, Comp, Det, N, P, V

a. Alex/

talked/

to/

my/

best/

friend/

.
b. You/

might/

suspect/

that/

Pat/

is/

a/

genius/

.
c. The/

title/

of/

a/

book/

largely/

determines/

whether/

it/

will/

be/

successful/

or/

a/

flop/

.


Feel free to send feedback on this exercise to Manfred Sailer.

Syntactic categories

Determine the syntactic categories of the following groups of words in the sentences.
Use the following labels: AP, AdvP, NP, PP, VP. Write "-" if the group of words does not form a constitutent.
Example: [S: Pat [VP: will [VP: wait [PP: for Alex]]]]

a. [

Alex [

talked [

to [

my best friend]]]]
b. [

[

The president] [

announced [CP: that [

there [

will [

be [

no further taxes]]]]]]].


Feel free to send feedback on this exercise to Manfred Sailer.

Material for week 5

Homework

  • Work through this wiki page.
  • Read: Levine et al., Chapter 2, Section 2
  • Complex formulae:
  • Give 2 complex formulae with one logical connective each. (Use different connectives)
  • Provide the step-by-step computation of the truth value of your two formulae.
  • For the compuation, watch the videos below.

Video

The following video presents the step-by-step computation of the truth value of two formulae with connectives. The example uses a model based on Shakespeare's play Macbeth. The two formulae are:

  • ¬ king(lady-macbeth)
  • king(duncan) ∨ king(lady-macbeth)

The next video shows how the truth value of a more complex formula can be computed. The example contains two connectives:

kill(malcom,lady-macbeth) ∨ ¬thane(macbeth)

The video shows two different methods: top down and bottom up.

Material for week 4

Slides

Slides of meeting 4: File:WS1617-Sem1-slides04-final.pdf

Homework

  • Work through this wiki page.
  • Atomic formulae: Using your model from this week's homework,
  • Give 2 atomic formulae (one true, one false)
  • Provide the step-by-step computation of the truth value of your 2 atomic formulae.
  • For the computation, watch the videos on the wiki page.

Additional material

Check the material on this page: additional material for week 4

Material for week 3

Slides

Slides: File:WiSe1617-Sem1-slides03-final.pdf

Homework

  • Work through this wiki page.
  • Read Levine et al. (in prep.), Chapter 2, Section 1 [available on olat].
  • Define a model and introduce the necessary name symbols and predicate symbols for our scenario with
    • three individuals
    • two relations
    • two properties
  • Use your model and your symbols and write down
    • one formula that is true in your model and
    • two formulae that are false in your model.

Additional material

Check the material on this page: additional material for week 3

Material for week 2

Slides of the meeting: File:Sem1-slides02-final.pdf

Homework

  • Read chapter 1 of Levine et al. (in prep.). -> available on Olat
  • Find or construct one example sentence per type of ambiguity.
  • Get information on our literary scenario Waiting for Godot:
On wikipedia: https://en.wikipedia.org/wiki/Waiting_for_Godot
Full text: Act 1, Act 2
Full play on youtube: https://www.youtube.com/watch?v=Wifcyo64n-w

Material for week 1

Wiki material on ambiguity: Exercise-ch1#Types_of_Ambiguity

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