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= Additional material by week =
= Assignment sheets =


== Week 2 ==
* First assignments sheet:
:: Download the file: [[File:SoSe16-assignment-logic.pdf]]
:: [[Semantics 1, SoSe 2016 (Sailer): Assignment Sheet 1|Example solution]]


* Second assignment sheet: [[File:SoSe16-assignment-lrs.pdf]]


= Mock exam =


== Links ==
Mock exam: [[File:SoSe16-mockexam.pdf]]


* Shakespeare 400: http://www.shakespeare400.org/
Follow the link to an [[Semantics 1, SoSe 2016 (Sailer): Mock Exam|online version of the mock exam and example solutions]].
* ''The Tempest'': http://www.shakespeare-navigators.com/tempest/
 
= Additional material for week 10 =


Additional material for the meeting of week 2, April 22, 2015.
A syntactic fragment:


Our literary scenario: ''Game of Thrones'' (TV series)
https://www.english-linguistics.de/syn1/30/
* Wikipedia site: http://en.wikipedia.org/wiki/Game_of_Thrones<br/>Site on season 1: http://en.wikipedia.org/wiki/Game_of_Thrones_%28season_1%29
* Short summary of season 1 on youtube: https://www.youtube.com/watch?v=atxp6x3YreI


= Our scenario and some preliminary thoughts =
The login information can be found on the slides.


== Getting into our literary scenario ==


Watch the trailer of Season 1 of ''Game of Thrones'':
== Basic combinatorics: Canonical examples ==


<embedvideo service="youtube" dimensions="400">https://www.youtube.com/watch?v=YinJaXzgzqI</embedvideo>
(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>


Having watched the video, which of the following statements are true in our scenario?
{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''


<quiz display=simple>


{Click on those statements that are true in our scenario.
{Sentence: ''Pat likes Chris.''<br />Logical form: '''like'''('''pat''','''chris''')<br />
Which parts of the logical form are contributed by which word?
|type="[]"}
|type="[]"}
+ ''John Snow is Ned Stark's son.''
|'''pat''' &brvbar;| '''chris''' &brvbar;| '''like''' &brvbar;| '''like'''('''pat''','''chris''')
- ''Catelyn wants that her husband becomes the king's Hand.''
+--- ''Pat''
- ''Catelyn wants her husband to become the Hand of the king.''
--++ ''likes''
+ ''There is a king.''
-+-- ''Chris''
- ''There is no king.''


</quiz>
</quiz>


The meanings of some of these sentences are closely related. What do you observe for the following sentence pairs?
== Possible EX-CONT values ==
 
Given the following PARTS lists, what are possible EX-CONT values (if we do not assume other restrictions)


''Catelyn wants that her husband becomes the king's Hand.'' and ''Catelyn wants her husband to become the Hand of the king.''
1. PARTS < '''pat''', '''alex''','''like''', '''like'''(__,__) >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answers
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">
<div class="mw-collapsible-content">
The two sentences are paraphrases of each other, i.e., in every situation, whever the first is true, so is the second.
&not;('''snore'''('''alex'''))
</div>
</div></div>
</div>
 


''There is a king.'' and ''There is no king.''
3. PARTS < '''alex''','''alex''','''snore''' >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answers
Check your answer
<div class="mw-collapsible-content">
<div class="mw-collapsible-content">
The two sentences contradict each other. Whenever one is true, the other must be false.
There is no possible EX-CONT value because the three elements on the PARTS list cannot be combined.
</div>
</div></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>


''Catelyn wants that her husband becomes the king's Hand.'' and ''There is a king.''
4. PARTS < '''alex''','''alex''','''snore''', '''snore'''(__), __ &and; __ >
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">
Check your answers
Check your answer
<div class="mw-collapsible-content">
<div class="mw-collapsible-content">
Whoever utters the first sentence must also assume the truth of the second. (Technically, the second sentence is presupposed by the first, but this doesn't matter here.)
'''snore'''('''alex''') &and; '''snore'''('''alex''')
</div>
</div></div>
</div>
 
= Additional material for week 9 =
 
A syntactic fragment:
 
https://www.english-linguistics.de/syn1/30/
 
The login information can be found on the slides.
 
== Lexical entries as Attribute-Value Matrix ==
The following exercises are copied from the wiki page for [[Exercise-ch3|exercises to chapter 3]].
 
Provide the required information on the lexical properties of the underlined words in the following sentences.<br>
'''Note:'''
* Put a minus ("-") if a slot should not receive any filling
* Use ''det'', ''noun'', ''prep'' or ''verb'' for the HEAD values.
 
<quiz display=simple>
{Alex <u>read</u> a book yesterday.
|type="{}"}
 
PHON { read _8 }<br>
SYNSEM | LOCAL | CAT | HEAD { verb _8 }<br>
SYNSEM | LOCAL | CAT | VAL | SUBJ < { NP _8 } ><br>
SYNSEM | LOCAL | CAT | VAL | SPR < { - _8} > <br>
SYNSEM | LOCAL | CAT | VAL | COMPS < { NP _8 } ><br>
 
{Alex talked <u>to</u> a friend.
|type="{}"}
 
PHON { to _8 }<br>
SYNSEM | LOCAL | CAT | HEAD { prep _8 }<br>
SYNSEM | LOCAL | CAT | VAL | SUBJ < { - _8 } ><br>
SYNSEM | LOCAL | CAT | VAL | SPR < { - _8 } > <br>
SYNSEM | LOCAL | CAT | VAL | COMPS < { NP _8 } ><br>
 
 
{Pat liked this new <u>documentary</u> on African wild life.
|type="{}"}
 
PHON { documentary _15 }<br>
SYNSEM | LOCAL | CAT | HEAD { noun _8 }<br>
SYNSEM | LOCAL | CAT | VAL | SUBJ < { - _8 } ><br>
SYNSEM | LOCAL | CAT | VAL | SPR < { Det _8 } > <br>
SYNSEM | LOCAL | CAT | VAL | COMPS < { PP _8 } ><br>
 
{<u>Alex</u> talked to a friend.
|type="{}"}
 
PHON { Alex _8 }<br>
SYNSEM | LOCAL | CAT | HEAD { noun _8 }<br>
SYNSEM | LOCAL | CAT | VAL | SUBJ < { - _8 } ><br>
SYNSEM | LOCAL | CAT | VAL | SPR < { - _8 } > <br>
SYNSEM | LOCAL | CAT | VAL | COMPS < { - _8 } ><br>
 
 
</quiz>
 
{{FeedbackExercises}}
 
== Analysis of simple sentences ==
 
The following exercises are copied from the wiki page for [[Exercise-ch3|exercises to chapter 3]].
 
<quiz display=simple>
{Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.
|type="{}"}
 
''Alex snored.''
 
syntactic structure: [[File:Tree-AlexSnored.jpeg|300px]]
 
 
Words:{{TenSpaces}}{{TenSpaces}}{{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Phrase:
''Alex''{{TenSpaces}}{{TenSpaces}} ''snored'' {{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp; S: ''Alex snored.''
HEAD [4]''noun''{{TenSpaces}} &nbsp;&nbsp; HEAD [5]''verb''{{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp; HEAD { [5] _3 }
SUBJ < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SUBJ < { [1] _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp; SUBJ < { - _3 } >
SPR &nbsp; < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } >
COMPS < { - _3 } >{{TenSpaces}}COMPS < { - _3 } > {{TenSpaces}}COMPS < { - _3 } >
 
</quiz>
 
 
<quiz display=simple>
{Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.
|type="{}"}
 
''Fido chased a mouse.''
 
syntactic structure: [[File:Tree-FidoChasedAMouse.jpeg|500px]]
 
 
Words:
''Fido''{{TenSpaces}}{{TenSpaces}} ''chased'' {{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp; ''a'' {{TenSpaces}}{{TenSpaces}} ''mouse''
HEAD [8]''noun''{{TenSpaces}} &nbsp;&nbsp; HEAD [9]''verb''{{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp; HEAD [10] ''det'' {{TenSpaces}}&nbsp;&nbsp;&nbsp; HEAD [11] ''noun''
SUBJ < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SUBJ < { [1] _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp; SUBJ < { - _3 } > {{TenSpaces}} &nbsp;&nbsp; SUBJ < { - _3 } >
SPR &nbsp; < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } > {{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; SPR < { [3] _3 } >
COMPS < { - _3 } >{{TenSpaces}}COMPS < { [5] _3 } > {{TenSpaces}}COMPS < { - _3 } > {{TenSpaces}} COMPS < { - _3 } >
 
 
 
Phrases:{{TenSpaces}}{{TenSpaces}}{{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
NP: ''a mouse''{{TenSpaces}} VP: ''chased a mouse'' {{TenSpaces}} S: ''Fido chased a mouse.''
HEAD  { [11] _4 } {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; HEAD { [9] _4 } {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; HEAD { [9] _4 } {{TenSpaces}}
SUBJ < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SUBJ < { [1] _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp; SUBJ < { - _3 } >
SPR &nbsp; < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } >
COMPS < { - _3 } >{{TenSpaces}}COMPS < { - _3 } > {{TenSpaces}}COMPS < { - _3 } >
 
 
</quiz>
 
 
<quiz display=simple>
{Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists. Don't use spaces.
|type="{}"}
 
 
''Pat gave Alex a ride.''
 
syntactic structure: [[File:Tree-PatGaveAlexARide.jpeg|500px]]
 
 
Words:
''Pat''{{TenSpaces}}{{TenSpaces}} ''gave'' {{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ''Alex'' {{TenSpaces}}{{TenSpaces}} ''a'' {{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ''ride''
HEAD [9]''noun''{{TenSpaces}} &nbsp;&nbsp; HEAD [10]''verb''{{TenSpaces}} &nbsp;&nbsp;&nbsp; HEAD [11] ''noun'' {{TenSpaces}} HEAD [12] ''det'' {{TenSpaces}} HEAD [13] ''noun''
SUBJ < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SUBJ < { [1] _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp; SUBJ < { - _3 } >  {{TenSpaces}} &nbsp;&nbsp; SUBJ < { - _3 } >{{TenSpaces}} &nbsp; SUBJ < { - _3 } >
SPR &nbsp; < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp; SPR < { [4] _3 } >
COMPS < { - _3 } >{{TenSpaces}}COMPS < { [3],[6] _8 } > &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp; COMPS < { - _3 } > {{TenSpaces}} COMPS < { - _3 } > &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; COMPS < { - _3 } >
 
 
 
Phrases:{{TenSpaces}}{{TenSpaces}}{{TenSpaces}}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
NP: ''a ride''{{TenSpaces}} VP: ''gave Alex a ride'' {{TenSpaces}} S: ''Pat gave Alex a ride.''
HEAD  { [13] _4 } {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; HEAD { [10] _4 } {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; HEAD { [10] _4 } {{TenSpaces}}
SUBJ < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SUBJ < { [1] _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp; SUBJ < { - _3 } >
SPR &nbsp; < { - _3 } >{{TenSpaces}} &nbsp;&nbsp; SPR < { - _3 } > {{TenSpaces}} &nbsp;&nbsp;&nbsp;&nbsp;  SPR < { - _3 } >
COMPS < { - _3 } >{{TenSpaces}}COMPS < { - _3 } > {{TenSpaces}}COMPS < { - _3 } >
 
 
</quiz>
 
{{FeedbackExercises}}
 
= Additional material for week 8 =
 
Additional material for week 8 can be found [[Semantics 1, SoSe 2016 (Sailer): Week 8|here]].
 
= Additional material for weeks 6 and 7=
 
Additional material for weeks 6 and 7 can be found [[Semantics 1, SoSe 2016 (Sailer): Weeks 6 and 7|here]].
 
= Additional material for week 5=
 
Additional material for week 5 can be found [[Semantics 1 (Sailer): Week 5|here]].
 
= Additional material for week 4=
 
The material can be found on the page [[Semantics 1, SoSe 2016 (Sailer): Week 4]]
 
<!--
== Formulae with connectives ==
 
=== Definitions ===
 
Read the section of truth tables from the [[Wiki-ch2#Truth_tables|textbook material on connectives]].
 
=== Computing the truth value of a complex formula ===
 
'''Note:''' This is copied from the [[Wiki-ch2#Formulae_with_connectives|textbook material on connectives]].
 
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>
 
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>
 
== For next week (May 2) ==
 
* Read Levine et al (in prep.), Chapter 2, section 2 (especially 2.2.1 and 2.2.2)
* Using your model from last week,
** Give 2 atomic formulae.
** Give 1 statement with a conjunction ("and")
** Provide the step-by-step computation of the truth of your 3 statements.
 
-->
 
= Additional material for week 3=
 
The material for week 3 can be accessed [[Semantics_1,_SoSe_2016_(Sailer): Week 3|here]]
 
 
<!--
== Links to our literary scenario ==


'''Task:'''
* Shakespeare 400: http://www.shakespeare400.org/
# Formulate '''three''' more statements with respect to our scenario.
* ''The Tempest'': http://www.shakespeare-navigators.com/tempest/
# Determine for each of them whether it is true or false in our scenario.
# Is there a systematic relation between the meaning of your sentences?


== Why it is too difficult to go directly from language to the world ==
== Why it is too difficult to go directly from language to the world ==
Line 75: Line 300:
The following architecture is extremely useful when talking about semantics:
The following architecture is extremely useful when talking about semantics:


# A natural language expressions: ''Rob likes John.''
# A natural language expressions: ''Miranda loves Ferdinand.''
# ... is mapped to some expression from a formal language (here: predicate logic): '''like'''('''rob''','''john''')
# ... is mapped to some expression from a formal language (here: predicate logic): '''love2'''('''miranda''','''ferdinand''')
# This logical expression is then interpreted with respect to our scenario/world: The formula '''like'''('''rob''','''john''') is true, because, in our scenario, Rob likes John.
# This logical expression is then interpreted with respect to our scenario/world: The formula '''love2'''('''miranda''','''ferdinand''') is true, because, in our scenario, Miranda loves Ferdinand.




Line 93: Line 318:
1.a Ambiguous words: ''date'' (fruit or point in time); ''bank'' (financial institute or bank of a river)
1.a Ambiguous words: ''date'' (fruit or point in time); ''bank'' (financial institute or bank of a river)


1.b. Ambiguous sentences: ''Ned ''
1.b. Ambiguous sentences: ''Sycorax and Prospero were stranded on the island with their children.''


2. two forms, one meaning:
2. two forms, one meaning:
Line 100: Line 325:


2.b Paraphrases:  
2.b Paraphrases:  
* active-passive pairs: ''Robert invited Ned to King's Landing.'' - ''Ned got invited to King's Landing by Robert.''
* active-passive pairs: ''Prospero set Ariel free.'' - ''Ariel was set free by Prospero.''
* cleft sentences: ''Robert invited Ned to King's Landing.'' - ''It was to King's Landing that Robert invited Ned.''
* cleft sentences: ''Prospero set Ariel free.'' - ''It was Prospero who set Ariel free.''
* our previous example: ''Catelyn wants that her husband becomes the king's Hand.'' and ''Catelyn wants her husband to become the Hand of the king.''
* different ways to express a possessor: ''Sycorax was the first inhabitant of the island.'' and ''Sycorax was the island's first inhabitant.''
</div>
</div>
</div>
</div>


== Towards a formal model ==


= Towards a formal model =


=== First steps ===


== First steps ==
{{CreatedByStudents1213}} Involved participants: [[User:Lisa| Lisa]], [[User:Marthe| Marthe]], [[User:Elisabeth.krall| Elisabeth]], [[User:IsaB|Isabelle]].


You can think of building a formal model like being the producer of a film who has to collect everything that should be included in the film.
You can think of building a formal model like being the producer of a film who has to collect everything that should be included in the film.
Line 162: Line 388:
We link the name symbols to the individuals in our modal. To do this, we introduce the '''interpretation function'''. We will written the interpretation function as as ''I''.<br />This function can be defined in the following way:
We link the name symbols to the individuals in our modal. To do this, we introduce the '''interpretation function'''. We will written the interpretation function as as ''I''.<br />This function can be defined in the following way:


''I''('''grandmother''') = '''Grandmother'''<br />''I''('''redridinghood''') = ''Red Riding Hood''<br />''I''(''wolf'') = ''Wolf''<br />
''I''('''grandmother''') = '''Grandmother'''<br />''I''('''redridinghood''') = ''Red Riding Hood''<br />''I''('''wolf''') = ''Wolf''<br />


== Relations and predicate symbols ==
=== Relations and predicate symbols ===


In the fairy-tale scenario we express a relation between Little Red Riding Hood and the Wolf, namely that Little Red Riding Hood is the Wolf's afternoon snack. To formalize this, we collect all '''pairs''' of individuals which are such that the first element in the pair is the afternoon snack of the second. '''Note:''' A ''pair'' is written in between pointy brackets.
In the fairy-tale scenario we express a relation between Little Red Riding Hood and the Wolf, namely that Little Red Riding Hood is the Wolf's afternoon snack. To formalize this, we collect all '''pairs''' of individuals which are such that the first element in the pair is the afternoon snack of the second. '''Note:''' A ''pair'' is written in between pointy brackets.
Line 182: Line 408:




'''Task:''' Using your ''Game of Thrones''-universe from above, introduce one binary and one ternary relation.


Just like with names, we want to have symbols that we can use in the logical language. For our example, let's take the predicate symbols '''afternoon-snack-of_2''' and '''father-of_2''', and '''talks-with_2'''. (The number 2 indicates that the interpretation consists of pairs, not just of single individual) There interpretation is defined as follows:<br>
Just like with names, we want to have symbols that we can use in the logical language. For our example, let's take the predicate symbols '''afternoon-snack-of_2''' and '''father-of_2''', and '''talks-with_2'''. (The number 2 indicates that the interpretation consists of pairs, not just of single individual) There interpretation is defined as follows:<br>
Line 206: Line 431:
'''Task:''' For each of your properties, invent an appropriate ''predicate symbol''. Define its interpretation.
'''Task:''' For each of your properties, invent an appropriate ''predicate symbol''. Define its interpretation.


= For next week =
== Computing the truth value of atomic formulae ==
 


* Get information on our literary scenario: ''Game of Thrones'' (TV series)
The following video presents the step-by-step computation of the truth value of two atomic formulae.
** Wikipedia site: http://en.wikipedia.org/wiki/Game_of_Thrones<br/>Site on season 1: http://en.wikipedia.org/wiki/Game_of_Thrones_%28season_1%29
The example uses a model based on Shakespeare's play ''Macbeth''.
** Short summary of season 1 on youtube: https://www.youtube.com/watch?v=atxp6x3YreI
The two formulae are:
* Towards a formal model:
* '''kill(macbeth,duncan)'''
** Watch the video and work on the questions of section http://www.lexical-resource-semantics.de/wiki/index.php/Semantics1_Week_2#First_steps
* '''kill(lady-macbeth,macbet)'''
** Read Levine et al. (in prep.), Chapter 2, Section 1 [available on olat].
 
<embedvideo service="youtube" dimensions="400">http://youtu.be/8HGCB9urmbg</embedvideo>
 
== For next week ==
 
* 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 mode.


<!--
* Define a model based on the ''Game of Thrones''-scenario that contains:
** three individuals,
** two properties,
** one binary relation (2-place relation), and
** one ternary relation (3-place relation).
* Add the corresponding name symbols and predicate symbols.<br/> For an example see the solution to [[Exercise_First_Order_Models|this excercise]].
* Provide two statements that can be evaluated with respect to your model. One of them should be true, the other false.
-->
-->

Latest revision as of 22:24, 4 July 2016

Assignment sheets

  • First assignments sheet:
Download the file: File:SoSe16-assignment-logic.pdf
Example solution

Mock exam

Mock exam: File:SoSe16-mockexam.pdf

Follow the link to an online version of the mock exam and example solutions.

Additional material for week 10

A syntactic fragment:

https://www.english-linguistics.de/syn1/30/

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)

Additional material for week 9

A syntactic fragment:

https://www.english-linguistics.de/syn1/30/

The login information can be found on the slides.

Lexical entries as Attribute-Value Matrix

The following exercises are copied from the wiki page for exercises to chapter 3.

Provide the required information on the lexical properties of the underlined words in the following sentences.
Note:

  • Put a minus ("-") if a slot should not receive any filling
  • Use det, noun, prep or verb for the HEAD values.

1 Alex read a book yesterday.

PHON


SYNSEM | LOCAL | CAT | HEAD


SYNSEM | LOCAL | CAT | VAL | SUBJ <

>
SYNSEM | LOCAL | CAT | VAL | SPR <

>
SYNSEM | LOCAL | CAT | VAL | COMPS <

>

2 Alex talked to a friend.

PHON


SYNSEM | LOCAL | CAT | HEAD


SYNSEM | LOCAL | CAT | VAL | SUBJ <

>
SYNSEM | LOCAL | CAT | VAL | SPR <

>
SYNSEM | LOCAL | CAT | VAL | COMPS <

>

3 Pat liked this new documentary on African wild life.

PHON


SYNSEM | LOCAL | CAT | HEAD


SYNSEM | LOCAL | CAT | VAL | SUBJ <

>
SYNSEM | LOCAL | CAT | VAL | SPR <

>
SYNSEM | LOCAL | CAT | VAL | COMPS <

>

4 Alex talked to a friend.

PHON


SYNSEM | LOCAL | CAT | HEAD


SYNSEM | LOCAL | CAT | VAL | SUBJ <

>
SYNSEM | LOCAL | CAT | VAL | SPR <

>
SYNSEM | LOCAL | CAT | VAL | COMPS <

>


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

Analysis of simple sentences

The following exercises are copied from the wiki page for exercises to chapter 3.

Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.

Alex snored.
syntactic structure: Tree-AlexSnored.jpeg
Words:                                                                                                   Phrase:
Alex                                                             snored                                    S: Alex snored.
HEAD [4]noun                                  HEAD [5]verb                                    HEAD

SUBJ <

>                                  SUBJ <

>                                    SUBJ <

>
SPR   <

>                                  SPR <

>                                     SPR <

>
COMPS <

>                              COMPS <

>                               COMPS <

>


Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists.

Fido chased a mouse.
syntactic structure: Tree-FidoChasedAMouse.jpeg
Words:
Fido                                                             chased                                    a                                                              mouse
HEAD [8]noun                                  HEAD [9]verb                                    HEAD [10] det                                   HEAD [11] noun
SUBJ <

>                                  SUBJ <

>                                    SUBJ <

>                                   SUBJ <

>
SPR   <

>                                  SPR <

>                                     SPR <

>                                     SPR <

>
COMPS <

>                              COMPS <

>                               COMPS <

>                                COMPS <

>
Phrases:                                                                                                  
NP: a mouse                               VP: chased a mouse                                S: Fido chased a mouse.
HEAD

                                     HEAD

                                       HEAD

                              
SUBJ <

>                                  SUBJ <

>                                    SUBJ <

>
SPR   <

>                                  SPR <

>                                     SPR <

>
COMPS <

>                              COMPS <

>                               COMPS <

>


Indicate the missing values of the VAL and the HEAD features using tags ([1], ...) or "-" for empty lists. Don't use spaces.

Pat gave Alex a ride.
syntactic structure: Tree-PatGaveAlexARide.jpeg
Words:
Pat                                                             gave                                         Alex                                                              a                                      ride
HEAD [9]noun                                  HEAD [10]verb                                   HEAD [11] noun                                HEAD [12] det                                HEAD [13] noun
SUBJ <

>                                  SUBJ <

>                                    SUBJ <

>                                   SUBJ <

>                                 SUBJ <

>
SPR   <

>                                  SPR <

>                                     SPR <

>                                     SPR <

>                                   SPR <

>
COMPS <

>                              COMPS <

>                        COMPS <

>                                COMPS <

>                            COMPS <

>
Phrases:                                                                                                  
NP: a ride                               VP: gave Alex a ride                                S: Pat gave Alex a ride.
HEAD

                                     HEAD

                                       HEAD

                              
SUBJ <

>                                  SUBJ <

>                                    SUBJ <

>
SPR   <

>                                  SPR <

>                                     SPR <

>
COMPS <

>                              COMPS <

>                               COMPS <

>


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

Additional material for week 8

Additional material for week 8 can be found here.

Additional material for weeks 6 and 7

Additional material for weeks 6 and 7 can be found here.

Additional material for week 5

Additional material for week 5 can be found here.

Additional material for week 4

The material can be found on the page Semantics 1, SoSe 2016 (Sailer): Week 4


Additional material for week 3

The material for week 3 can be accessed here


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