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''' ¦ | '''snore''' ¦| '''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''' ¦| '''chris''' ¦| '''like''' ¦| '''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'''(__), ¬(__) > | |||
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px"> | |||
Check your answer | |||
<div class="mw-collapsible-content"> | |||
¬('''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'''(__), __ ∧ __ > | |||
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px"> | |||
Check your answer | |||
<div class="mw-collapsible-content"> | |||
'''snore'''('''alex''') ∧ '''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: | |||
* '''¬ king(lady-macbeth)''' | |||
* '''king(duncan) ∨ 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) ∨ ¬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 = | = Material for week 4 = | ||
== Slides == | |||
Slides of meeting 4: [[File:WS1617-Sem1-slides04-final.pdf]] | |||
== Homework == | == Homework == | ||
* Work through this wiki page. | * Work through this wiki page. | ||
* Atomic formulae: Using your model from this week's homework, | * Atomic formulae: Using your model from this week's homework, | ||
:* Give 2 atomic formulae (one true, one false) | :* Give 2 atomic formulae (one true, one false) | ||
:* Provide the step-by-step computation of the truth value of your 2 atomic formulae. | |||
:* Provide the step-by-step computation of the truth of your 2 atomic formulae. | |||
* For the computation, watch the videos on the wiki page. | * For the computation, watch the videos on the wiki page. | ||
== Additional material == | == Additional material == | ||
Check the material on this page: [[Semantics 1, WiSe 2016/17, Week | Check the material on this page: [[Semantics 1, WiSe 2016/17, Week 4|additional material for week 4]] | ||
= 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
- Course hours: Tuesday, 8.15-9.45 am
- Room: New! IG 3.201
- 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 [Chapter 5].
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
- 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
Feel free to send feedback on this exercise to Manfred Sailer.
Syntactic categories
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