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10/23/16
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Syntax&Morphology
Whatissyntax?
• Syntax:combiningwordsinasystemaAc,[seemingly]rule-governedfashion
• Itallowsyoutocommunicateaboutevents,notjustsinglethings
Whatissyntax?• Conveyingevents:LionAgereatfightfood(jumbleofwords)
– ThelionandAgerfoughtoverfood(??)– ThelionandAgerfought,andthenthelionatetheAger(??)– ThelionatetheAgerandthenfoughtforfood(??)
• SomeAmesthisisenoughtotellwhat’sgoingon…• ButoTenyouneedsomethingtotellyouwhatrolesthese
elementshavewithrespecttoeachother!• Syntax:wordorderconveysthisinformaAon
– Thefarmerlooksatthegirl≠Thegirllooksatthefarmer• Morphology:affixesconveythisinformaAon
– E.gcasemarkingsonnouns– Agricolapuellamspectat=puellamagricolaspectat– Agricolapuellamspectat≠agricolampuellaspectat– Butevenifyourlangcanuseaffixes,thereissAllatypicalwordorder
Moreonmorphology
• Inflec3onalmorphology– Change(inflect)meaningslightly,like“inflectforcase”– Pluralize(cat+s)– Verbmeaning(cry+ing)– Nouncase(puell-+am,cat+‘s)–agent,paAent,possessor…
• Deriva3onalmorphology– Changethepartofspeech(V,N,Adj)—”deriveanewword”– “Torock”-->rocker(VtoN)– “Rocker”-->rockery(NtoAdj)
Syntax
• OTenthoughtofasasystemofrulesforcombiningwords
• BigplayingfieldfornaAvismvs.empiricism– Chomsky,others:maybegrammarispartlybuiltin– Empiricist:maybeyoulearngrammarfromtheinput(andalso,themoreimportantthingislearningtocommunicate)
NaAvismvs.empiricism• NaAvistviewsofsyntax• Chomsky,e.g.• Allhumanlanguageexplainedbyset
ofrules• Thoserulesuniquetolanguage(and
humans)– Visualsystemdoesn’tworklike
language• Languageismodular
– Dedicatedbrainregions– OthercogniAvefactorscan’ttouch
• Empiricistviewsofsyntax• Syntaxisoneofseveralpiecesof
informaAonthatpeopleusetofigureoutwhatsomeoneistryingtocommunicate
• OthercogniAvefactorsinteractwithsyntaxinrealAme– WhatyouknowaboutparAcular
words– Theworldaroundyou– Whatyouknowaboutthe
persontalking
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Chomsky:AparAallist• SyntacCcStructures.TheHague:Mouton,1957.• AspectsoftheTheoryofSyntax.Cambridge:TheMITPress,1965.• RulesandRepresentaCons.NewYork:ColumbiaUniversityPressand
Oxford:BasilBlackwellPublisher,1980.• LecturesonGovernmentandBinding:ThePisaLectures.Holland:Foris
PublicaAons,1981.• TheMinimalistProgram.Cambridge,MA:TheMITPress,1995.
EvoluAonofdevelopmentalsyntax
• Chomsky(1957etc.)• Languageisasetofrules:universalgrammar– withparameterseNngsvaryingbylanguage
• Capturedcomplexityoflanguagebehavior• Suggestedthatpeoplearespeciallyequippedtoacquirelanguage
• SentpsycholinguistsonaquesttofindoutwhenvarioussyntacAcrulesacquired– CanuseittodescribesyntaxwithoutthinkingnaAvismiscorrect– (Don’thavetousethisasadescripAvesystem)
StructureofGBBasicdata:JohnlovesMary.DoesJohnloveMary?MaryislovedbyJohn.
d-structure
s-structure
TransformaAonalrules
Phrasestructurerules
S->NPVP
NP->DetNNP->N
VP->VVP->VNPVP->VCompP
CompP->CompS
Lexicon(words,arguments)
*argumentvs.adjunct
PhoneAcform Logicalform(meaning)
cogniAon
AssignsemanAcroles
Someexamples
S->NPVP
NP->DetNNP->N
VP->VVP->VNPVP->VCompP
CompP->CompS
Thefarmerlovesthegirl.
Thegirlwilllovethefarmer.
Thefarmergaveheraflower.
Thegirlhopesthatthefarmerwillgoaway.
StudyingsyntaxacquisiAon
• Whatdoyouthinkthekidsarelearning?– Chomskiangrammar?– AssociaAons?
• DowestudyproducAonorcomprehension?– Bestapproach:– NaturalisAcobservaAonAND– Controlledlaboratorystudies
NaturalisAcobservaAon
• Doyourown• Useonethatalreadyexists– CHILDESdataarchive• Adam,Eve,Sarah;andmanymanyothers
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CharacterizingproducAon
• Brown(1973):MeanLengthofU?erance(MLU)• Howmanymorphemesdoeskidproduceperspeechevent?
• Examples– Squeezekixy=2morphemes– Squeezingkiyes=4morphemes– MustshowevidenceofproducCvity
• Childsays:Misterrogers• ArethereotherMisters?“Mistersmith”thenMister+rogers=2• NootherMisters:Misterrogers=1
CharacterizingproducAon
• Brown(1973):MeanLengthofU?erance(MLU)
• Stages
CharacterizingproducAon
• Brown(1973):MeanLengthofU?erance(MLU)
• Stages– I:MLUbetween1and2– II:2-2.5– III:2.5-3– IV:3-3.5– V:3.5-4– [toocomplicated]
SomeAmes,“two-word”stage
ProblemswithMLU:Doesn’tworkpast~4morphemesVerysyntheAc*languages
Alterna3ve:Scarborough’sIndexofProducAveSyntax(IPSyn)Workstoolderage
StageIproducAon• “Telegraphicspeech”
– Sortofliketxtmsg• Noveluxerances
– Notexactmimicofadultform• Builtaroundschemas(alixleliketemplates,butforsyntax)
– Fixedorder,butonewordchanges(“GimmeX”)• Moreopen-classthanclosed-class*
– C-csoonerinmoremorphologicallycomplexlanguages• Smallrangeof“semanAcrelaAons”(Bloom,1970)• Braine(1976):“limited-scopeformulae”
Anaside…
• Openclass(aka“contentwords”)– Nouns,verbs,adjecAves,adverbs– Typesofwordsthatare“open”tointroducAonofnewwords
• Closedclass(aka“funcAonwords”)– ArAcles,preposiAons,auxiliaryverbs(was/were)– Typesofwordsthatare“closed”tointroducAonofnewmembers(when’sthelastAmeyoulearnedapreposiAon?Apronoun?)
StageIproducAon
• Bloom’ssemanAcrelaAons– Agent+acAon– AcAon+object– Agent+object– AcAon+locaAon– EnAty+locaAon– Possessor+possession– EnAty+axribute– DemonstraAve+enAty
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StageIproducAon• Brown’sfirst14morphemes
– -ing– PreposiAons(in,on)– Plural-s– Irregularpasttense(likewent)– Possessive‘s– …
• Why?– Notfrequencyinkids’input– Complexity,bothsyntacAcandsemanAc
• Numberofmeanings• Numberofrulesrequired
StageIproducAon
• HowproducAveisaparAcularmorpheme?• SomearAclesusedw/parAcularwords• Cankidsgeneralizetheuseofamorpheme?• Berko’s(1958)wugtest– “Thisisawug.Thesearetwo____.”[plurals]– “Thismanlikestorick.Heis______.”[prog.ing]
• OverregularizaAon(blowedup,mouses)– Extendmorphemetounheardcontexts
• OverregularizaAonevidentinmanylanguages• TheGreatIrregularVerbDebate
Irregularverbs
• Isoverregulariza3onevidencefortheprimacyofrulelearning?(vs.staAsAcs-tracking?)
• Ullman‘01,Pinker:yes– Ullman’s“declaraAve-proceduralmodel”
• Regulars:formbyrule(walk+-ed,don’tstorewalked)• Irregulars:muststorepasttenseindividually(run&ran)
• Rumelhart&McClelland‘86:no*– connecAonistmodel(basiclearningmodel)canlearnbothrulesandirregularsfrominput
– noneedtopostulateseparatemechanisms
*GoUCSD!
Stage1comprehension
• Hirsh-Pasek&Golinkoff,1993• Twomoviesplaying– BigBirdisAcklingCookieMonster– CookieMonsterisAcklingBigBird
• Hear“B.B.isAcklingC.M.!”• Kidsofage17moslookatcorrectpicture– Canusewordordertodetermineroles– Beforetheybegin2-wordspeech!
(YetanotherinstanceofcomprehensionprecedingproducCon!)
Followingstages
• StageII:grammaAcalmorphemesstartappearing
• Laterstages:varioustypesofsentences(sentencemodali3es)– Beforethis,kidsuseintonaAonto(e.g.)indicatequesAons• “ThathurtMommy’sfeelings?”• Later,“DidthathurtMommy’sfeelings?”
Newerapproaches
• Kids(2-3years)arebexeratreproducingmulA-wordphrasesiftheyarehigh-probability(Bannard&Maxhews,2008)– Sitinyourchair(frequent)– Sitinyourtruck(less-frequent)*
• Verysimilartobexermemoryofdollandballthanofdihandbih
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SentencemodaliAes
• NegaAves• Single-clausequesAons• NegaAvequesAons• Long-distancequesAons
• ResearchershavefocusedonwhenkidsachieveadultlikegrammarintheseconstrucCons,notjustbeingabletocommunicatetheunderlyingidea.
NegaAves• Childsays“nosock”or“noIeat.”Whatdotheymean?
• Bellugi’s(1967)3periodsofnegaAvedevelopment– Marker“no”outsideclause– Then,insidesentencebutnoaux.verbs– Finally(≈StageV)differentaux’s--adult!
• Bloomcharacterizedfirststagedifferently– Firststage--subjectless,sonegaAveplacedokay– Whennotsubjectless,‘no’wasanaphoric*(referredtopreceding
material)• DeVilliers&DeVilliers:earlyon,bothsentenceandinternal
– No+sentence=rejecAon;no+predicate=denial– Probablymodeledonparents
QuesAons• Yes/noquesAon(requiresy/nanswer)– Rulerequired:subject-auxiliaryinversion– Didyouenjoyclasstoday?– Wasthatayummyworm?– MasterystartsaroundStageIII--onerule
• Wh-quesAons(whowhatwhen…)– Rulerequired:subject-auxiliaryinversionANDwh-movement– Acquirelaterthany/nbecausemorerules?No—suggesAngthat“numberofrules”isnottherelevantfactor
– Mostfrequenterror:“non-inversionerror”• *Whosheisfriendswith?
– Someevidencethatcertainwh-wordscomeearlier(What)• Whichisinconsistentwithlearningarule
Passives• DevelopprexylateinEnglish• Themanbitthedogsameas• Thedogwasbi?enbytheman• Samed-structure• Butifyou’rejustusingwordorder,oops!• Bever(1970):2-4-y-o’sactout
– Reversiblepassives(Thedogwasbixenbythecat)• InterpretasacAves
– Irreversiblepassives(Therockwasthrownbytheman)• CanusesemanAcssodookay
• Acquirepassivearound4-5forac#onalverbs• Forpsychologicalverbs(see,think)evenlater
Sentenceprocessingintherealworld
“Gardenpath”effects
• Thehorseracedpastthebarnfell.• (Theplaneflownpastthetowercrashed.)
• ThecoxonshirtsaremadefromcomesfromArizona.
SomeCmesyoumakethewrongsyntacCcinterpretaConandgetstuckthere.
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Axachmentambiguity
• Posterwarnsofthedangersofcrystalmethonthesideofaphonebooth.
• TheofficerhitthethiefwiththesAck.• Theofficerhitthethiefwiththescar.
Couldinterpretintwodifferentways--2syntac#cstructures!
Sentenceprocessing
“Puttheappleonthetowelinthebox.”
DesAnaAon? DesAnaAon
Tanenhausetal.,1995,Science
Sentenceprocessing
“Puttheappleonthetowelinthebox.”
HowoMendotheylookatwrongdesAnaAon?DoestherealworldinfluencesyntacAcinterpretaAon?
Scene1 Scene2
Realworldinfo
Tanenhausetal.,1995,Science
Onlyoneapple Twopossibleapples
Adultsknowyouhavetospecifywhichapple
Sentenceprocessing
• Realworldinfo(visualscene)influencessyntacAcinterpretaAon!
• Languagedevelopment– Dokidsdowhatadultsdo?– Ifnot,why?
Kids,towels,apples
“Puttheappleonthetowelinthebox.”
Scene1 Scene2
Realworldinfo
Trueswelletal.1999,The“kindergarten-patheffect”
desAnaAon
Onlyoneapple Twopossibleapples
Thishasbeenlinkedtocogni3vecontroldifficulty
seeninchildren.
Weirdthingskidsdo
COLORSHAPE
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Weirdthingskidsdo
• AffecAveprosody(Morton&Trehub01)– “Mydogranawayfromhome!”:-D– “Igoticecreamforbeinggood.”:`-(
• BiasedtoaxendtolinguisAcinfounAlage7+(gradualdecline)
Weirdthingskidsdo
• PayaxenAontoonedimensionandignoreanothercompletely
• “CogniAvecontrol”
SyntacAcprocessing
• Affectedby– Real-worldinformaAon– CogniAvedevelopmentalstage
• Notverymodular!
Syntax=construcAngeventrepresentaAons
Syntax=construc3ngeventrepresenta3ons
• Borovskyetal.,2012:Thepiratewillholdthesword
• WordsgetintegratedintoeventrepresentaCon• Borovsky&Creel,2014:– PIRATE:Iwanttoholdthesword!
• VoiceinformaCongetsintegratedintoeventrepresentaCon