Semantics, part 2

December 6, 2010

The Last Details• For starters: a word association Quick Write.

• Semantics/pragmatics homework is due on Wednesday.

• any questions?

• Future plans:

• Wednesday - wrap up semantics

• + some comments on language preservation

• also: in-class USRIs

• Friday - review session (for whoever wants one)

• We will attempt to grade the semantics homeworksbetween Wednesday and Friday.

Moving On• There are several different ways to study meaning in

language:

1. Pragmatics

The meaningful use of linguistic expressions inconversation and discourse.

2. Compositional Semantics

How the meaning of phrases and sentences is built upfrom the meanings of individual words.

3. Lexical Semantics

The meaning of individual words, and how they’rerelated to one another.

Lexical Semantics• Here are two basic meaning relationships that words

can have with one another:

1. Synonymy

• Two words have the same meaning

• couch/sofa, groundhog/woodchuck, hide/conceal

• = real-world extensions are identical

2. Hyponymy

• one word’s extension is a subset of another word’sextension

• poodle/dog, laptop/computer, gas giants/planets

Synonym Schematic

Fido Marmaduke Garfield

Rex

Spot Snoopy

Fifi Mr. Meowser

Lassie

Scooby The Death Star

is a dogis a canine

canines and dogs aresynonyms

Hyponym Schematic

Fido Marmaduke Garfield

Rex

Spot Snoopy

Fifi Mr. Meowser

Lassie

Tinkerbell The Death Star

is a dogis a poodle

poodle is a hyponym(subset) of dog

Another One• Antonymy: when words that mean the “opposite” of eachother

• Complementary antonyms:

• Everything in the world is one or the other

• unmarried/married, present/absent, visible/invisible

• Relational antonyms:

• Reflect a symmetrical connection between each other

• give/receive, buy/sell, teacher/pupil

• employer/employee, adviser/advisee

• Scalar antonyms: words form two ends of a scale

• hot/cold, happy/sad, big/small, fast/slow

Homonyms/Homophones• Homonyms/Homophones are words with:

• same pronunciation

• unrelated meanings

• from Greek: /homo-/ “same” + /onyma/ “name”

• Examples:

• trunk (of an elephant), trunk (chest), trunk (of a tree)

• also: bear, bare

• Homonyms can create ambiguity:

• We saw her duck.

Polysemy• Polysemy is when one word has several different, butrelated meanings.

• From Greek: /poly-/ “many” + /sema/ “signal”

• Examples:

• Mouth of a river ~ mouth of an animal

• A baseball diamond ~ a geometric diamond ~ adiamond stone

Intersection• Compositional semantics, continued...

• We have discussed how the referents of nouns andthe extensions of predicates get put together to form ameaningful proposition.

• Now let’s consider adjectives and nouns in noun phrases.

• Simplest case: pure intersection

• black dogs =

• the set of all dogs

intersected with

• the set of all black things

Pure Intersection Schematic

Marmaduke

Odie Charcoal

Lassie Spot

Rex Darth Vader

Spuds

Oil

dogsblackdogs

black things

Pure Intersection of Geekery

Semantic Features• Idea: the meaning of a word can be precisely determinedby the pure intersection of predicates of which it is ahyponym (subset).

• Example: “square”

[TWO-DIMENSIONAL, FOUR-SIDED, EQUAL-SIDED]

• Example: “bachelor”

[HUMAN, MALE, UNMARRIED]

• The predicate sets form a word’s semantic features

• “hen” and “mare” share the feature [FEMALE]

• “bachelor” and “woman” share the feature [HUMAN]

Verb Features• The same semantic feature can be expressed by a varietyof different verbs.

• Example: the feature [GO]

• reflects a change in position

• fly, walk, roll, stumble, run, crawl, etc.

• More subtle examples of [GO]:

• give: “John gave Mary an engagement ring.”

John Mary

ring

• “The boy threw the ball over the fence.”

A Syntax Flashback• Remember that, in syntax, we learned that different verbsrequire specific complement structures.

• For instance, transitive verbs require an object NP intheir verb phrases.

I devoured the sandwich.

I met the Professor.

• Similarly, ditransitive verbs can take two objects in theirverb phrases.

The dog trainer sold me a chew toy.

Larry gave Shelly the textbook.

Syntax/Semantics• There are sub-features of [GO], which are reflected inconstraints on verb complements in English.

• [BALLISTIC]: a one-time [GO] V’ → V NP NP

• [SUSTAINED]: a continuous [GO] *V’ → V NP NP

• Ballistic Verbs Sustained Verbs

throw the boy a ball *push the boy a ball

toss the boy a ball *pull the boy a ball

kick the boy a ball *lift the boy a ball

fling the boy a ball *drag the boy a ball

Role-playing• The objects of ditransitive verbs can be expressed in twodifferent syntactic ways:

Larry gave Shelly the textbook. (NP NP)

Larry gave the textbook to Shelly. (NP PP)

• Despite the syntactic differences, each noun plays the samerole in both sentences:

Larry: Agent (the entity performing the action)

Textbook: Theme (thing being acted upon)

Shelly: Recipient (being coming into possession of something)

Thematic Roles• Verbs have semantic requirements.

• For a sentence to make sense, it has to include nounswhich can play the roles required by the verb.

• give: Agent; Theme; Recipient

Larry gave Shelly the textbook.

Larry gave the textbook to Shelly.

Shelly was given the textbook by Larry.

!Anger gave Shelly the textbook.

Other Thematic Roles• Experiencer

• = animate being that has a perceptual or mentalexperience.

• Ex: Susan heard the music.

• Source

• = the origin of a change.

• Ex: Jan arrived from Detroit.

• Instrument

• = the means used to accomplish an action (not agent)

• Ex: The hammer cracked the window.

Other Thematic Roles• Goal

• = the end point of a change in location or possession.

• Ex: Chris hitchhiked to Alaska.

• Location

• = the place where an action occurs.

• Ex: Neil Young played a show in Winnipeg.

Cross-language Data• Consider the sentence: I like the book.

“I” is the (thematic) experiencer in this sentence.

It is also the (syntactic) subject of the sentence.

• Other languages express this notion with different syntax:

German: Das Buch gefällt mir.

French: Le livre me plaît.

Spanish: Me gusta el libro.

• In all of these languages, the speaker is the semanticexperiencer of “liking” the book...

• But is the syntactic object of the sentence.

By the way• Particular verbs can have highly specific thematicrestrictions.

• E.g.: the Experiencer of “sleep” has to be animate.

!Colorless green ideas sleep furiously.

• The object of “frighten” has to have a mind.

Sincerity may frighten the boy.

!The boy may frighten sincerity.

• Other examples:

Time elapsed. !John elapsed.

It is snowing. !The dog is snowing.

Verb Features• Another verb feature: [CAUSE]

• Contrast:

The water boiled. Laura boiled the water.

The door opened. The wind opened the door.

The window broke. Larry broke the window.

• When these verbs are transitive, they have thissemantic structure:

X CAUSED Y to Z

Laura CAUSED the water to boil.

Causatives• In some languages, the [CAUSE] feature is realizedmorphologically.

• Songhay (spoken in Burkina Faso):

Feneter di ba.

window the broke

“The window broke.”

Ali ba ndi feneter di.

Ali broke [CAUSE] window the

“Ali broke the window.”

Other Language Differences• Every language has nouns, but different languages can

develop different types of nouns

• English: count and mass nouns

• Count nouns can be enumerated or pluralized

• two potatoes, many potatoes, *much potato

• three chairs, many chairs, *much chair

• Mass nouns cannot be enumerated or pluralized

• *two rices, *many rice, much rice

• *three furnitures, *many furniture, much furniture

• shoes vs. footwear; coins vs. change

Italian• Some mass nouns in English are count nouns in Italian.

• Ivano ha mangiato molti spaghetti ieri sera.

“Ivano ate many spaghettis last evening.”

• Piero ha comprato un mobile.

“Piero bought a furniture.”

• Luisella ha pettinato i suoi capelli.

“Luisella combed her hairs.”

Collective Nouns• American English:

• The Minnesota Vikings are winning the game.

• Minnesota is winning the game.

• British English:

• Manchester United are winning the game.

• Windows is shutting down.

Women, Fire and Dangerous Things

• Dyirbal (Australia) has four types of nouns

• Each noun must be preceded by a word marker

1. /baji/: human males; animals

2. /balan/: human females; water; fire; dangerous things

3. /balam/: nonflesh food (fruit, vegetables, honey, wine)

4. /bala/: everything else

• This system applied to new items, too:

• Matches became a member of category 2

• Cigarettes became a member of category 3

Compositional Rehash• Last time, I introduced the correspondence theory of

truth:

1. Propositions can be true or false.

2. Truth is the correspondence of propositions to facts.

• A valid objection: subjective vs. objective truth.

• Subjective: “It’s chilly outside.”

• Objective “fact”: “The Black Hawks won the StanleyCup in 2010.”

• Possible fix: subjective truths may be true from onlyone person’s perspective;

• Objective truths are true from all possibleperspectives.

Sapir-Whorf Hypothesis• In the early twentieth century, the linguists Edward Sapirand Benjamin Whorf proposed the following (controversial)hypothesis:

• A person’s conception of reality is dependent uponthe language they speak.

• Edward Sapir (1929):

“Human beings do not live in the objective world alone,nor in the world of social activity as ordinarily understood,but are very much at the mercy of the particular languagewhich has become the medium of expression for theirsociety…we see and hear and otherwise experience verylargely as we do because the language habits of ourcommunity predispose certain choices of interpretation.”

Sapir-Whorf Hypothesis• Benjamin Whorf (1956):

“The background linguistic system (in other words, thegrammar) of each language is not merely the reproducinginstrument for voicing ideas but rather is itself the shaperof ideas, the program and guide for the individual’smental activity, for his analysis of impressions, for hissynthesis of his mental stock in trade…We dissect naturealong lines laid down by our native languages.”

• Intriguing thoughts, but…

• Hard to prove in reality.

• One interesting piece of evidence:

• Differences in the way that languages organize thecolor spectrum.

Reference: Basic Color Terms

purple blue green yellow orange red

Color names for the spectrum of light in English

Note:

Hungarian distinguishes between piros “light red” and voros“dark red“

Russian distinguishes between sinij “dark blue” and goluboj“light blue”

Reference: Color Terms

cipswuka citema cicena cipswuka

Color names for the spectrum of light in Shona

(spoken in Zimbabwe)

Note: cipswuka applies to “orange”, “red” and “purple”

Reference: Color Terms

hui ziza

Color names for the spectrum of light in Bassa

(spoken in the Ivory Coast)

Patterns of Color Terms• Brent Berlin and Paul Kay (1969) catalogued the colorterms of 98 different languages.

• They presented speakers of different languages with anarray of 329 color chips.

• Task:

• for each color word in the speaker’s language, circleall the chips that it applies to

• Also: circle the chip that is the best example of thatcolor

Color Matching Results• Every language has at least two basic color terms

• basically: dark (“black”) and light (“white”)

• Bassa is a two-color language

• Languages with three color terms add red

• Languages with four color terms add green or yellow

• Fifth color term: either green or yellow

• Sixth color term: blue

• Seventh color term: brown

• The rest: purple, pink, orange or gray

Big Picture• Different languages divvy up the color spectrum indifferent ways;

• but there are still language-universal patterns in thetypes of color schemes available to languages.

• As linguists, we want to know what competent speakersof a language need to know in order to producemeaningful utterances in that language.

• = the semantic features of a language

• There are language-specific and language-universalsemantic features.

• As in syntax, whatever is language-universal may beattributed to our innate mental endowment for bothlanguage and thought.