Top Banner
Language comprehension
55

Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Jan 16, 2016

Download

Documents

Winfred Fowler
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Language comprehension

Page 2: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

understanding speech

1. differentiating speech sounds from other noises

2. recognizing words3. activating their syntactic and semantic

properties4. building a grammatical structure5. interpreting this structure

Page 3: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

building a grammatical structure?

Do we need to do that?

Well, consider this:

Man bites dog. vs. Dog bites man.

Page 4: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

… and how about this?

Police kill man with TV tuner.Life means caring for hospital director.Retired priest may marry Springsteen.Kicking baby considered to be healthy.

Brand door kaars geblust.Slingerend in een jeep heeft de politie vrijdagnacht een 45-

jarige Zeisterse staande gehouden.De burgemeester ging na het telefoongesprek met de

officier van dienst naar bed.

Page 5: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

upshot

• the intended meaning and the funny meaning do not result from different word meanings or sth.

• rather, they derive from different arrangements of words into word groups (phrases)

• so, structure determines meaning• so, yes, structure building (parsing) is a

necessary component of language comprehension

Page 6: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

ambiguity

S

NP

hit

V

He

VP

NP PP

the man with the binoculars

Page 7: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

ambiguity

S

NP

hit

V

He

VP

NP

PP

the man with the binoculars

NP

Page 8: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

parsing algorithms

• wait-and-see• parallelism• conservative guessing

Page 9: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

wait-and-see

• take in words up to a natural boundary (e.g. sentence ending), and then try to arrange them into a structure, following the grammatical rules

• comprehension will arise after a sentence has ended• but: we feel we often know how somebody else’s

sentence will end• and, if a sentence is interrupted, we nonetheless

understand what was said

Page 10: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

parallelism

• at any bit of input, create all structures that are compatible with it

• prediction: the competing structural representations for an ambiguous piece of input will all be kept in memory until disambiguating information comes in

• problem: ambiguity is ubiquitous in natural language, and memory is limited

Page 11: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

(conservative) guessing

• at any bit of input, attempt to build as much structure as possible

• prediction: mistakes will be made, and retracing (repairing) will occur

Page 12: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject

He

Page 13: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject verb phrase

V

He

Page 14: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject verb phrase

V

He gave

Page 15: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject verb phrase

V ind.obj. dir.obj.

He gave her

Page 16: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject verb phrase

V ind.obj. dir.obj

He gave her flowers

Page 17: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing

Sentence

subject verb phrase

??? ??? ???

V ind.obj. dir.obj

He gave her flowers to his mother

Page 18: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

incremental parsing: repair

Sentence

subject verb phrase

ind.obj.

V dir.obj

He gave her flowers to his mother

herperspro herposspro

1

3

2

Page 19: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

initial attachment decisions

• Garden Path Theory:attach incoming words to the evolving structure in the most economic way, I.e., without involving building blocks the necessity of which is unclear.

Page 20: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

for example

He hit the man with the binoculars.

The structure in which “the binoculars” is the instrument of “hitting” has one node less than the structure in which it is an attribute of “the man”.

Page 21: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

economic

S

NP

hit

V

He

VP

NP PP

the man with the binoculars

Page 22: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

less economic

S

NP

hit

V

He

VP

NP

PP

the man with the binoculars

NP

Page 23: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

parsing strategies

• minimal attachment• late closure• active filler strategy

ECONOMIZE

Page 24: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

the most famous garden path

The horse raced past the barn fell.

Tom Bever, 19..

(The horse that was raced past the barn fell.)

Page 25: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

the parser wants to do this:

The horse raced past the barn

S

PPV

VPNP

minimal attachment

Page 26: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

…but it has to do this:

The horse raced past the barn

S

PPV

VPNP

fell.

NP S V

non-minimal attachment

Page 27: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

how about this?

John said the man will die yesterday.

late closure

Page 28: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

another nice one

While she was mending the sockfell off her lap.

what the parser likes: late closure

Page 29: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

another nice one

While she was mending the sockfell off her lap.

what the parser has to do: early closure

note: since ‘while’ introduces a subordinate S, the main S is expected anyway: minimal attachment is irrelevant

Page 30: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Keep in mind that …

…the garden path model assumes that structural (syntactic) analysis is prior to, and independent of, semantic and pragmatic interpretation!

Page 31: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Is this correct?

• priority?• autonomy (modularity)?

Page 32: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

a note on measurement

• Sometimes a garden path (i.e. parsing difficulty) is consciously noticeable, like in the horse raced example.

• However, language is full of ambiguities, and the majority go by unnoticed.

• So how can we, in such cases, determine whether the sentence processor has a problem?

Page 33: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

time

• The answer lies in the assumption that every bit of work the sentence processor does takes some time.

• If the processor is garden-pathed, it will have to retrace and correct its previous decisions, in order to accommodate the incoming words that don’t ‘fit in’.

• This we can measure by the time it takes to process the critical words.

Page 34: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

self-paced reading

The ----- ----- --- ------ ---- --- ---- ---.--- quick brown --- ------ ---- --- ---- ---.--- ----- ----- fox ------ ---- --- ---- ---.--- ----- ----- --- jumped over --- ---- ---.--- ----- ----- --- ------ ---- the ---- ---.--- ----- ----- --- ------ ---- --- lazy dog.--- ----- ----- --- ------ ---- --- ---- ---.--- ----- ----- --- ------ ---- --- ---- ---.

Page 35: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

self-paced reading

-80

-40

0

40

80

120

160

rel.

pro

Vf-

emb

pre

p

det

adj n

Vf-

mat X Y

Re

sid

ua

l Re

ad

ing

Tim

es

(m

s)

N1 N2

de moeder van de kleuters die zwaaide/en naar de vertrekkende bus vergat …

Page 36: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

eye-movement recording

Page 37: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

eye-movement recording

Page 38: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

eye-movement recording

Page 39: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

the priority issue

Page 40: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

relative clauses are ambiguous

… in Dutch:Karel hielp de mijnwerker die de man vond.Karel helped the mineworker REL the man found

‘mijnwerker’ and ‘man’ can both be finder and ‘findee’

in other words:“die”, which refers back to “mijnwerker” can be both subject (subject-relative) and object (object-relative)

Page 41: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

subject-relative is preferred

1. Karel hielp de mijnwerkers die de man vonden.Karel helped the mineworkers-PL REL the man-SG found-PLplural verb needs plural subject; “die” = subject

2. Karel hielp de mijnwerkers die de man vond.Karel helped the mineworkers-PL REL the man-SG found-SGsing. verb needs sing. subject; “die” = object

• Less errors, shorter reading times, for 1 than for 2

Page 42: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

subject-relative is preferred

Explanation:readers want to analyse the relative pronoun (“die”) as the subject of the embedded clause, due to the Active Filler Strategy(I.e., this is the most economic option)if “die” turns out to be the object, the processor has to re-analyze

Frazier 1987

Page 43: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Mak 2001

1. … moeten de inbrekers, die de bewoner beroofd hebben, nog een tijdje op het …

2. … moet de bewoner, die de inbrekers beroofd hebben, nog een tijdje op het …

3. … moeten de inbrekers, die de computer gestolen hebben, nog een tijdje op het …

4. … moet de computer, die de inbrekers gestolen hebben, nog een tijdje op het …

Page 44: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

Mak 2001

1. … inbrekers, die de bewoner … hebben …SR; animate - animate

2. … bewoner, die de inbrekers … hebben …OR; animate - animate

3. … inbrekers, die de computer … hebben …SR; animate - inanimate

4. … computer, die de inbrekers … hebben …OR inanimate - animate

350

386

347

336

ms. on aux + 1

Page 45: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

summary

• when the two nouns are both animate, SR is faster than OR

• when there is a difference in animacy, the difference in reading time disappears

animacy helps deciding which of the two has to be the subject – immediately

NO REANALYSIS

Page 46: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

upshot

• Mak has shown that semantics (the animacy factor) has a very early effect on parsing decisions.

• So it would seem unlikely that semantic interpretation really follows structural analysis.

• Rather, it looks like the two work in tandem.

… but one could argue that the measurements are not sufficiently sensitive…

Page 47: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

does this mean that …

… syntactic and semantic analysis are basically the same process?

Page 48: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

the independence issue

Page 49: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

the brain …

… appears to provide an answer to this question

Page 50: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

event-related potentials

Page 51: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

N400

negative is up!

Page 52: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

P600

positive is down!

Page 53: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

upshot

• N400 is specifically sensitive to semantic information

• P600 is specifically sensitive to syntactic information

Page 54: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

upshot

• These two components are different in various attributes:– polarity (N vs. P)– latency (400 vs. 600 ms)– distribution over the scalp

• So it would seem that different neural networks generate them

different centers for syntactic and semantic processing

Page 55: Language comprehension. understanding speech 1.differentiating speech sounds from other noises 2.recognizing words 3.activating their syntactic and semantic.

wrap-up

• Classical models of sentence processing assumed that syntactic analysis is prior to and independent of semantic/pragmatic interpretation

• reading-time evidence casts doubt on the priority assumption

• electrophysiological evidence supports the independence (autonomy) assumption