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Events for the week :
April 13, 2014 - April 19, 2014
April 13
April 14
  • Finding meaning in the models

    Time: 04:00pm - 06:00pm 

    Place: Wells Library Information Commons Cluster 1


    Colin Allen

    Computer scientists and computational linguists have developed a number of modeling techniques for extracting potentially significant relationships among terms in text corpora. While the production of graphs, tag clouds, and other ways of displaying relationships among terms with such models is relatively straightforward, the interpretation and comparison of different models and different texts is much less well understood, and will require serious comparative analysis and sustained attention from content experts. In this workshop you will gain firsthand experience with the Word Similarity Visualization application designed to support such explorations and analyses of multiple models on desktop and laptop computers. The workshop will also include an interactive demonstration of the server-side tools build for data analysis or much larger corpora by the InPhO project in collaboration with the HathTrust Research Center.

    During the workshop we will illustrate some different techniques used by the InPhO project to help analyze similarities and differences among different corpora, including some exploratory research such as cross-language comparisons or historical changes in texts.


    In category: Computational linguistics


  • Event representation and language: Developmental and crosslinguistic approaches

    Time: 04:30pm - 06:00pm 

    Place: Swain Hall East 010


    Ann Bunger (The College of William and Mary)

    When we talk about things happening in the world around us, we make choices about what information we want to convey and how to encode that information in language. The choices that we make during language production are guided not only by our representations of the world, but also by developmental and crosslinguistic constraints on the way that conceptual structures may be mapped to linguistic structures. In this talk, I will describe two eye-tracking experiments that investigate the effect that these factors have on the way that adult and preschool-aged speakers of English and Greek view and describe motion events. The data reveal striking similarities in the conceptual representation of motion events across age and language groups. In addition, they provide a window onto differences in the process of language production in each group by providing a moment-by-moment record of the way that speakers consider possible referents for linguistic encoding.


    In category: Morphosyntax and semantics


April 15
April 16
  • Mismatches at the syntax-morphology interface: The case of relational adjectives

    Time: 04:30pm - 06:00pm 

    Place: Wylie Hall 101


    Mihaela Marchis / Moreno Perdomo (Hamburg Universitӓt)

    In this presentation, I investigate the properties of relational adjectives at the syntax/morphology interface. Specifically, it proposes an analysis of relational adjectives that accounts of the mismatch between their nominal semantics/syntax and the adjectival morphology. Relational adjectives are semantically underlying nouns but they show several syntactic properties that set them apart from nouns such as deficient number, lack of anaphoric properties and incompatibility with complex event nouns. I account for these deficiencies by analyzing them as underspecified nouns with a minimal syntactic structure on a par with the one of default mass nouns proposed by Borer (2005). Moreover, positive evidence is provided for a split classification of relational adjectives as proposed in Bosque & Picallo (1996) according to which Thematic relational adjectives are arguments of deverbal nouns while Classificatory adjectives are restrictive modifiers of simple nouns. Special focus is placed on the parallel between Thematic adjectives and genitives in Romance that provides a theoretical answer to the syntax/morphology mismatch: In the spirit of Distributed Morphology (cf. Embick & Noyer 2006), I argue that the Case features of the nouns underlying in Thematic adjectives are relevant only at PF, conditioning the choice of Vocabulary Items expressing Case: the adjectival suffix or the 'de' genitival preposition. Based on Marchis (2011), Thematic adjectives and 'de' genitives occurring with deverbal nouns are argued to belong to endocentric subordinate compounding at the syntax/morphology interface in Romance, providing, hence, support for the idea that derivation and compounding represent cases of morphology-as-syntax.


    In category: Morphosyntax and semantics


April 17
April 18
  • Speech and gesture in children who do and do not stutter

    Time: 11:15am - 11:35am 

    Place: Speech and Hearing Sciences Building, Room C141


    Laiah Factor


    In category: Child language acquisition


  • Grammatical gender in second language learners of Spanish

    Time: 11:35am - 11:55am 

    Place: Speech and Hearing Sciences Building, Room C141


    Kim Jenkins


    In category: Second language acquisition


  • Investigating the role of learners' first language in the acquisition of past-time expression: A study of Korean-speaking learners of Spanish

    Time: 12:15pm - 01:15pm 

    Place: Ballantine Hall 006


    Avizia Long and Melissa Whatley

    Although researchers have made considerable progress on the study of second language (L2) Spanish past-time expression, there is a need for more research on learners with different first language (L1) backgrounds. Expanding research to this area is essential for gaining insight into the potential universality of factors found to influence the acquisition of L2 Spanish past-time expression among L1 English learners (e.g., Andersen 1991; Liskin-Gasparro 2000; López-Ortega 2000; Salaberry 1999, 2002, 2011). To contribute to research in this area, the current investigation replicates Salaberry’s (2011) study on L1 English learners using data from L1 Korean learners.

    Salaberry (2011) examined the effects of lexical aspect and discourse grounding on the acquisition of Spanish past-time expression. In his study, 286 learners in four proficiency groups and 149 native speakers (NSs) completed a 40-item discourse-based forced-choice task. Participants chose the verb form (preterit or imperfect) that best completed each sentence of a passage. Results indicated that as learners’ proficiency increased, the effects of both discourse grounding and lexical aspect increased. Additionally, Salaberry showed discourse grounding to be the factor most clearly distinguishing NSs from learners.

    For the current study, the same task was administered to 30 L1 Korean learners of Spanish enrolled in a South Korean university. As in Salaberry (2011), all verbs in the task were classified according to lexical aspect and discourse grounding. A total of 1,200 tokens will be analyzed via an ANOVA using SPSS. Based on Salaberry’s results, we hypothesize that the task will reveal varying performance patterns for discourse grounding and lexical aspect by learner proficiency level. Results will be compared to Salaberry’s to capture any L1 effects in the data. Our findings will contribute to increasing our understanding of the acquisition of past-time expression in L2 Spanish and the universality of factors influencing the L2 acquisition process.


    In category: Second language acquisition


  • [Quantifier Phrase] in Russian

    Time: 01:00pm - 01:40pm 

    Place: Ballantine Hall 205


    QP in Russian

    Ksenia Zanon


    In category: Morphosyntax and semantics


  • Characterizing audiovisual speech integration development

    Time: 01:30pm - 03:00pm 

    Place: Psychology 128


    Kaylah Lalonde

    The literature on audiovisual speech integration suggests a U-shaped trajectory of development, wherein infants demonstrate abilities that do not appear to extend into early childhood. I will describe a series of studies that demonstrate audiovisual integration in preschoolers and school-age children, investigate potential task-related explanations for this developmental trajectory, and explore mechanisms of audiovisual integration benefit. I will also introduce a framework for evaluating audiovisual integration development and provide preliminary data characterizing development within this framework.


    In category: Child language acquisition


  • Polysemy in Russian advertising

    Time: 01:40pm - 02:20pm 

    Place: Ballantine Hall 205


    George Fowler & Liudmila Amiri


    In category: Morphosyntax and semantics


  • A summary of orthography and phonology interactions: How orthographic information influences phonological inferences

    Time: 02:30pm - 04:00pm 

    Place: Ballantine Hall 215


    Cate Showalter

    In recent years the interaction of orthographic and phonological processing has gained interest. This is especially true in second language acquisition research. Generally, studies compared participants' ability to memorize new phonological forms when the forms were simultaneously presented with orthographic information (i.e. spelled forms) to when they were presented without orthographic information. Studies conclude that orthography helps phonological processing when it is observed that memory for novel phonological forms is more accurate when participants have exposure to orthographic information than when they do not. However, mixed results of orthographic and phonological information interactions have been found. Orthographic information can aid in making inferences about phonological forms of words (e.g., Escudero, Hayes-Harb, & Mitterer, 2008; Showalter & Hayes-Harb, 2013), it can be a hindrance (Hayes-Harb, Nicol, & Barker, 2010), and it can have a null effect (Simon, Chambless, & Alves, 2010). There are also cases in which it is uncertain how orthographic and phonological processing interact (e.g., Showalter & Hayes-Harb, to appear). There is a paucity of studies, and those completed have spanned a wide breadth within the topic. However, some aspects seem to play a large(r) role in results. The talk will cover these aspects, including familiarity of orthographic information, phonological contrast involved, and the role the input plays within the task. I will frame the talk around the basic literature in orthography-phonology studies, two of my own studies, and conclude with a discussion of current and future work to be done.


    In category: Phonetics and phonology


April 19

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