Aging and Speech Communication
Time: 04:00pm - 09:00pm
Place: Indiana Memorial Union
For details, see http://www.indiana.edu/~ascpost/2013/abstracts.shtml.
In category: Phonetics and phonology
Time: 08:00am - 03:00pm
Quantifying quality in everyday linguistic experience: Harnessing naturalistic, longitudinal data to study one child's early word learning
Time: 12:00pm - 01:00pm
Place: Multidisciplinary Science Building II, Room 102
Brandon Roy (Massachusetts Institute of Technology)Children learn their first words in a relatively short period of time, typically exhibiting rapid vocabulary growth in their second year of life. This development is supported by the interaction of powerful learning mechanisms and the rich experiences of everyday life.While learning mechanisms have often been studied in a laboratory setting, characterizing the learning environment requires naturalistic observation. In the Human Speechome Project, we collected dense, naturalistic, longitudinal data to study of one child's early word learning. Using a custom audio-video recording system embedded in the child's home, we collected a comprehensive record of the child's first three years of life, consisting of more than 200,000 hours of audio and video and millions of transcribed words of child and caregiver speech.We organize our research around the concept of a "word birth," the point when a child's prior experience with a word allows him to produce the word himself. Our primary finding is that while word frequency in the child’s input is predictive of word births (with more frequent words produced earlier), the spatial distribution of word use in the child's home is at least as strong a predictor. Words used in more focused contexts, such as specific spatial locations, tend to be learned earlier. Regression models incorporating multiple variables reveal that contextual factors add complementary information to previously studied predictors, including frequency, word length (phonemes), and normed imageability while contributing the most predictive power to the overall model.Large, multimodal datasets make it possible to study the rich, natural context of early language development, but they also require tools for data collection, management, annotation and analysis. I will describe some of the tools and methods we have developed, as well as other ways to quantify the qualitative, contextual aspects of early linguistic experience and their relationship to word learning.
In category: Child language acquisition
Aging and Speech Communication: Poster Session A
Time: 03:15pm - 06:45pm
For details, see http://www.indiana.edu/~ascpost/2013/Aging%20and%20Speech%20Abstracts%20for%20Program%20-%20Posters_merged_091713_Final.pdf.
Aging and Speech Communication: Poster Session B
Time: 08:00am - 12:20pm
The effect of short-term study abroad on the acquisition of Spanish phonology
Time: 01:00pm - 02:00pm
Place: Woodburn Hall 002
Avizia Long, Megan Solon, and Silvina Bongiovanni
In category: Second language acquisition
Detecting figurative language in discourse
Time: 04:00pm - 05:15pm
Place: Public Health 017
Caroline Sporleder (Saarland University)Figurative language poses a serious challenge to NLP systems. The use of idiomatic and metaphoric expressions is not only extremely widespread in natural language; many figurative expressions, in particular idioms, also behave idiosyncratically. These idiosyncrasies are not restricted to a non-compositional meaning but often also extend to syntactic properties, selectional preferences etc. To deal appropriately with such expressions, NLP tools need to detect figurative language and assign the correct analyses to non-literal expressions.While there has been quite a bit of work on determining the general 'idiomaticity' of an expression (type-based approaches), this only solves part of the problem as many expressions, such as "break the ice" or "play with fire", can also have a literal, perfectly compositional meaning (e.g. "break the ice on the duck pond"). Such expressions have to be disambiguated in context (token-based approaches). Token-based approaches have received increased attention recently. In this talk, I will present an unsupervised method for token-based idiom detection. The method exploits the fact that well-formed texts exhibit lexical cohesion, i.e. words are semantically related to other words in the context.
In category: Computational linguistics
The perception of dialect variation by diverse populations
Place: Devault Alumni Center
Cynthia Clopper (Ohio State University)Part of the Indiana University Department of Linguistics 50th Anniversary CelebrationFor details, see: http://college.indiana.edu/whatcounts/alumni2013/lingdept-invite/event-calendar-skeumorphic.html
In category: Sociolinguistics and pragmatics
Fuzzy lexical representations in a second language
Time: 02:30pm - 04:00pm
Place: Ballantine Hall 205
Isabelle DarcyFor L2-learners, confusable unfamiliar phonemic categories can lead to ambiguous lexical representations, and sometimes also to merged lexical entries (Pallier et al., 2001). Yet, in some cases, there is no full merger: learners can establish separate lexical representations for such categories, as shown by asymmetric patterns of lexical access (Weber & Cutler, 2004; Cutler et al., 2006). However, the source of this asymmetry is not clear. Two hypotheses compete, situating its source either at the lexical coding level or at the phonetic categorization level. The lexical coding hypothesis suggests that learners' lexical encoding of a confusable category is not target-like, and makes reference to a familiar L1 category (encoded as a poor exemplar of that L1 category). The phonetic coding hypothesis suggests that while lexical representations might be target like, inaccurate phonetic categorization is responsible for asymmetrical activation patterns bottom-up.Four experiments examined how learners lexically encode confusable phonemic categories. American English learners of Japanese and of German were tested on phonetic categorization and lexical decision for geminate/singleton contrasts and front/back rounded vowel contrasts. Results showed the same asymmetrical patterns as Cutler et al.'s (2006), indicating that learners encode a lexical distinction between difficult categories. Results also clarify that the source of the asymmetry is located at the lexical coding level and does not emerge during input categorization: the lexical distinction exists but is not target-like, and makes reference to L1 categories. We further provide new evidence that asymmetries can be resolved over time: advanced learners are establishing more native-like lexical representations.
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