Publications

Abstract

Demonstratives are key items in understanding how a language constructs and interprets spatial relationships. They are also multi-functional, with applications to non-spatial deictic fields such as time, perception, person and discourse, and uses in anaphora and affect marking. This item consists of an overview of theoretical distinctions in demonstrative systems, followed by a set of practical queries and elicitation suggestions for demonstratives in “table top” space, wider spatial fields, and naturalistic data.

Abstract

The world’s languages encode a diverse range of topological relations. However, cross-linguistic investigation suggests that the relations IN, AT and ON are especially fundamental to the grammaticised expression of space. The purpose of this questionnaire is to collect information about adpositions, case markers, and spatial nominals that are involved in the expression of core IN/AT/ON meanings. The task explores the more general parts of a language’s topological system, with a view to testing certain hypotheses about the packaging of spatial concepts. The questionnaire consists of target translation sentences that focus on a number of dimensions including animacy, caused location and motion.

Abstract

Languages differ widely in terms of how they encode the fundamental concepts of location and position. For some languages, verbs have an important role to play in describing situations (e.g., whether a bottle is standing or lying on the table); for others, verbs are not used in describing location at all. This item outlines certain hypotheses concerning four “types” of languages: those that have verbless basic locatives; those that use a single verb; those that have several verbs available to express location; and those that use positional verbs. The document was originally published as an appendix to the 'Picture series for positional verbs' (https://doi.org/10.17617/2.2573831).

Abstract

Words are fundamental to reading and yet over a century of research has not masked the controversies around how words are recognized. We review some old and new research that disproves simple ideas such as words are read as wholes or are simply mapped directly to spoken language. We also review theory and research relevant to the question of sublexical influences in word recognition. We describe orthography and phonology, how they are related to each other and describe a series of new experiments on how these sources of information are processed. Tasks include lexical decision, perceptual identification, and naming. Dependent measures are reaction time, accuracy of performance, and a new measure, initial phoneme duration, that refers to the duration of the first phoneme when the target word is pronounced. Important factors in resolving the controversies include the realization that reading has multiple determinants, as well as evaluating the type of task, proper controls such as familiarity of the test items and accuracy of measurement of the response. We also address potential limitations with measures related to the mapping between orthography and phonology, and show that the existence of a sound-to-spelling consistency effect does not require interactive activation, but can be explained and predicted by a feedforward model, the Fuzzy logical model of perception.

Abstract

No idea is older in the history of linguistics than the thought that there is, somehow hidden underneath the surface of sentences, a form or a structure which provides a semantic analysis and lays bare their logical structure. In Plato’s Cratylus the theory was proposed, deriving from Heraclitus’ theory of explanatory underlying structure in physical nature, that words contain within themselves bits of syntactic structure giving their meanings. The Stoics held the same view and maintained moreover that every sentence has an underlying logical structure, which for them was the Aristotelian subject- predicate form. They even proposed transformational processes to derive the surface from the deep structure. The idea of a semantically analytic logical form underlying the sentences of every language kept reappearing in various guises at various times. Quite recently it re-emerged under the name of generative semantics.

Abstract

How do languages express ideas of movement, and how do they package features that can be part of motion, such as path and cause? This questionnaire is used to gain a picture of the lexical resources a language draws on for motion expressions. It targets issues of semantic conflation (i.e., what other semantic information besides motion may be encoded in a verb root) and patterns of semantic distribution (i.e., what types of information are encoded in the morphemes that come together to build a description of a motion event). It was originally designed for Australian languages, but has since been used around the world.

Abstract

Contrastive reference, where a speaker presents or identifies one item in explicit contrast to another (I like this book but that one is boring), has special communicative and information structure properties. This can be reflected in rules of demonstrative use. For example, in some languages, terms equivalent to this and that can be used for contrastive reference in almost any spatial context. But other two-term languages stick more closely to “distance rules” for demonstratives, allowing a this-like term in close space only. This task elicits data concerning one context of contrastive reference, focusing on whether (and how) non-proximal demonstratives can be used to distinguish objects within a proximal area. The task runs like a memory game, with the consultant being asked to identify the locations of two or three hidden items arranged within arm’s reach.

Abstract

Demonstrative terms (e.g., this and that) are key to understanding how a language constructs and interprets spatial relationships. They are tricky to pin down, typically having functions that do not match “idealized” uses, and that can become invisible in narrow elicitation settings. This questionnaire is designed to identify the range(s) of use of certain spatial demonstrative terms, and help assess the roles played by gesture, access, attention, and addressee knowledge in demonstrative use. The stimuli consist of 25 diagrammed “elicitation settings” to be created by the researcher.

Abstract

Angelika Wittek untersuchte Zustandsveränderungsverben bei vier- bis sechsjährigen Kindern. Englischsprechende Kinder verstehen bis zum Alter von 8 Jahren diese Verben als Bewegungsverben und ignorieren, daß sie zusätzlich die Information über einen Endzustand im Sinne der Negation des Ausgangszustands beeinhalten. Wittek zeigte, daß entgegen der Erwartung transparente, morphologisch komplexe Formen (wachmachen), in denen die Partikel den Endzustand explizit macht, nicht besser verstanden werden als Simplizia (wecken). Zudem diskutierte sie, inwieweit die Verwendung des Adverbs wieder in restitutiver Lesart Hinweise auf den Erwerb dieser Verben geben kann.