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In language evolution, formation of conceptual categories preceded formation of linguistic semantic categories (Hurford, 2007). The mapping from concepts to semantics is non-isomorphic, however, as particular languages categorize conceptual space in divergent ways (e.g. English put in is acceptable for both tight-fit and loose-fit relations, while Korean kkita encodes tight-fit relationships only; Choi & Bowerman, 1991). Despite this variation, are there crosslinguistic patterns in how words lexicalize conceptual space? We address this question analyzing how child homesigners from four different cultures describe instrumental events (e.g. cutting bread with a knife). Homesigners are congenitally deaf individuals who have not been taught a signed language. Despite growing up without structured linguistic input, these individuals use a gestural system ("homesign") to communicate (Goldin-Meadow, 2003). We find that homesign descriptions of instrumental events reflect categories present in adult English, Spanish and Mandarin, suggesting crosslinguistic biases for how verbs encode the conceptual space of events, biases which may have been present over the course of language evolution.
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K-SNACS: Annotating Korean Adposition Semantics
While many languages use adpositions to encode semantic relationships between content words in a sentence (e.g., agentivity or temporality), the details of how adpositions work vary widely across languages with respect to both form and meaning. In this paper, we empirically adapt the SNACS framework (Schneider et al., 2018) to Korean, a language that is typologically distant from English—the language SNACS was based on. We apply the SNACS framework to annotate the highly popular novella The Little Prince with semantic supersense labels over allKorean postpositions. Thus, we introduce the first broad-coverage corpus annotated with Korean postposition semantics and provide a detailed analysis of the corpus with an apples-to-apples comparison between Korean and English annotations.
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- Award ID(s):
- 1812778
- PAR ID:
- 10318051
- Date Published:
- Journal Name:
- Proceedings of the Second International Workshop on Designing Meaning Representations
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Adpositions are frequent markers of semantic relations, but they are highly ambiguous and vary significantly from language to language. Moreover, there is a dearth of annotated corpora for investigating the cross-linguistic variation of adposition semantics, or for building multilingual disambiguation systems. This paper presents a corpus in which all adpositions have been semantically annotated in Mandarin Chinese; to the best of our knowledge, this is the first Chinese corpus to be broadly annotated with adposition semantics. Our approach adapts a framework that defined a general set of supersenses according to ostensibly language-independent semantic criteria, though its development focused primarily on English prepositions (Schneider et al., 2018). We find that the supersense categories are well-suited to Chinese adpositions despite syntactic differences from English. On a Mandarin translation of The Little Prince, we achieve high inter-annotator agreement and analyze semantic correspondences of adposition tokens in bitext.more » « less
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To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this process unfolds. One previous study found that children’s abilities to learn a new verb differed across Korean and English as a function of the sentence in which the verb occurred. The authors hypothesized that the properties of word order and argument drop, which vary systematically in these two languages, were driving the differences. In the current study, we pursued this finding to ask if the difference persists later in development, or if children acquiring different languages come to appear more similar as their linguistic knowledge and learning capacities increase. Preschool-aged monolingual English learners (N = 80) and monolingual Korean learners (N = 64) were presented with novel verbs in contexts that varied in word order and argument drop and accompanying visual stimuli. We assessed their learning by measuring accuracy in a forced-choice pointing task, and we measured eye gaze during the learning phase as an indicator of the processes by which they mapped the novel verbs to meaning. Unlike previous studies which identified differences between English and Korean learning 2-year-olds in a similar task, our results revealed similarities between the two language groups with these older preschoolers. We interpret our results as evidence that over the course of early childhood, children become adept at learning from a large variety of contexts, such that differences between learners of different languages are attenuated.more » « less
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