The structure in language

Slides

Download the slides from today’s class.

Recording

Lecture recording on CMU box.

Papers

Bedny, M., Koster-Hale, J., Elli, G., Yazzolino, L., & Saxe, R. (2019). There’s more to “sparkle” than meets the eye: Knowledge of vision and light verbs among congenitally blind and sighted individuals. Cognition, 189, 105—115.

Bergey*, C., Morris*, B., & Yurovsky, D. (2020). Children hear more about what is atypical than what is typical. Proceedings of the 41st Annual Conference of the Cognitive Science Society.

Griffiths, T. L., & Steyvers, M. (2004). Finding scientific topics. Proceedings of the National academy of Sciences, 101, 5228—5235.

Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104, 211—240.

Marmor, G. S. (1978). Age at onset of blindness and the development of the semantics of color names. Journal of Experimental Child Psychology, 25, 267—278.

Roy, B. C., Frank, M. C., DeCamp, P., Miller, M., & Roy, D. (2015). Predicting the birth of a spoken word. Proceedings of the National Academy of Sciences, 112, 12663—12668.

Steyvers, M., & Griffiths, T. (2007). Probabilistic topic models. Handbook of Latent Semantic Analysis, 427, 424—440.

Clearest and most confusing things

Go to this form and answer these three questions:

1. What was the most confusing thing from class today? What are you still wondering about?
2. What was the clearest thing from class today?
3. What was the most exciting thing you learned?

I’ll compile the questions and send out answers after class.