Seeing clearly: Frame Semantic, Psycholinguistic, and Cross ...

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CHAPTER 5. WHAT THE DICTIONARIES SAY 176 collocations in our treatment, y'see and let's see respectively. As discussed in Chap- ter 2, both these senses inherit the basic semantics of recognize but have very di erent pragmatics. (13b) seems to be identical to (14b), and should be classi ed as instances of determine. With regard to the collocations at the end of the entry, there are no examples of see after (15) in the BNC; it may be a blend of look after and see tooccurring in speech but not actually lexicalized. There are 290 examples of the collocation see for (17) in the BNC, but only seven could possibly have the meaning indicated here, and all of those are ambiguous with other known senses. There are no examples of see the elephant (20). Given the fact that speakers must have knowledge of vast numbers of very low frequency lexical items, it is di cult to say in what sense these collocations exist as lexical units in the language, shared by a speech community. Clearly, see to(22) and see toit(23) are both instances of ensure, the latter taking a that-clause (which can be null instantiated) as its complement, and the former an NP, in circumstances in which the action to be performed is clear in context (e.g. in (22), the equivalent that-clause would be something like see to it that the children receive a good education, which mightentail intermediate actions such as registering the children in appropriate schools, reading to them, paying their tuition, helping them with homework, training them in the family trade, etc.). But ensure can also be expressed without the words to it before the that-clause (cf. 5b). In summary, we nd that the sense divisions and subdivisions in the W3NI seem to have quite di erent statuses. One of our senses may be scattered across several dictionary senses or one dictionary sense may include several of ours. The de nitions themselves are often not very helpful; it would be daunting to distinguish among \to learn or nd by observation or experience" (2b), \to nd out by investigation" (2c), and \to perceive the meaning or importance of" (12a). Usually, the examples make clear what is intended by the de nition, rather than the other way around. The reader can learn something from the dictionary, but it is a highly interactive process, depending heavily on what the reader already knows. While lexicographers must obviously depend on reader's general world knowledge in many ways, explicitly providing information about both the semantics and the syntax of each sense is helpful for readers from very di erent cultural backgrounds and will be essential for dictionaries to be used in NLP. We note that this process is very di erent forentries de ning less common words,
CHAPTER 5. WHAT THE DICTIONARIES SAY 177 especially technical terms. If one looks up petasus and nds the de nition \a broad-brimmed hat worn by ancient Greek travelers and hunters, often represented in art as a winged hat worn by Hermes or Mercury", one has been informed very succinctly of exactly what one needed to know. This is also in part due to the fact that nouns are generally easier than verbs to de ne (and when necessary to draw a picture of, as might be done for petasus). Small English Dictionaries We already noted that the lexicographer is inherently constrained to produce con- cise entries, even for highly polysemous words such assee. The extreme case of this is the pocket dictionary; when constrained to produce a very short list of senses, will the lexicographer be able to express the major distinctions? Let us examine, by way of examples, the sense divisions in three small English dictionaries. The rst is Merriam-Webster's Pocket Dictionary (1995) in which we nd the following entry: 3 (151) Merriam-Webster's Pocket Dictionary a. perceive by the eye b. have experience of c. understand d. make sure e. meet with or escort The rst two correspond to eye and experience. Understand presumably encompasses our senses recognize, process, andcondition. Make sure is ambiguous between ensure and determine. Finally, the two social senses visit and accompany are combined in the last item as a disjunction. shown below: The entry from the second dictionary, Webster's New World Dictionary (1997), is (152) Webster's New World Dictionary a. look at b. understand 3 In the remainder of this chapter, I will leave gapsinthenumbering of examples to mark transitions between languages and between large and small dictionaries.
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Seeing clearly: Frame Semantic, Psy
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Seeing clearly: Frame Semantic, Psy
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Next three psycholinguistic experim
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BasicSenses........................
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Acknowledgements Careful citations
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acquisition. Aside from needing to
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Chapter 1 Introduction Xue er bu s,
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CHAPTER 1. INTRODUCTION 3 In lingui
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CHAPTER 1. INTRODUCTION 5 Although
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CHAPTER 1. INTRODUCTION 7 part on t
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CHAPTER 1. INTRODUCTION 13 L.U. Lex
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CHAPTER 1. INTRODUCTION 19 shows th
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CHAPTER 1. INTRODUCTION 21 Regular
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CHAPTER 1. INTRODUCTION 23 base for
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CHAPTER 1. INTRODUCTION 25 d. The i
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CHAPTER 1. INTRODUCTION 27 (12) a.
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CHAPTER 1. INTRODUCTION 29 linguist
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CHAPTER 1. INTRODUCTION 31 Introspe
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CHAPTER 1. INTRODUCTION 35 they con
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CHAPTER 1. INTRODUCTION 37 meaning
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Chapter 2 A Frame Semantic Analysis
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CHAPTER 2. A FRAME SEMANTIC ANALYSI
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Chapter 3 Other Cognitive Approache
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CHAPTER 3. OTHER COGNITIVE APPROACH
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CHAPTER 6. FUTURE RESEARCH DIRECTIO
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BIBLIOGRAPHY 239 Bierwisch, Manfred
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BIBLIOGRAPHY 241 ||, & B.T.S. Atkin
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BIBLIOGRAPHY 243 ||. 1990. The inva
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BIBLIOGRAPHY 245 Osgood, C.E. 1970.
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BIBLIOGRAPHY 247 Wasow, Thomas. 198
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Appendix A Additional Corpus Exampl
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APPENDIX A. ADDITIONAL CORPUS EXAMP
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APPENDIX A. ADDITIONAL CORPUS EXAMP
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APPENDIX B. SUMMARY OF MORPHOLOGY A
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APPENDIX C. EXPERIMENT 1 257 Recogn
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APPENDIX C. EXPERIMENT 1 259 to lea
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APPENDIX C. EXPERIMENT 1 261 At the
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Appendix D Stimuli for Experiments
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APPENDIX D. STIMULI FOR EXPERIMENTS
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Index activation, 13, 136, 137, 231
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INDEX 277 description, 82 see proce
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INDEX 279 173{178, 186, 190{192, 20
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