Courses' slots:
Week one 11:00 - 12:30
Language and Computation foundational course:
The Foundations of Statistics: A Simulation-Based Approach.
Teacher
Abstract:
I will develop the statistical theory underlying hypothesis testing from first principles, using elementary probability theory and Monte Carlo simulations. I will use the programming language R (http://cran.r-project.org/). In addition, we will discuss issues such as data visualization and data management for realistic datasets.
We will use a newer version of this freely available online textbook: http://www.ling.uni-potsdam.de/~vasishth/SFLS.html
Day 1: Basics of R
Day 2: t-tests and confidence intervals
Day 3: statistical power, Type I and Type II errors
Day 4: linear models and their connection with t-tests
Day 5: multiple regression and mixed-effects models
This course will be useful for anyone doing any kind of quantitative research. Students typically learn cookbook statistics, an approach which often leads to significant misunderstandings regarding hypothesis testing. This course has been developed to help correct such problems.
Each lecture will be accompanied by practical exercises to be completed after class; solutions will be provided the following day.
Logic and Computation introductory course:
Temporal logics for specification and verification.
Teacher
Course material: Goranko-ESSLLI2009CourseNotes.pdf
Abstract:
The course will cover the following topics:
I. Transition systems and computations. Important properties of
transition systems: safety, eventualities, fairness,
reachability. Formal specification and verification of
properties of transition systems. Temporal logics as languages
for specification.
II. Linear and branching time models of computations.
Linear time temporal logics. Expressing properties of
computations in transition systems using LTL.
Satisfiability of LTL specifications. Verification of LTL
specifications by model checking.
Branching-time temporal logics. Expressing properties of
computations in transition systems using CTL and CTL*.
Satisfiability of CTL specifications. Verification of CTL
specifications by model checking.
III. Buchi automata on infinite words and trees. Automata
recognizing models of temporal formulae.
Automata-based methods for satisfiability and model checking of
linear and branching time temporal formulae.
IV. Tableau-based methods for testing satisfiability and
model-checking of linear and branching time temporal formulae.
V. Optional, subject to time availability: Introduction to modal
mu-calculus. Model checking of mu-calculus formulae.
Logic and Computation introductory course:
Logics of individual and collective intentionality.
Teachers
Abstract:
This course presents basic concepts about individual and
collective intentionality which have been studied in the
multi-agent domain and in the philosophical domain. We will
discuss the most important logical theories developed in the
last two decades to formalize individual and collective
attitudes such as knowledge, belief, preference, intention,
group belief (i.e. distributed belief, common belief, collective
acceptance), collective intention. The course is also devoted to
clarify the philosophical foundations of such concepts. In the
first part of the course we will focus on individual
attitudes. In the second part of the course we will focus on
collective attitudes.
COURSE OUTLINE.
KNOWLEDGE AND BELIEF (Day 1):
- Kripke models, logics S5, KD45;
- Omniscience problem;
- Link between belief and knowledge.
GOALS AND INTENTIONS (Day 2):
- Bratman's theory of intention;
- Cohen & Levesque's logic of intention;
- Other BDI approaches (Rao & Georgeff, Meyer & Van der
Hoek, Wooldridge);
- Intention, intentional actions and attempts.
DYNAMICS OF BELIEFS, GOALS AND PREFERENCES (Day 3):
- Dynamic Epistemic Logic (DEL);
- Belief revision (AGM approach);
- Integrations of DEL and AGM;
- Logics of goal and preference change (Liu, Shapiro et al.).
GROUP BELIEF (Day 4):
- Philosophical theories of group belief (Lewis, Tuomela, Gilbert);
- Logics of distributed, mutual and common belief;
- The logic of collective acceptance.
GROUP INTENTION (Day 5):
- Philosophical theories of collective intention (Bratman, Tuomela);
- Logical theories of collective intention (Cohen et al., Grosz
& Kraus, Dunin-Keplicz & Verbrugge).
PREREQUISITES.
We assume basic background knowledge of modal logic.
Language and Logic introductory course:
Quotation and the semantics of speech reports.
Teacher
- Emar Maier ()
In every language we can say things about the world, but also
about the language itself. In both natural and formal languages
we find quotational devices dedicated to this task of turning a
language on itself. In this course I give an introduction to the
semantics of quotation, focusing on its use in natural language
speech reporting. Entering more recent debates we'll explore in
some detail the semantics of mixed quotation, and 'monstrous'
perspectival shifts.
The starting point is the basic opposition between use and
mention and the classic analyses of quotation (Quine, Tarski,
Geach and Davidson). In the second lecture I apply these insights
to the semantics of natural language speech reporting where we
find an apparent parallel to our basic opposition in the
distinction between indirect and direct discourse. I'll explore
the standard reductions of direct discourse to mention, and
indirect discourse to use (under an intensional operator in
Kaplan's (1989) 'Logic of Demonstratives'). In the third lecture
we'll consider the pros and cons of these standard approaches, in
particular the recent challenges to Kaplan posed by shifted
indexicals and Schlenker's (2003) analysis in terms of
'monsters'.
The most interesting type of speech report however is mixed
quotation, which combines aspects of direct discourse/mention and
indirect discourse/use. In the final two lectures we compare the
main views in the ongoing debate about the semantics of this
construction: Cappelen and Lepore (1997), Recanati (2001), Potts
(2007), and Geurts and Maier (2005). I close by considering the
possibility of extending the semantics of mixed quotation to
account for the indexical shift phenomena problematic for the
classic Kaplanian framework.
Language and Logic advanced course:
How to do things with words: Speech Acts in Linguistics, Philosophy and Computation.
Teachers
Abstract:
Speech acts have been discovered in philosophy as acts that can
be done with words or moves in a language game. They still pose
a challenge to semantic theory where, typically, declarative
sentences are analysed as denoting propositions. The two views
of sentences as containers of information, and as moves in
social interaction, can not easily be reconciled.
Grammar and speech act level are not completely
disconnected. Practically all languages distinguish between
three sentence modes, declarative, interrogative, imperative,
which are prototypically tied to the respective speech acts. But
many more aspects of grammar refer to language's function in
social interaction: The use of subjunctive can serve to
distinguish reported speech acts from executed speech
acts. Particles, discourse adverbs and NPIs can serve as speech
act markers. Examples abound, consider German wohl which turns
questions into self-directed questions: Wer bringt Kaffee mit?
"who will bring coffee?" (real question) Wer bringt wohl
Kaffee mit? "who will wohl bring coffee?" (speaker asks
herself) Doch/denn distinguish verb-initial exclamatives from
yes/no questions: Hat er denn einen Hund mitgebracht? "has he
brought along a dog?" Hat er doch einen Hund mitgebracht!
"And what he did was bring a DOG along!" Intensifiers like
English so can be used to emphasize properties ("He is so
tall.") but arguably (Potts) also (preconditions of) speech
acts ("He is so next in line.").
Historical ties Research on grammaticalization proves that
indirect directive speech acts grammaticalize into grammarical
markers of imperative sentence mood. Strikingly, languages
exhibit exactly those grammaticalization paths that would be
predicted by Searle's theory of indirect speech acts. While this
parallel is satisfactory from a theoretical perspective, its
consequences are largely unexplored. Are similar
grammaticalization patterns known for other indirect speech
acts? Other sentence modes? Why is it that grammars limit
themselves to three sentence modes while major speech act
classifications rest on at least five-six major groups, which
subdivide into many more specific kinds of acts?
Analysis of speech acts
Formal theories of speech acts exist (e.g. SDRT,
Asher/Lascarides, but also philosophical approaches ranging from
Stalnaker/Lewis to Searle/Vanderveken), but are usually phrased
as orthogonal to, and disconnected from truth conditional
semantics of the clause. However, there are many words that have
a meaning both in semantics and at speech act level; consider
quantification into speech acts, cookie conditionals ("if
you're hungry, there are cookies on the table") and
more. Can such cross-domain phenomena be captured in a way that
makes the ties between the two levels maximally transparent?
Related to this is the question whether there is any way to
delimit the number of speech acts, and to come up with clear
criteria to identify and distinguish them.
Speech acts and automatic language processing
Finally, applications in language processing are often based on
a scenario of speaker-machine interaction which involves more
than a simple exchange of propositional content. Such
applications often rest on simple, task-driven models of
"doing things with words". Is there anything that
formal semanticists can learn from such theories that have been
tested against real communication? Can semanticists contribute
something to this type of models?
Language and Computation introductory course:
Grammaticality Judgements as Linguistic Evidence.
Teacher
- Brian Murphy ()
The current use of grammaticality judgements to evaluate the "goodness" of linguistic utterances is controversial (see e.g. Schutze; Wasow & Arnold). The more systematic approaches advocated by Bard and others remain a minority practise. Now, a new consensus is emerging (see e.g. Murphy; Featherston; Weskott & Fanselow), that i) theories of grammar may be investigated independently of models of acceptability judgements and ii) various judgement scales access a single cognitive competence. The course will begin with a quick review of theoretical views of grammaticality. The main part of the course will then introduce concrete methodological guidelines for gathering materials, composing instructions, presenting utterances, choosing among different judgement scales, and selecting appropriate statistical tests for analysis. Publicly available software will be introduced, with an emphasis on web-based testing. Acceptability judgements will be situated relative to other methodologies, including ERP analysis, timed reading and corpus analysis. The course will assume foundational knowledge of linguistics. particulars