Language and Computers
Markus Dickinson, Chris Brew
Format: PDF / Kindle (mobi) / ePub
Language and Computers introduces students to the fundamentals of how computers are used to represent, process, and organize textual and spoken information. Concepts are grounded in real-world examples familiar to students’ experiences of using language and computers in everyday life.
- A real-world introduction to the fundamentals of how computers process language, written specifically for the undergraduate audience, introducing key concepts from computational linguistics.
- Offers a comprehensive explanation of the problems computers face in handling natural language
- Covers a broad spectrum of language-related applications and issues, including major computer applications involving natural language and the social and ethical implications of these new developments
- The book focuses on real-world examples with which students can identify, using these to explore the technology and how it works
- Features “under-the-hood” sections that give greater detail on selected advanced topics, rendering the book appropriate for more advanced courses, or for independent study by the motivated reader.
213). Kukich, K. (1992) Techniques for automatically correcting words in text, ACM Computing Surveys 24(4), 377–439 (cited o n pp. 36, 66). Ladefoged, P. (2005) A Course in Phonetics, Stamford, CT: Thomson Learning, 5th edn (cited on p. 18, 31). Larsson, S. (1998) Questions under discussion and dialogue moves, in: Proceedings of 13th Twente Workshop on Language Technology and the 2nd workshop on Formal Semantics and Pragmatics of Dialogue (TWLT 13/Twendial 98) (cited on p. 180). Leacock, C.,
understand sentences of surprising complexity. In the next nine or ten years of childhood, more and more words and complex language structures are acquired, with some structures such as passive sentences being added relatively late, around nine or ten years of age. These typical stages of first language acquisition are essentially the same across all languages and cultures, and they apply, with some individual variation, to almost all children. If a child can hear, has a normal social life, and
underlying document-classification techniques will make mistakes in detecting positive and negative words. Provided that the general trend is well enough represented, �managers can use these kinds of techniques to gain insight and plan future service improvements. Comparisons can also be made week to week, to see whether satisfaction levels are changing. It remains important to keep a human in the loop, because blindly relying on the algorithms could be seriously misleading. Notice that the
However, by making a remark that initially appears to be �irrelevant, I am inviting you to infer that she does have an ongoing relationship, since this is a probable cause – perhaps, in my mind, the only plausible cause – for Clara not being available to hang out with me. The final Gricean maxim that we will cover is called Manner. It says that contributions are expected to avoid obscurity, to avoid ambiguity, to be appropriately brief (that is, to avoid rambling on when they do not have to),
useful partial solution for this task, which is known as parsing, is described in detail in Section 2.4.1. Finally, the remaining step, the one that generates the target language words from the interlingua, is also a difficult research topic on which much effort and ink has been spent. In summary, the interlingua idea is useful because it clarifies what would need to be done in order to build an excellent MT system based on solid linguistic principles. This is helpful as a focus for research, but