Tutorial Workshops


Ondřej Tichý

Charles University (link)

Visualisation of Linguistic Networks (not only) in Gephi

A number of both language internal and language external features are regularly structured into sets of linked nodes, that is graphs or in other words: networks. Think about syntagmatic features like valency, paradigmatic features like synonymy and antonymy, or even relationships between members of linguistic communities or their communication. Often these features do not yield easily to the more traditional representations of corpus linguistics like concordances or quantification, or at least not on a certain level of their complexity. The workshop will focus on the practical matters of transforming sets of linguistic data (corpora) into visualisations that encourage exploration of networked features. We will learn to work with the current de facto standard tool – Gephi. We will learn to prepare the data for the tool, explore the data using the tool and export them into visual representations that can be both highly informative and stun your audience

Filip Smolík

Institute of Psychology, Czech Academy of Sciences (link)

Examining early language comprehension: online and offline methods

The workshop will review methods that can be used to examine how 1- to 3-year-olds comprehend various language structures. It will discuss the offline methods, such as picture-pointing, but the focus will be on the real-time (online) methods of preferential looking and looking-while-listening (visual world). Various practical aspects of using these paradigms will be discussed. The workshop will provide an introduction the R package eyetrackingR, wich can be used to evaluate the preferential looking data.

Míša Hejná

Aarhus University (link)

Language and age: teasing apart the chronological, the social, and the biological

In discussions of language variation, age is one of the most important variables to consider, and regarding language change, age is indeed of utmost importance. We will start the workshop with a discussion of different approaches to age as an independent social variable and the implications of these approaches. This will be done through a brief talk in conjunction with a discussion based on a set reading (Wagner 2012). We will subsequently discuss the fact that in much research age is not treated as a social but a purely chronological variable in language variation and change, although the general assumption seems to be that age is primarily social. In other words, the date of birth is viewed as a perfect reflection of social age. Finally, we will move on to age not as a solely social variable, but also as a biological variable: we know that various aspects of speech are affected by the biological processes undergoing in our bodies as we age, but could that be true of some aspects of language as well? After a short introduction to this issue in a form of a talk, we will start designing an experiment in order to tease apart the chronological, the social, and the biological aspects of age, and discuss whether they can be teased apart at all.

Note: Most of the linguistic phenomena taken into consideration in this workshop will be selected sounds of languages and speech, i.e. phonetic and phonological phenomena.

Anita Eerland

Utrecht University (link)

Applied linguistic research in the legal domain and beyond

It is not only important what we say, but also how we say it. For example, if you are involved in a criminal proceeding, the way you put the investigated situation into words could have fatal consequences. In the first part of this workshop, we will talk about language comprehension and discuss a variety of linguistic cues known to influence how people perceive a described situation. Particular attention will be paid to the legal domain. In small groups, participants will then be encouraged to think of linguistic cues that are of importance in their own language. In the second part of this workshop, we will focus on research methods used to investigate how linguistic cues influence cognition. Participants will then use this knowledge to design their own experiment (also in small groups) and present their research proposal.