UNIVERSIDAD LA GRAN COLOMBIA

NOMBRE: CUESTA CAMACHO CRISTIAN CAMILO

MATERIA SEMANTICS

PROFESORA: ELIZABETH ROJAS

GRUPO: 49

STUDY GUIDE: UNIT 12: LOGIC

UNIT 19: DERIVATION

UNIT 12: LOGIC

1 You should understand these terms and concepts from this unit: logic connectives logical
notation

LOGIC: IS THE SCIENSE THAT STUDY OF MANY WAY CORRECT OF REASONING IN OUR
THINKING

CONNECTIVES: IS A WORD SUCH AS A CONJUNTION, USED TO CONNECT, WORDS ,

PHRASES, ETC

LOGICAL NOTATION: ARE PROPOSIYION ARE FOR MIDDLE OF SYMBOL IN USE TO

DIFFERENCE WORD OF ONE ANOTHER FOR GIVE A RESULT OF OUR LOGIC THOUGH

2 What aspect of rational behaviour does logic (in our narrow semantic sense) refer to?

IN THE TEXT, THE THE RATIONAL BEHAVIOURIN THE LOGIC IN THE TEXT REFER TO
SENTENCE DESCRIPTION FOR MIDDLE OF SYMBOLING OF THE PREPOSITIONSTO THE
REFERENCE TO THE TEXT CONTAINS A NOTATION FOR REPRESENTING PROPOSITION
UNAMBIGUOSLY AND RULES OF INFERENCE ANLACRING PRPOSITIONSFOR OBTAIN VALID
ARGUMENT

3 Describe some of the ways in which logical connectives such as and, or, and not differ
from other word types (such as names and predicates).
IN THE TEXT, THE LOGICAL CONNECTIVES AS AND, OR ,NOTDIFFER IN OTHER TYPES OF
WORDS

EXAMPLES:

& CONJUNCTION:

JACK WENT UP THE HILL AND JILL WENT UP THE HILL

2 + 2 = 4 AND 3 + 1=4

O DISYUNTION:

MARIA PLAY THE PIANO OR JUAN GO OUT THE PARK

JUAN IS ADULT AND MARIA IS TEENAGE

NEGATION:

TODAY IS NOT SATURDAY

MARIA WILL NOT PLAY GUITAR TODAY

TOMORROW WILL BE NOT MONDAY

4 What is the purpose of developing a logical notation for semantics? Why not just use
ordinary English? You should mention at least three different general points made in this
unit which address this question

IN THE FIRST EXAMPLE, I SAW THAT ROR DEVELOPING A LOGICAL NOTATION, WE SHOULD
CALCULATE THE SITUATION FOR DECRIBING WHICH IS THE ACTION FRO DETERMINED THE
BAHAVIOUR OF THIS PERSON FOR EXAMPLE. IN THE WORD “CHEESE”, IN THE ABOVE
EXAMPLE WE REPLACED FOR THE WORD “CHALK”IS A EXPRESSION ILLOGICAL , BECAUSE I
NEED TO EAT THE PICE OF CHEESE AND NOT CHALK , BECAUSE I WAS NOT FORMULATE
THE ACTION THAT REALIZED

OTHER WAY ARE PREPOSITION BECAUSE, I SAY 2 DIFFERENTS SENTENCES AND THE END
OBTAIN THE RESULT AS WAY OF DEVELOPING A LOGICAL METHODS :

P1: TODAY IS SUNDAY

P2: TOMORROW WILL BE MONDAY

C: IF TODAY IS SUNDAY, SO TOMORROW OUR LOGICALNOTAION IN OUR DAILY RUTINES

5 Here is an example similar to one in the text in which a difficulty arises when we attempt
to state the rules for logical calculation (such as entailment of truth) in terms of ordinary
language sentences.

A A piece of furniture is in the living room

B A table is a piece of furniture

C A table is in the living room

D A piece of furniture can be used to furnish a house

E A table is a piece of furniture

F A table can be used to furnish a house

Does the truth of sentence (c) follow necessarily from the truth of sentences (a) and (b)?
Does the truth of sentence (f) follow necessarily from the truth of sentences (d) and (e)?
Explain why or why not in each case.

IN THIS CASES THE SENTENCES A AND B, ARE PREPOSITIONS INECCESARIESBECAUSE THE

TABLE IS IN THE LIVING ROOM AND I A FURNITURE BUT THE TABLE IS NOT OBJECT FOR
EAT , WHEN IS REFERING THAT A “TABLE” IS A FURNITURE THAT IS UBICATED IN THE
LIVING ROOM

THEREFORE IN THE SENTENCE D AND E IS A DOUBLE –SENCE SENTENCE LOGIC BECAUSE

THE TABLE DO NOT DECORATE THE WALL OR EAT SYMPLY IS A OBJECT THAT IS IN THE
LIVING ROOM

6 What two components must a system of logic, like a system of arithmetic, have?

IN THE TEXT, IN THE DIFFERENTS THAT MADE BETWEEN LOGIC AND ARITMETHIC, IS A
LEARNING TO USE THE SYSTEMS SHARPENS OF THE MIND , IN PARTICULAR LEARNING
TRASLATE ORDINARY LANGUAGE SENTENCES INTO APPROPIATE LOGICAL FORMULATE IS
A VERY GOOD EXERCISES TO THE DEVELOP PRECISE THINKING ABOUT THE MEANING OF
SENTENCES

WHITE A SYSTEM LOGIC IS VERY DIFFERENT BECAUSE, CONTAIN A NOTATION OF THE

ACTION THAT THE SENTENCE BUT OF FORM OF MATHEMATIC LOGIC AND THE SET OF
RULES OF SYMBOLING OF RULES AND THEM AND THE PREPOSITIONS AND CAME A
CONCLUSIONS

7 Which of the following arguments (i.e. logical calculations) reach logically valid
conclusions, and which do not? Which argument utilizes the logical rule of modus ponens?
A If Fred got an A in the course, then he must have done all the work. Fred did get an A in
the course, so therefore he didn’t do all the work.

B If Fred got an A in the course, then he must have done all the work. Fred did get an A in
the course, so therefore he must have done all the work.

C If Fred got an A in the course, then he must have done all the work. Fred did do all the
work in the course, so therefore he did get an A.

D If Fred got an A in the course, then he must have done all the work. Fred didn’t get an A
in the course, so therefore he must not have done all the work.

E If Fred got an A in the course, then he must have done all the work. Fred didn’t do all the
work, so therefore he must not have got an A.

UNIT 19: DERIVATION

1 You should understand these terms and concepts from this unit:

1 DERIVATION: THE ACT OF DERIVING OF A WORD IN THE SENTENCE, IS A PROCESS OF ADD

PREFIXES AND SUFFIXES IN THE BASE OF WORD

2 MORPHOLOGY: STUDY OF THE HOW WORDS ARE FROMED IN PARTICULAR LANGUAGE

3 MORPHOLOGICAL PROCESS : IS FORM AND THE STRUCTURE OF WORD IN THE LANGUAGE

CONSIST IN COMBINATION IN DERIVATION AND CHANGE ABOUT HIS CLASIFICATION

4 ZERO DERIVATION: CONVERTION IN A LINGUISTICS PROCESS THAT ASSIGNS AN ALREADY

WORD TO A HOW SYNTACTIC PRAGMATICAL CATEGORY WITHOUT ANY COMCOMITANT
CHANGE IN FORM IT THE PROCESS THATMAKE TAKE PART IN THE CREATION OF NEW
LEXEMES

5 INCHOATIVE FORM: PARTS OF THE GRAMMATIC THAT STUDY BEING OF VERB OF VERBAL

FORM THAT DESIGNATES THE BEGINNING OF AN ACTION, A STATE , OR GUEST IN THE WORD

IN THE SENTENCES

6 CAUSATIVE FORM: DENOTES AN ACTION WHICH CAUSES SOMETHING TO HAPPEN

7 RESULTATIVE FORM: DENOTES A STATE RESULTING FOR SOME ACTION

 8 SUPPLETION: IS A PROCESS WHEREBY IN IREGULAR AND IDIOSINCRATIC CASES
SUBSTITUTION OF THE WORDS BY MORPHOLOGYCALLYUNRELATED FORM IN ASSOCIATED
WITH SYNTACTIC PROCESS NORMALLY ACCOMPANYING PROCESS

9 PRODUCTIVITY: IN LINGUISTICS, IS THE FACT THAT A FINITE HUMAN MIND IS CAPABLE OF

PRODUCING AND UNDERSTAND POYNCIALLY INFINITELY MANY DIFFERENT LINGUITICS
EXPRESSIONS IN EQUALLY MANY DIFFERENT OCCASIONS

ORDINARY SPEAKERS PERFORM THE MIRACLES OF PRODUCTIVITY OF THE FLY WITHOUT

EVEN BEING AWARE OF IT. THEY PRODUCE NEW EXPRESSIONS NOT ENCOUNTERED
BEFORE AND USEOLS EXPRESSIONS FOR NEW PRUPOSES

2 Invent single new English words that are synonymous with the following expressions by
making use of your knowledge of English derivational morphology (word formation
processes). In each case derive the new word directly from the word given in italics (since
there are often existing words with the indicated meanings which are not directly derived
from the words given). There may be more than one possible suitable derivation. PART
FIVE Word meaning 240

a instrument for making things narrow: IMPRUDENT

b the result of being terrified : HORRIFE, TERRORIZE (cf. signify/signification)

c the property of being easy to fool: STUPID , DUNCE

d to make something green : GREEN

e the result of making something green: GREENHOUSE

f the process of making something green: GREENERY

g having to do with hamsters (adjective) :GANSTERS

h the property of being electric: ELECTRICAL / ELECTRONIC

3 What are the three steps involved in the derivation of new words? Show how these steps
are involved in the derivation of the new words you coined in the preceding exercise.

IN THE TEXT THE DERIVATION IS TRADITIONALLY DIVIDED IN DERIVATIONADN

COMPOUNDING AND CONSTITUENT OF A WORD ARE THEMSELVES LEXEMES, THIS IS NOT
 THE CASE IN DERIVATION FOR INSTANCE “ITY”, IS NOT A LEXEME, AND HENCE TAXABILITY
IS A CASE OF DERIVATION , THE WORD INCOME TAX , ON THE OTHER HAND , IS A
COMPOUND SINCE BOTH ”INCOME”, AND “TAX”, ARE LEXEMES CHANGING THE WORD
CLASS OF A WORD, AS HAPPENED IN THE CREATION OF A NEW WORD IS CALLED
CONVERTION

4 Try to identify the component morphemes in the following English words and then
describe the steps (rules) involved in their derivation.

A leathery

LEATH-ER

LEATH-ER-Y

B privatize

PRI-VA-TIZE

PRI-VA-TI-ZA-TION

C watertight

WA-TER-TIGHT

D tabulation

TA-BU-LA-TION

TA-BU-LA-TE

E redden

RED-DEN

F intensity

IN-TEN-SI-TIVE

IN-TEN-SI-TY

G befriended

BE-FRIEND-ED
 H washable

WASH-ABLE

I jittery

JIT-TER-Y

JIT-TER-IER

J implausibility

IM-PLAU-SIBLE

IM-PLAU-SIBI-LITY

K inconceivable

IN-CON-CEIV-A-BLE

L flatten

FLAT-TEN

M unhappier

UN-HAPPI-ER

UN-HAPPY

N deemphasize

DE-EM-PHA-SIZE

O endearment

EN-DEAR-MENT

P girlfriend

GIRL-FRIEND

5 We noted in this unit that some sorts of derivation can be invisible. Explain this with
respect to the sort of derivation process involved with the italicized words in the following
sentences.
 A I have to book a flight tomorrow

BOOK: NOUN, VERB, ADJECTIVE

EX: I BOOKED IN AT THE BAR, WITH MY GIRLFIREND

b The batter got a hit

HIT: VERB, NOUN, VERB INFORMAL

EX: THE CAR HIT THE TREE

c The committee tabled the issue until tomorrow

TABLED: NOUN, VERB, VERB TRANSITIVE

EX: I WOULD LIKE TO YOU TO TABLED ALL OUR SALES FIGURES FOR THIS MONTH

d The pages of the old book had yellowed with age

YELLOWED: ADJECTIVE, NOUN, VERB TRANSITIVE

EX: WHAT IS YOUR HAPPEN?, ARE YOU YELLOW

MY TEETH ARE YELLOWED

6 Describe the kind of semantic differences found between the derived words (or
expressions) and their sources below. If the particular sort of semantic change which
results from the given derivation process has a name, then give that as well. In most cases
additional information is given in order to make clear the intended syntactic category (part
of speech) of both the source and derived words in this exercise.

SOURCE WORD DERIVED WORD

A cold NOUN colder than COMPARATIVE

B red (Adj.) RESULTATIVE OF redden (intransitive V) CAUSITIVE

C cool (Adj.) CAUSATIVE OF cool (intransitive V) 242

D melt (intransitive V) CAUSATIVE OF melt (transitive V)

E freeze (transitive V) RESULTATIVE OF frozen

F crush (transitive V) RESULTATIVE OF crushed

G fly (intransitive V) CAUSATIVE OF fly (transitive V)

7 Now make up separate sentences for both the source and derived words in question 6, in
which each word is used in its intended sense.

1 COLD: I NEED PUT ON A SWEATER, IT IS COLD OUTSIDE

COLDER THAN: EVEREST MOUNT IS MORE COLDER THAN ASIA

2 RED: MY FAVORITE COLOR OF MY CAR IS RED

REDDEN: I WAS REDDEN, WHEN KNEW TO MY GIRLFRIEND

3 COOL: MY TEA IS COOL IN THE FREEZER AND NOW IS ICECREAM

4 MELT: MY ICECREAM MELT WITH THE HOT OF THE SUN

5 FREZZE: THE WATER OF THE LAKE IS FREEZED, BY THE WINTER

FROZEN: MARIA WAS FROZEN IN THE LAKE

6 CRUSH: PABLO SHOULD PAY TH BICYCLE OF THE BOY FOR CRUSH WITH HIS CAR

CRUSHED: MARIA CRUSHED HER CAR WITH A TREE

7 FLY: I NEVER LIKE IT FLY IN AIRPLANE

8 Starting with each of the following forms denoting states, supply the English derived forms
which express the other indicated semantic notions, according to the pattern described
earlier in this unit. If there is a gap (i.e. no form in English corresponding to one of the
notions), then leave it blank, but be ready to say how the notion is otherwise expressed in
English. The first is done for you, repeated from an example given in this unit.

STATE PROCESS ACTION RESULTANT STATE

a noble INCHOATIVE ennoble ennobled

b sad INCHOATIVE sadden sadden

 c tired CAUSATIVE tired tired

d long COMPARATIVE longer longest

e moist INCHOATIVE moisture moisten

f deep INCHOATIVE deepen deepened

9 Explain the notion of productivity as it pertains to derivational morphology.

IN LINGUISTICS, IS THE FACT THAT A FINITE HUMAN MIND IS CAPABLE OF PRODUCING

AND UNDERSTAND POYNCIALLY INFINITELY MANY DIFFERENT LINGUITICS EXPRESSIONS IN
EQUALLY MANY DIFFERENT OCCASIONS

ORDINARY SPEAKERS PERFORM THE MIRACLES OF PRODUCTIVITY OF THE FLY WITHOUT

EVEN BEING AWARE OF IT. THEY PRODUCE NEW EXPRESSIONS NOT ENCOUNTERED
BEFORE AND USEOLS EXPRESSIONS FOR NEW PRUPOSES

10 We noted that the following suffixes and prefixes are relatively unproductive in
comparison to other derivational morphemes in English. Demonstrate this by writing, next
to the given English words that CAN be formed with each morpheme, a few which
CANNOT be formed with the morpheme (where the morpheme is intended to be attached
to the same part of speech and to contribute the same kind of meaning as in the sample
words).

CANNOT BE FORMED

a -ess: sculptress/actress SCULTRESS

b -y: honesty/modesty MODESTY

c -ine: elephantine/crystalline ELEPHANTINE

d -ery: bakery/bindery BINDERY

 e dis-: dishonest/disloyal DISLOYAL

f -en: redden/thicken THICKEN

g a-: atypical/asymmetric ASYMMETRIC

11 Formulate partial dictionary entries for the following words, showing their relationships
with the words from which they were derived (use the format and terminology given in
this unit). Do not formulate these as meaning postulates here.

a shattered FIGURATIVE OF SHATTER

b break (transitive) CAUSATIVE OF BROKEN

c longer COMPARATIVE OF LONG

d replay DERIVATE OF PLAY

e soften (intransitive) FIGURATIVE OF SOFT

12 Reformulate the dictionary entries you wrote in question 11 for the following verbs as
meaning postulates.

a break (transitive)RESULTATIVE OF BROKEN

b freeze (transitive) RESULTATIVE OF FROZEN

13 Give the suppletive forms indicated in each case below. Find another example (not in the
textbook) for item (f).

a The comparative form of good: BETTER , BEST

b The plural form of child: CHILDREN

c The first person singular of be: I

d The superlative form of bad: THE WORST

e The past tense form of go: WENT

f THE COMPARATIVE OF NEW: NEWER