iol-qwen2.5-14b-sft-awq/rag_resources/book_examples.jsonl

{"id":"book_02_01","context":"Here are several words and phrases in the Hmong Daw language written in Shong Lue Yang's script and the missionaries' alphabet, as well as their English translations:\n\n. | \"16B09 1pt\"16B11\"16B32OcFFL\"16B1D 1pt\"16B0B\"16B30OcFFL\"16B2C | kev ntsuas no | ‘degree’\n. | \"16B05\"16B1F | hauv | ‘inside’\n. | 1pt\"16B05\"16B36OcFFL\"16B21 1pt\"16B0F\"16B32OcFFL\"16B21 1pt\"16B0B\"16B30OcFFL\"16B2F | raug raws cai | ‘legal’\n. | \"16B0D\"16B25 1pt\"16B07\"16B32OcFFL\"16B26 | hloov mus | ‘transfer’\n. | 1pt\"16B11\"16B30OcFFL\"16B23 | qhua | ‘guest’\n. | 1pt\"16B13\"16B36OcFFL\"16B24 1pt\"16B13\"16B32OcFFL\"16B1E 1pt\"16B17\"16B36OcFFL\"16B2C | yog los nag | ‘it is raining’\n. | \"16B19 1pt\"16B16\"16B32OcFFL\"16B24 | kwv yees | ‘guess’\n. | 1pt\"16B03\"16B32OcFFL\"16B21 1pt\"16B09\"16B36OcFFL\"16B2F \"16B07\"16B1E | ris ceg luv | ‘Bermuda shorts’\n. | 1pt\"16B0D\"16B36OcFFL\"16B2C | [blank] | ‘bird’\n. | 1pt\"16B19\"16B30OcFFL\"16B2F | [blank] | ‘lobster’\n. | 1pt\"16B0B\"16B32OcFFL\"16B1F 1pt\"16B07\"16B32OcFFL\"16B1E | [blank] | ‘speak’\n. | \"16B13\"16B23 1pt\"16B11\"16B36OcFFL\"16B26 \"16B03 | [blank] | ‘dizzy’\n. | [blank] | hluav | ‘ash’\n. | [blank] | li cas | ‘how?’\n. | [blank] | neeg ntse | ‘smart, wise’\n. | [blank] | yawg | ‘grandfather’\n\nIn the missionaries' alphabet, the letter w represents a specific vowel. The letters g, s, v at the ends of the syllables are not consonants; instead, they denote tones (specific ways of pronouncing the vowels).","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"First thing we need to notice is that we do not have to provide English translations. This is one of the main characteristics of writing system problems. Moreover, the fact that we are not asked to provide English translations means that the translations are probably not relevant to solving the problem.\n\nNotebulbonThis is not always true; it is just a rule of thumb. It is possible for some problems that, although no translations are required, they can still be relevant – for example, based on semantic considerations.\n\nWe also need to keep in mind that for writing-systems problems the writing direction is relevant (from left to right or from right to left). Moreover, we notice that in Hmong the characters are grouped in clusters of one or two, while in the Latin transcription, they are grouped in syllables. Therefore, we can deduce that each group of characters represents a syllable.\n\nWe can begin by noticing the diacritics placed above some syllables. Since the mark 1pt\"25CC\"16B36OcFFL appears the greatest number of times, we can begin with it and observe that it is transliterated by the letter g at the end of the syllable. Moreover, reading the footnote, we find out that this letter does not represent a consonant or a vowel per se, but rather the syllable tone. Finally, based on example 3, in which the syllable containing the g tone appears first, we deduce that the writing direction for syllables is from left to right.\n\nUsing a similar reasoning, we identify the four possible tone marks: (1pt\"25CC\"16B30OcFFL), g (1pt\"25CC\"16B36OcFFL), s (1pt\"25CC\"16B32OcFFL), v (\"25CC). It is important to notice that the lack of a diacritic mark in Hmong is not equivalent to the lack of tone in the Latin transcription. If there is no diacritic above the syllable in Hmong, the Latin correspondent is the tone v, while if there is no tone marking in the Latin transcription (the syllable ends in a vowel and not in g, s, or v), then the Hmong syllable will have a dot on top of the syllable. Therefore, we can consider the tone marking, to some extent, as an abugida system, in which the default tone is v and the change in tone or the lack thereof is marked by diacritics.\n\nWe are left to find out how the syllable is formed, i.e., which character represents the consonant and which character represents the vowel. Comparing examples 2 and 3, we notice that the first character of the first syllable is identical (except for the tone, which we already identified) and the two syllables (hauv, raug) have the same vowel (or sequence of vowels); thus the first symbol represents the vowel and the second one the consonant.\n\nAnother indication towards this order between the vowel and the consonant is that the tones, which are described as “specific ways of pronouncing the vowels”, are generally marked above the first character, suggesting that the first character indeed refers to the vowel.\n\nBased on this information, we can easily identify all the characters in this script. An important observation is the way the consonant k is marked. Based on examples 1 and 7, we notice that this consonant is not written, but rather treated as a default consonant. As a result, if in the Hmong script no consonant is written, we understand that the consonant is k. This is a particularly interesting writing system which cannot be easily fitted into any of the aforementioned categories of scripts, having characteristics of different types. On the one hand, we can consider it an alphabet since each consonant (consonant cluster) and vowel (or sequence of vowels) have individual characters (however, there are no characters for vowel-consonant combinations). On the other hand, the consonant k is not written, so it can be considered a default consonant and all the other symbols are used to change this consonant to another one (resulting in an abugida-like system in which there is a default consonant, rather than a vowel), just as in the case of tones (in which the abugida characteristics are much more obvious, having a default tone and a diacritic to remove it).\n\nBased on all of the above, we can write the solution and solve the tasks.\n\n-\n\n- noog\n\n- cw\n\n- hais lus\n\n- qhov muag kiv\n\n- \"16B11\"16B25\n\n- 1pt\"16B03\"16B30OcFFL\"16B1E 1pt\"16B17\"16B32OcFFL\"16B2F\n\n- 1pt\"16B16\"16B36OcFFL\"16B2C 1pt\"16B09\"16B30OcFFL\"16B1D\n\n- 1pt\"16B0F\"16B36OcFFL\"16B24\n\nRules:\n\n- Syllables are written from left to right.\n\n- Syllable structure: 31 2\n\n- 1 = vowel / vowel cluster (syllable nucleus) – a (\"16B17), e (\"16B09), i (\"16B03), o (\"16B13), u (\"16B07), w (\"16B19), ai (\"16B0B), au (\"16B05), aw (\"16B0F), ee (\"16B16), oo (\"16B0D), ua (\"16B11)\n\n- 2 = consonant (beginning of the syllable, onset) – c (\"16B2F), h (\"16B1F), k (), l (\"16B1E), m (\"16B26), n (\"16B2C), r (\"16B21), y (\"16B24), hl (\"16B25), nts (\"16B1D), qh (\"16B23)\n\n- 3 = tone – (1pt\"25CC\"16B30OcFFL), g (1pt\"25CC\"16B36OcFFL), s (1pt\"25CC\"16B32OcFFL), v (\"25CC)","source":"langsci_420","problem_group_id":"langsci420:2.1","chapter":2,"chapter_title":"Writing systems","section":9,"section_title":"Featural systems","topic":"writing systems and script decipherment","language":"Hmong","author":"Ivan Derzhanski","competition":"MSK","year":2003,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s09_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":124,"source_line_end":154,"solution_line_start":156,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nFeatural systems\nwriting systems and script decipherment\nThe author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.\nHere are several words and phrases in the Hmong Daw language written in Shong Lue Yang's script and the missionaries' alphabet, as well as their English translations:\n\n. | \"16B09 1pt\"16B11\"16B32OcFFL\"16B1D 1pt\"16B0B\"16B30OcFFL\"16B2C | kev ntsuas no | ‘degree’\n. | \"16B05\"16B1F | hauv | ‘inside’\n. | 1pt\"16B05\"16B36OcFFL\"16B21 1pt\"16B0F\"16B32OcFFL\"16B21 1pt\"16B0B\"16B30OcFFL\"16B2F | raug raws cai | ‘legal’\n. | \"16B0D\"16B25 1pt\"16B07\"16B32OcFFL\"16B26 | hloov mus | ‘transfer’\n. | 1pt\"16B11\"16B30OcFFL\"16B23 | qhua | ‘guest’\n. | 1pt\"16B13\"16B36OcFFL\"16B24 1pt\"16B13\"16B32OcFFL\"16B1E 1pt\"16B17\"16B36OcFFL\"16B2C | yog los nag | ‘it is raining’\n. | \"16B19 1pt\"16B16\"16B32OcFFL\"16B24 | kwv yees | ‘guess’\n. | 1pt\"16B03\"16B32OcFFL\"16B21 1pt\"16B09\"16B36OcFFL\"16B2F \"16B07\"16B1E | ris ceg luv | ‘Bermuda shorts’\n. | 1pt\"16B0D\"16B36OcFFL\"16B2C | [blank] | ‘bird’\n. | 1pt\"16B19\"16B30OcFFL\"16B2F | [blank] | ‘lobster’\n. | 1pt\"16B0B\"16B32OcFFL\"16B1F 1pt\"16B07\"16B32OcFFL\"16B1E | [blank] | ‘speak’\n. | \"16B13\"16B23 1pt\"16B11\"16B36OcFFL\"16B26 \"16B03 | [blank] | ‘dizzy’\n. | [blank] | hluav | ‘ash’\n. | [blank] | li cas | ‘how?’\n. | [blank] | neeg ntse | ‘smart, wise’\n. | [blank] | yawg | ‘grandfather’\n\nIn the missionaries' alphabet, the letter w represents a specific vowel. The letters g, s, v at the ends of the syllables are not consonants; instead, they denote tones (specific ways of pronouncing the vowels).\n- Fill in the blanks."}
{"id":"book_02_02","context":"The following are some inscriptions in the Luwian language. They correspond to some names of regions: Khamatu, Palaa, names of cities: Kurkuma, Tuvanava and names of kings: Varpalava, Tarkumuva.\n\n1. | \"145EC \"145B1\"14578\"144CA\"145EC\"14411 |\n4. | \"14578\"144CA\"14413\"14506\n\n2. | \"145DC \"145B1\"145DC\"14485\"14502 |\n5. | \"1445B \"145B1\"145DC\"1447F\"145EC\"14411\n\n3. | \"14462\"145EC\"14424\"145EC\"14502 |\n6. | \"144EF\"14485\"14462\"14506","query":"- Determine the correct correspondences.\n\n- Write in Luwian:\n\n- king Parta\n\n- king Artur\n\n- city Tartu\n\n- region Tuva\n\n- city Narva\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"According to the introduction, the six inscriptions correspond to three categories of words: names of kings, cities, and regions. Moreover, we notice that the last character of each inscription does not appear anywhere else inside the inscription. Therefore, we can assume that these characters denote the idea of ‘king’, ‘city’, and ‘region’; thus we can divide the six inscriptions into three categories based on the last character:\n\nI | II | III\n\"145EC \"145B1\"14578\"144CA\"145EC\"14411 | \"145DC \"145B1\"145DC\"14485\"14502 | \"144EF\"14485\"14462\"14506\n\"1445B \"145B1\"145DC\"1447F\"145EC\"14411 | \"14462\"145EC\"14424\"145EC\"14502 | \"14578\"144CA\"14413\"14506\n\nWe can safely assume that this writing system is not alphabetic since each inscription has four or five characters, while their transcriptions have between five and nine characters. Moreover, it is unlikely that this system is an abugida or an abjad since there do not seem to be any diacritics appended (or similar characters). Therefore, it is most likely a syllabic system. To check this, we can try to divide the words in Latin transcription into syllables to check if the number of characters matches the number of syllables. (If you are unsure how to do this, see the discussion in chap-phonetics.)\n\nKha-ma-tu and Pa-la-a each have three syllables. Therefore, we know for sure they correspond to group III (because it is the only group in which both inscriptions have four syllables – three for the actual name and one to show the category).\n\nKur-ku-ma and Tu-va-na-va have three and four syllables and the only category that matches it is II, so we deduce that this corresponds to the cities. Moreover, since the number of syllables is different, we can already make the correct correspondences: 2 – Kurkuma and 3 – Tuvanava.\n\nThe last group is that for kings and both words have indeed four syllables (Var-pa-la-va and Tar-ku-mu-va). We get:\n\nKings | Cities | Regions\n\"145EC \"145B1\"14578\"144CA\"145EC\"14411 | \"145DC \"145B1\"145DC\"14485\"14502 | \"144EF\"14485\"14462\"14506\n| Kurkuma |\n\"1445B \"145B1\"145DC\"1447F\"145EC\"14411 | \"14462\"145EC\"14424\"145EC\"14502 | \"14578\"144CA\"14413\"14506\n| Tuvanava |\n\nLooking at the script representation of Kurkuma, we notice that the first two characters are very similar and they only differ by a little line placed on the bottom-right. Therefore, most likely, those two characters represent the syllables kur and ku and the little line on the bottom-right marks the consonant r at the end of the syllable. This is also confirmed by the fact that the names of the two kings both start with a syllable ending in r (Var-pa-la-va and Tar-ku-mu-va) and in both cases the first character has that line on the bottom right. Therefore, we deduce that the syllables are written from left to right and at the end we write the character showing the category they belong to (regions, cities or kings).\n\nThe rest of the correspondences are easily determined: the first character of Tuvarnava corresponds to the syllable tu and this syllable is also found in one of the regions' names (third character). The only region that contains the syllable tu is Khamatu, thus 6 – Khamatu and 4 – Palaa.\n\nAmong the two kings' names, one begins with var (which we already know from the city Tu-va-na-va, adding the line representing final r), so we get the correspondences 1 – Varpalava and 5 – Tarkumuva.\n\nNow we have all the information needed to solve the tasks.\n\n-\n\n- king Varpalava\n\n- city Kurkuma\n\n- city Tuvanava\n\n- region Palaa\n\n- king Tarkumuva\n\n- region Khamatu\n\n-\n\n- \"14578 \"145B1\"1445B\"14411\n\n- \"14413 \"145B1\"14462 \"145B1\"14411\n\n- \"1445B \"145B1\"14462\"14502\n\n- \"14462\"145EC\"14506\n\n- \"14424 \"145B1\"145EC\"14502\n\n- \"14424 \"145B1\"145EC\"14502\n\nRules:\n\nSyllabic system, left-to-right. In the end, there is a character showing the category to which the names belong:\n\"14411 for kings,\n\"14502 for cities, and\n\"14506 for regions.\n\nEach character represents a combination of a consonant and a vowel and adding a line on the bottom-right (\"25CC\"145B1) marks the addition of the consonant r at the end of the syllable:\n\n1-3 5-7\n| a | u | Indent | | a | u\n1-3 5-7\n| \"14413 | | | n | \"14424 |\n1-3 5-7\nk | | \"145DC | | p | \"14578 |\n1-3 5-7\nkh | \"144EF | | | t | \"1445B | \"14462\n1-3 5-7\nl | \"144CA | | | v | \"145EC |\n1-3 5-7\nm | \"14485 | \"1447F | | | |\n1-3","source":"langsci_420","problem_group_id":"langsci420:2.2","chapter":2,"chapter_title":"Writing systems","section":9,"section_title":"Featural systems","topic":"writing systems and script decipherment","language":"Luwian","author":"Alfred Zhurinsky","competition":"MSK","year":1979,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s09_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":201,"source_line_end":227,"solution_line_start":229,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nFeatural systems\nwriting systems and script decipherment\nThe author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.\nThe following are some inscriptions in the Luwian language. They correspond to some names of regions: Khamatu, Palaa, names of cities: Kurkuma, Tuvanava and names of kings: Varpalava, Tarkumuva.\n\n1. | \"145EC \"145B1\"14578\"144CA\"145EC\"14411 |\n4. | \"14578\"144CA\"14413\"14506\n\n2. | \"145DC \"145B1\"145DC\"14485\"14502 |\n5. | \"1445B \"145B1\"145DC\"1447F\"145EC\"14411\n\n3. | \"14462\"145EC\"14424\"145EC\"14502 |\n6. | \"144EF\"14485\"14462\"14506\n- Determine the correct correspondences.\n\n- Write in Luwian:\n\n- king Parta\n\n- king Artur\n\n- city Tartu\n\n- region Tuva\n\n- city Narva\n\n- [blank]"}
{"id":"book_02_03","context":"Here are some words related to the mythology of the Tagbanwa people, written in the traditional script. They represent deities (Mangindusa, Bugwasin, Tungkuyanin, Tumangkuyun), names of spirits (Kiyabusan), rituals and words related to rituals (Kapupusan, kadiyang), as well as mythical places (Balugu). Their Latin transcriptions are given in random order:Note: Due to the contest taking place online, a slightly different format of the problem was used.\n\n1. | 2. | 3. | 4. | 5. | 6. | 7. | 8.\n\n\"1770\n\n\"1767 \"1773\n\n\"1765 \"1772\n\n\"176B\n\n|\n\n\"1770 \"1772\n\n\"176F\n\n\"1764\n\n\"176A \"1773\n\n|\n\n\"1768 \"1772\n\n\"176C\n\n\"1763 \"1773\n\n\"1766 \"1773\n\n|\n\n\"176C \"1773\n\n\"1763 \"1773\n\n\"176B\n\n\"1766 \"1773\n\n|\n\n\"1770\n\n\"176A \"1773\n\n\"176C \"1773\n\n\"1763 \"1772\n\n|\n\n\"1764 \"1773\n\n\"176E \"1773\n\n\"176A\n\n|\n\n\"176C\n\n\"1767 \"1772\n\n\"1763\n\n|\n\n\"1770\n\n\"1769 \"1773\n\n\"1769 \"1773\n\n\"1763\n\n- balugu\n\n- bugawasin\n\n- kadiyang\n\n- kapupusan\n\n- kiyabusan\n\n- mangindusa\n\n- tumangkuyun\n\n- tungkuyanin\n\nng = ‘ng’ in ‘king’.","query":"- Determine the correct correspondences.\n\n- Write in Tagbanwa:\n\n- mapintatan (‘to charm’)\n\n- panalangin (‘prayer’)\n\n- supisinti (‘lifestyle’)","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"We begin again by attempting to deduce what type of writing system this could be. We know for sure that it is not an alphabet since we do not have any three-letter words (corresponding to examples 6 or 7). Moreover, it is extremely unlikely that this is a picto-, ideo- or logographic system since (1) the characters are rather simplistic and similar to one another (by adding semicircles \"25CC\"1772 or \"25CC\"1773), which can be considered as diacritics), (2) we do not know the specific meaning of the words so we cannot correlate them with some pictographic or ideographic characters, and (3) using four characters to represent a single word would be rather many.\n\nWe are left with the possibilities of a syllabary, abjad, or abugida, in which each character would represent a syllable or a consonant-vowel pair (CV).\n\nWe can start by assuming it is a syllabic system and we syllabify the words. Based on this, the eight words are: ba-lu-gu, bu-ga-wa-sin, ka-di-yang, ka-pu-pu-san, ki-ya-bu-san, ma-ngin-du-sa, tu-mang-ku-yun, tung-ku-ya-nin.\n\nNotebulbonAt first sight, it may seem more likely for an English-speaking person that the word mangindusa be syllabified as mang-in-du-san and not ma-ngin-du-sal since the sound ng is not found at the beginning of the syllable in English. Either way, the number of syllables does not change so we can create a frequency table with the number of characters and syllables.\n\n# syllables | # words\n3 | 2\n4 | 6\n\nIf we first assume that each character represents a CV group, the resulting word-splitting would be ba-lu-gu, bu-ga-wa-si-n, ka-di-ya-ng, ka-pu-pu-sa-n, ki-ya-bu-sa-n, ma-ngi-n-du-sa, tu-ma-ng-ku-yu-n, tu-ng-ku-ya-ni-n, resulting in the following frequency table:\n\n# CV groups | # words\n3 | 1\n4 | 1\n5 | 4\n6 | 2\n\nSince we do not have any word represented by five or six characters, we deduce that this system cannot be based on CV groups.\n\nThe first observation is that in example 8 we have two consecutive identical characters (second and third). If we look at the given transcriptions, only one has two identical syllables, ka-pu-pu-san. Thus, we deduce \"1769 \"1773 = pu.\n\nWe must not forget that we have not yet confirmed the writing direction: it can be either top to bottom or bottom to top. Knowing that 8 = kapupusan, we deduce that the two other characters represent ka and san (not necessarily in this order). In order to find out the writing direction, we look at the last character (from top to bottom). This also appears as the last character in word 7. Thus, we have two possible cases:\n\n- Case 1. Writing from top to bottom ᝣ = san. None of the three-syllable words contains the syllable san, therefore this case is impossible.\n- Case 2. Writing from bottom to top ᝣ = ka. Looking at the three-syllable words, we notice that one of them starts with ka (kadiyang). Thus, we deduce that the writing system is from bottom to top and ᝰ = san.\n\nIn order to make the remaining correspondences, we begin by noticing that we have only one three-syllable word left, therefore 6 = balugu and we find out the characters for ba, lu, and gu.\n\nNext, we notice that we have two words (3 and 4) which begin with the same character and among the words we have left, the only two that begin similarly are tumangkuyun and tungkuyanin (although they do not begin with exactly the same syllable – one begins with tu and the other with tung). Therefore, we deduce that {3, 4} = {G, H}. Moreover, we see that both words also have another syllable in common, ku, and it has different positions: third in tumangkuyun and second in tungkuyanin. In the Tagbanwa script, there is a character that appears in both words (except for the first character), \"1763 \"1773. Thus, 3 = tungkuyanin (since ku is the second syllable and \"1763 \"1773 is the second character) and 4 = tumangkuyun. Moreover, it seems that syllables tu and tung are represented by the same character. The syllable ya, which appears in word 3, also appears in word 5, and the only word that also contains the syllable ya is kiyabusan. Thus, 5 = E.\n\nBased on word 5, we deduce the character for bu, which also appears in word 2, and the only word that contains this syllable is buguwasin. Thus, 2 = B. The only word left is mangindusa, so 1 = F.\n\nWe noticed previously that the same character represents both syllables tu and tung. Comparing the word pairs 1-3 (syllables sa-san), 3-7 (syllables ya-yang) and 1-4 (syllables ma-mang), we infer that if the syllable ends in a consonant (which can only be n or ng based on the data given), this is not transcribed. Therefore, word 4, for example, is read tu-ma-ku-yu, although it represents the word tumangkuyun. In reality, the reader is able to fill in the missing consonants when reading the word, even though they are not written.\n\nIn order to find out the way the vowel (or consonant) is marked, we can make a table for all characters in order to check for any patterns. We exclude the consonant that may occur at the end of the syllable based on what was said above.\n\n1-4 6-9\nC/V | a | i | u | Indent | C/V | a | i | u\n1-4 6-9\nb | ᝪ | | \"176A \"1773 | | ngAnother possible explanation is that the character \"1765 \"1772 represents the lack of an initial consonant, in which case the word mangindusa would be syllabified as mang.in.du.sa. Both explanations are correct and yield the same solution. We chose the explanation in which the character represents the consonant ng since this is the real explanation and, furthermore, the syllabification respects the rule VCV V.CV. | | \"1765 \"1772 |\n1-4 6-9\nd | | \"1767 \"1773 | \"1767 \"1772 | | p | | | \"1769 \"1773\n1-4 6-9\ng | ᝤ | | \"1764 \"1773 | | s | ᝰ | \"1770 \"1772 |\n1-4 6-9\nk | ᝣ | \"1763 \"1772 | \"1763 \"1773 | | t | | | \"1766 \"1773\n1-4 6-9\nl | | | \"176E \"1773 | | w | ᝯ | |\n1-4 6-9\nm | ᝫ | | | | y | ᝬ | | \"176C \"1773\n1-4 6-9\nn | | \"1768 \"1772 | | | | | |\n1-4\n\nWe can easily observe that the basic form of the consonant is that with vowel a, while the other vowels are formed by adding the diacritic \"25CC\"1773 in different positions around the base character (above for vowel i and on bottom-right for the vowel u). Therefore, this system is an abugida, save for the fact that there is no diacritic for vowel deletion, but rather if a consonant appears alone (hence at the end of the syllable) it is not written. Based on the table above and our observations, we can easily deduce all the other characters and solve the tasks.\n\n-\n\n- F\n\n- B\n\n- H\n\n- G\n\n- E\n\n- A\n\n- C\n\n- D\n\n-\n9. | 10. | 11.\n\n\"1766\n\n\"1766\n\n\"1769 \"1772\n\n\"176B\n\n|\n\n\"1765 \"1772\n\n\"176E\n\n\"1768\n\n\"1769\n\n|\n\n\"1766 \"1772\n\n\"1770 \"1772\n\n\"1769 \"1772\n\n\"1770 \"1773","source":"langsci_420","problem_group_id":"langsci420:2.3","chapter":2,"chapter_title":"Writing systems","section":9,"section_title":"Featural systems","topic":"writing systems and script decipherment","language":"Tagbanwa","author":"Vlad A. Neacșu","competition":"JOL","year":2022,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s09_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":324,"source_line_end":418,"solution_line_start":420,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nFeatural systems\nwriting systems and script decipherment\nThe author places this worked example under “Featural systems” in the Writing systems chapter, so it illustrates that method or topic.\nHere are some words related to the mythology of the Tagbanwa people, written in the traditional script. They represent deities (Mangindusa, Bugwasin, Tungkuyanin, Tumangkuyun), names of spirits (Kiyabusan), rituals and words related to rituals (Kapupusan, kadiyang), as well as mythical places (Balugu). Their Latin transcriptions are given in random order:Note: Due to the contest taking place online, a slightly different format of the problem was used.\n\n1. | 2. | 3. | 4. | 5. | 6. | 7. | 8.\n\n\"1770\n\n\"1767 \"1773\n\n\"1765 \"1772\n\n\"176B\n\n|\n\n\"1770 \"1772\n\n\"176F\n\n\"1764\n\n\"176A \"1773\n\n|\n\n\"1768 \"1772\n\n\"176C\n\n\"1763 \"1773\n\n\"1766 \"1773\n\n|\n\n\"176C \"1773\n\n\"1763 \"1773\n\n\"176B\n\n\"1766 \"1773\n\n|\n\n\"1770\n\n\"176A \"1773\n\n\"176C \"1773\n\n\"1763 \"1772\n\n|\n\n\"1764 \"1773\n\n\"176E \"1773\n\n\"176A\n\n|\n\n\"176C\n\n\"1767 \"1772\n\n\"1763\n\n|\n\n\"1770\n\n\"1769 \"1773\n\n\"1769 \"1773\n\n\"1763\n\n- balugu\n\n- bugawasin\n\n- kadiyang\n\n- kapupusan\n\n- kiyabusan\n\n- mangindusa\n\n- tumangkuyun\n\n- tungkuyanin\n\nng = ‘ng’ in ‘king’.\n- Determine the correct correspondences.\n\n- Write in Tagbanwa:\n\n- mapintatan (‘to charm’)\n\n- panalangin (‘prayer’)\n\n- supisinti (‘lifestyle’)"}
{"id":"book_02_04","context":"Below are some Japanese words written in the tenji system (a Japanese version of the Braille system), together with their Latin transcriptions in random order:\n\na. | <braille:u|b|sh> | d. | <braille:gh|with|s>\nb. | <braille:wh|ed> | e. | <braille:ow|b>\nc. | <braille:ch|o|k> | f. | <braille:a|o|h>\n\natari, haiku, katana, kimono, koi, sake","query":"- Determine the correct correspondences, knowing that:\nkaraoke = <braille:ch|e|i|ed>\n\n- Write in Latin script:\n<braille:ch|e|q> and <braille:a|l|for>.\n\n- Write in tenji: samurai and miso.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"We start, again, by determining the type of writing system. We already know this is not alphabetic (since we have words represented by two tenji characters and we have no two-letter words), and it is obvious we cannot talk about a picto-/ideo- or logographic system. Therefore, it most likely is a syllabic system in which each tenji character represents a syllable (or a CV group – in this case, the two are equivalent since each syllable of the given words has the structure (C)V). We infer that the four characters in karaoke represent ka, ra, o, and ke, but we still do not know in which order.\n\nWe notice that ka appears one more time as a first syllable in the word katana, while ke appears as a last syllable in the word sake. Since the first character of karaoke is the same as the first character of c., we have two possibilities:\n\n- this character represents ke and c. = sake, which is impossible since c. has three characters, not two;\n\n- this character is ka, the writing direction is left-to-right, and c. = katana. Moreover, b. = sake and we can deduce the characters for ta, na, sa.\n\nBased on this information, we can easily make the rest of the correspondences as follows: ta appears in only one other word (atari), so f. = atari and we deduce the characters for a and ri. We are left with three words to match (koi, haiku, kimono). Out of them, only one has two syllables and, therefore e. = koi and we deduce the characters for ko and i. Knowing the character for i, which must also appear in the word haiku, we can make the last two correspondences: a. = haiku, d. = kimono.\n\nWe again make a table to check whether there are any patterns based on the vowel or consonant in the syllable structure.\n\n| a | e | i | o | u\n| <braille:a> | | <braille:b> | <braille:i> |\nh | <braille:u> | | | |\nk | <braille:ch> | <braille:ed> | <braille:gh> | <braille:ow> | <braille:sh>\nm | | | | <braille:with> |\nn | <braille:k> | | | <braille:s> |\nr | <braille:e> | | <braille:h> | |\ns | <braille:wh> | | | |\nt | <braille:o> | | | |\n\nIn this case, we notice that each character represents a combination of a vowel and a consonant, the vowel being marked on the first three dots and the consonant on the last three dots. We can better illustrate this as follows:\n\n| | a | e | i | o | u\n| darkgray | lightgray <braille:vowela> | lightgray<braille:vowele> | lightgray <braille:voweli> | lightgray <braille:vowelo> | lightgray<braille:vowelu>\nh | lightgray<braille:consh> | <braille:u> | | | |\nk | lightgray<braille:consk> | <braille:ch> | <braille:ed> | <braille:gh> | <braille:ow> | <braille:sh>\nm | lightgray<braille:consm> | | | | <braille:with> |\nn | lightgray<braille:consn> | <braille:k> | | | <braille:s> |\nr | lightgray<braille:consr> | <braille:e> | | <braille:h> | |\ns | lightgray<braille:conss> | <braille:wh> | | | |\nt | lightgray<braille:const> | <braille:o> | | | |\n\nwhere the first row and column (highlighted) represent the individual characters and in order to obtain a CV syllable, we simply overlap the two components. Based on these rules, we can solve all the tasks.\n\n-\n\n- haiku\n\n- sake\n\n- katana\n\n- kimono\n\n- koi\n\n- atari\n\n-\n\n- <braille:ch|e|q> = karate\n\n- <braille:a|l|for> = anime\n\n-\n\n- samurai = <braille:wh|y|e|b>\n\n- miso = <braille:of|w>","source":"langsci_420","problem_group_id":"langsci420:2.4","chapter":2,"chapter_title":"Writing systems","section":11,"section_title":"Braille alphabet","topic":"writing systems and script decipherment","language":"Japanese Braille","author":"Patrick Littell","competition":"NACLO","year":2009,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s11_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Braille alphabet” in the Writing systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":546,"source_line_end":568,"solution_line_start":570,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nBraille alphabet\nwriting systems and script decipherment\nThe author places this worked example under “Braille alphabet” in the Writing systems chapter, so it illustrates that method or topic.\nBelow are some Japanese words written in the tenji system (a Japanese version of the Braille system), together with their Latin transcriptions in random order:\n\na. | <braille:u|b|sh> | d. | <braille:gh|with|s>\nb. | <braille:wh|ed> | e. | <braille:ow|b>\nc. | <braille:ch|o|k> | f. | <braille:a|o|h>\n\natari, haiku, katana, kimono, koi, sake\n- Determine the correct correspondences, knowing that:\nkaraoke = <braille:ch|e|i|ed>\n\n- Write in Latin script:\n<braille:ch|e|q> and <braille:a|l|for>.\n\n- Write in tenji: samurai and miso."}
{"id":"book_02_05","context":"On her visit to Armenia, Millie has gotten lost in Yerevan, the nation's capital. She is now at the metro station named Shengavit, but her friends are waiting for her at the station named Barekamutyun. Other names of stations that can be found on the map below are: Gortsaranayin, Zoravar Andranik, Charbakh and Garegin Njdehi Hraparak.\n\n[VISUAL OMITTED: images/Armenian_Metro]","query":"- Assuming Millie takes a train in the correct direction, which will be the first stop after Shengavit? Write the name transcribed into English.\n\n- After boarding at Shengavit, how many stops will it take Millie to get to Barekamutyun? Don't include Shengavit itself in the number of stops.\n\n- What is the name (transcribed into English) of the end station on the short, five-station line that is currently under construction?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"2.5. Armenian\n\n- Gortsaranayin\n\n- 7\n\n- Avtogortsaran (the character resembling the letter S can be inferred to mean t from the title of the map, where the last word is metropoliten).","source":"langsci_420","problem_group_id":"langsci420:2.5","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Armenian","author":"Dragomir R. Radev","competition":"NACLO","year":2010,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/02-WritingSystems.tex","source_line_start":652,"source_line_end":666,"solution_line_start":1100,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nOn her visit to Armenia, Millie has gotten lost in Yerevan, the nation's capital. She is now at the metro station named Shengavit, but her friends are waiting for her at the station named Barekamutyun. Other names of stations that can be found on the map below are: Gortsaranayin, Zoravar Andranik, Charbakh and Garegin Njdehi Hraparak.\n\n[VISUAL OMITTED: images/Armenian_Metro]\n- Assuming Millie takes a train in the correct direction, which will be the first stop after Shengavit? Write the name transcribed into English.\n\n- After boarding at Shengavit, how many stops will it take Millie to get to Barekamutyun? Don't include Shengavit itself in the number of stops.\n\n- What is the name (transcribed into English) of the end station on the short, five-station line that is currently under construction?"}
{"id":"book_02_06","context":"Here are some Irish words written in the Ogham alphabet and their transcriptions in the Latin alphabet (together with their English translations) in random order:\n\n. | \"1688\"1693\"1690\"168C\"1686\"1682\"1690\"1689\"1686 | . | grá (‘love’)\n. | \"168D\"168F\"1690 \"168B\"1691 \"1689\"1686\"168F\"1691\"1694 | . | teaghlach (‘family’)\n. | \"1685\"1693\"1690\"168F\"1688 | . | Éire (‘Ireland’)\n. | \"168C\"168F\"1690 | . | neart (‘strength’)\n. | \"1684\"1694\"1691\"1689\"1686\"1690\"1694\"1685 | . | saol (‘life’)\n. | \"1693\"1694\"168F\"1693 | . | síocháin (‘peace’)\n. | \"1684\"1690\"1691\"1682\"168F | . | grá mo chroi (‘love of my heart’)","query":"- Determine the correct correspondences.\n\n- Below is the Ogham spelling of the Irish for ‘I love you’. Write it down in Latin alphabet transliteration. You can ignore accents for this task.\n\n\"1688\"1690 \"168B\"1693 \"1694 \"1685\"168C\"168F\"1690 \"1682\"1693\"1690\"1688","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"2.6. Ogham\n\n-\n\n- B\n\n- G\n\n- D\n\n- A\n\n- F\n\n- C\n\n- E\n\n- ta me i ngra leat (in reality it is Tá mé i ngrá leat).\n\nRules:\n\nWe can classify the characters depending on the number of dots or lines as well as their position or direction (vertical or diagonal, above or below the horizontal line):\n\n| 1 line | 2 lines | 3 lines | 4 lines | 5 lines\nvertical, below | | l | | s | n\nvertical, above | h | | t | c |\ndiagonal | m | g | | | r\ndots | a | o | | e | i\n\nThe accents are not marked (á = a).","source":"langsci_420","problem_group_id":"langsci420:2.6","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Ogham","author":"Babette Verhoeven-Newsome","competition":"UKLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":668,"source_line_end":690,"solution_line_start":1111,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Irish words written in the Ogham alphabet and their transcriptions in the Latin alphabet (together with their English translations) in random order:\n\n. | \"1688\"1693\"1690\"168C\"1686\"1682\"1690\"1689\"1686 | . | grá (‘love’)\n. | \"168D\"168F\"1690 \"168B\"1691 \"1689\"1686\"168F\"1691\"1694 | . | teaghlach (‘family’)\n. | \"1685\"1693\"1690\"168F\"1688 | . | Éire (‘Ireland’)\n. | \"168C\"168F\"1690 | . | neart (‘strength’)\n. | \"1684\"1694\"1691\"1689\"1686\"1690\"1694\"1685 | . | saol (‘life’)\n. | \"1693\"1694\"168F\"1693 | . | síocháin (‘peace’)\n. | \"1684\"1690\"1691\"1682\"168F | . | grá mo chroi (‘love of my heart’)\n- Determine the correct correspondences.\n\n- Below is the Ogham spelling of the Irish for ‘I love you’. Write it down in Latin alphabet transliteration. You can ignore accents for this task.\n\n\"1688\"1690 \"168B\"1693 \"1694 \"1685\"168C\"168F\"1690 \"1682\"1693\"1690\"1688"}
{"id":"book_02_07","context":"Before the Braille tactile writing system was well established in the United States, the New York Point system (NYP) was widely used in American blind education. NYP was developed in the 1860s by William Bell Walt for the New York Institute for the Blind and was intended to fix the shortcomings he perceived in the French and English Braille standards. The next six decades in blind education became known as the ``War of the Dots\", as bitter feuds developed between proponents of this homegrown system and more international Braille-based systems. NYP finally met its end after a series of public hearings convinced educational authorities that there should be a single standard for the entire English-speaking world.\n\nExperts from both sides weighed in on the systems' merits. The proponents of NYP argued that allowing letters to vary in size (from a 2x1 grid to a 2x4 grid, rather than a fixed 3x2 grid) allowed the most frequent letters to use fewer columns, resulting in space (and cost!) savings when publishing texts for the blind. For example, the number of dots needed to write the following names in each system:\n\ncompat=1.11,\n/pgfplots/ybar legend/.style=/pgfplots/legend image code/.code=\n\nplot coordinates (0cm,0.8em);,\n\ncoordinates (Pat,7) (Mary,13) (Eileen,13) (Sally,15) (Kimberly,24) (Catherine,19);\ndots needed for NYP\n\ncoordinates (Pat,10) (Mary,14) (Eileen,16) (Sally,16) (Kimberly,24) (Catherine,25);\ndots needed for Braille\n\nThey also pointed out that NYP had a distinct series of capital letters, whereas Braille only had a “capital” punctuation mark.\n\nOn the Braille side, experts such as Helen Keller wrote that the NYP capitalization system was unintuitive and confusing (“I have often mistaken D for j, I for b and Y for double o in signatures, and I waste time looking at initial letters over and over again”), and that using Braille allowed her to correspond with blind people from all over the world.\n\nThe following 12 words in NYP represent, in random order, the names: Ashley, Barb, Carl, Dave, Elena, Fred, Gerald, Heather, Ivan, Jack, Kathy, Lisa.\n\n- | | |\n| | |\n|\n|\n|\n| | |\n| |\n\n- | | |\n| | | |\n|\n|\n| |\n|\n\n- | | |\n| | |\n| |\n| |\n|\n|\n|\n|\n\n- | | |\n| | |\n|\n|\n|\n| |\n|\n\n- | | |\n| | | |\n|\n| |\n| | | |\n| |\n\n- | | |\n| | |\n\n|\n| |\n|\n|\n| |\n|\n\n- | | |\n| | |\n\n|\n| |\n|\n\n- | | |\n| | | |\n|\n|\n|\n\n- | | | |\n| | |\n\n|\n|\n|\n|\n|\n|\n\n- | | |\n| | | |\n|\n|\n| | |\n| |\n\n- | | |\n| | | | |\n| | |\n|\n| |\n| |\n\n- | | |\n| | |\n|\n|\n| |\n| |","query":"- Determine the correct correspondences.\n\n- Write in NYP: Billy, Ethan, Iggie, Orson, Sasha, Tim.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"2.7. New York Point\n\n-\n\n- Kathy\n\n- Elena\n\n- Ivan\n\n- Carl\n\n- Jack\n\n- Gerald\n\n- Lisa\n\n- Fred\n\n- Heather\n\n- Barb\n\n- Ashley\n\n- Dave\n\n-\nBilly | – | | | |\n| | |\n|\n| |\n| | |\n| |\n\nEthan | – | | | |\n| | | |\n| |\n| |\n|\n\nIggie | – | | | |\n| |\n| |\n| | | |\n| |\n\nOrson | – | | | |\n| | | |\n| |\n| |\n| |\n|\n\nSasha | – | | | |\n| | |\n|\n| | |\n| | |\n|\n\nTim | – | | | |\n| | |\n\n|\n|\n\nRules:\n\nForming the capital letter: all capital letters are four columns long and are formed by appending dots to the lowercase letter until it is four columns long, according to the following pattern:\n\n- If the last column of the lowercase letter has a dot in the upper row, add the extra dots on the lower row.\n\n- If the last column of the lowercase letter has a dot in the lower row or both dots, add the extra dots on the upper row.","source":"langsci_420","problem_group_id":"langsci420:2.7","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"New York Point","author":"Patrick Littell","competition":"UKLO","year":2011,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["tikz_diagram"],"source_file":"chapters/02-WritingSystems.tex","source_line_start":692,"source_line_end":875,"solution_line_start":1149,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBefore the Braille tactile writing system was well established in the United States, the New York Point system (NYP) was widely used in American blind education. NYP was developed in the 1860s by William Bell Walt for the New York Institute for the Blind and was intended to fix the shortcomings he perceived in the French and English Braille standards. The next six decades in blind education became known as the ``War of the Dots\", as bitter feuds developed between proponents of this homegrown system and more international Braille-based systems. NYP finally met its end after a series of public hearings convinced educational authorities that there should be a single standard for the entire English-speaking world.\n\nExperts from both sides weighed in on the systems' merits. The proponents of NYP argued that allowing letters to vary in size (from a 2x1 grid to a 2x4 grid, rather than a fixed 3x2 grid) allowed the most frequent letters to use fewer columns, resulting in space (and cost!) savings when publishing texts for the blind. For example, the number of dots needed to write the following names in each system:\n\ncompat=1.11,\n/pgfplots/ybar legend/.style=/pgfplots/legend image code/.code=\n\nplot coordinates (0cm,0.8em);,\n\ncoordinates (Pat,7) (Mary,13) (Eileen,13) (Sally,15) (Kimberly,24) (Catherine,19);\ndots needed for NYP\n\ncoordinates (Pat,10) (Mary,14) (Eileen,16) (Sally,16) (Kimberly,24) (Catherine,25);\ndots needed for Braille\n\nThey also pointed out that NYP had a distinct series of capital letters, whereas Braille only had a “capital” punctuation mark.\n\nOn the Braille side, experts such as Helen Keller wrote that the NYP capitalization system was unintuitive and confusing (“I have often mistaken D for j, I for b and Y for double o in signatures, and I waste time looking at initial letters over and over again”), and that using Braille allowed her to correspond with blind people from all over the world.\n\nThe following 12 words in NYP represent, in random order, the names: Ashley, Barb, Carl, Dave, Elena, Fred, Gerald, Heather, Ivan, Jack, Kathy, Lisa.\n\n- | | |\n| | |\n|\n|\n|\n| | |\n| |\n\n- | | |\n| | | |\n|\n|\n| |\n|\n\n- | | |\n| | |\n| |\n| |\n|\n|\n|\n|\n\n- | | |\n| | |\n|\n|\n|\n| |\n|\n\n- | | |\n| | | |\n|\n| |\n| | | |\n| |\n\n- | | |\n| | |\n\n|\n| |\n|\n|\n| |\n|\n\n- | | |\n| | |\n\n|\n| |\n|\n\n- | | |\n| | | |\n|\n|\n|\n\n- | | | |\n| | |\n\n|\n|\n|\n|\n|\n|\n\n- | | |\n| | | |\n|\n|\n| | |\n| |\n\n- | | |\n| | | | |\n| | |\n|\n| |\n| |\n\n- | | |\n| | |\n|\n|\n| |\n| |\n- Determine the correct correspondences.\n\n- Write in NYP: Billy, Ethan, Iggie, Orson, Sasha, Tim."}
{"id":"book_02_08","context":"Sikkim state in India has 11 official languages. Amongst these, ten are given below (the eleventh one is English) written in the Lepcha script, as well as in the Latin script:\n\nnepaalii | 1pt\"1C0D\"1C2COcFFL\"1C0E\"1C28\"1C271pt\"1C1C\"1C36OcFFL | newaar | 1pt\"1C0D\"1C2COcFFL1pt\"1C22\"1C32OcFFL\"1C28\n\nlepchaa | 1pt\"1C1C\"1C2C\"1C31OcFFL\"1C06\"1C28 | raai | \"1C1B\"1C28\"1C27\"1C23\n\nsikkim | 1pt\"1C0C\"1C2C\"1C30OcFFL\"1C25\"1C34\"1C29\"1C191pt\"1C00\"1C2C\"1C36OcFFL | gurung | \"1C03\"1C2A\"1C34\"1C1B\"1C2A\n\ntaamaang | \"1C0A\"1C28\"1C34\"1C15\"1C28 | magar | \"1C151pt\"1C03\"1C32OcFFL\n\nliimbu | \"1C27\n1pt1pt\"1C1C\"1C2EOcFFL0.15em\"1C36OcFFL\"1C13\"1C2A | sunwaar | 1pt\"1C20\"1C30OcFFL\"1C2A1pt\"1C22\"1C32OcFFL\"1C28\n\nVowel doubling denotes length. ch = ‘ch’ in ‘chop’; ng = ‘ng’ in ‘king’; w = ‘v’ in ‘van’.","query":"- One of the languages above has, in reality, two names, and its name written in the Latin script does not match the name written in the Lepcha script. Its name, transliterated from Lepcha, is drenzoongkee. Which language is this?\n\n- The Lepcha speakers, who call themselves roong haagiit (or, in the Lepcha script, \"1C34\"1C29\"1C1B \"1C1D\"1C28\"1C271pt1pt\"1C03\"1C33OcFFL0.15em\"1C36OcFFL) are composed of four main distinct communities: 1pt\"1C1B\"1C30\"1C2COcFFL\"1C34\"1C29\"1C19\"1C15\"1C2A, 1pt\"1C0A\"1C2EOcFFL\"1C28\"1C34\"1C20\"1C28\"1C15\"1C2A, \"1C27\"1C1D1pt\"1C1C\"1C2EOcFFL\"1C28\"1C15\"1C2A, and \"1C29\"1C0E\"1C25\"1C15\"1C2A. Transcribe these four community names into the Latin script.\n\n- Sikkim boasts the Kaangchenzoonggaa, the third highest peak in the world, which, in Tibetan, means ‘the five treasures of the high snow’. Transcribe the name of this peak in Lepcha.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"2.8. Lepcha\n\n- Sikkim language\n\n- renzoongmu taamsaangmu hilaammu proomu\n\n- \"1C34\"1C00\"1C281pt\"1C06\"1C2C\"1C30OcFFL\"1C34\"1C29\"1C19\"1C03\"1C28\n\nRules:\n\n- Abugida script, left-to-right.\n\n- Consonants at the beginning of the syllable:\n\n\"1C23 | \"1C13 | \"1C0C | \"1C03 | \"1C1D | \"1C06 | \"1C00 | \"1C1C\n| b | d | g | h | ch | k | l\n\"1C15 | \"1C0D | \"1C0E | \"1C1B | \"1C20 | \"1C0A | \"1C22 | \"1C19\nm | n | p | r | s | t | w | z\n\n- Vowels are marked by diacritics. The default vowel is a.\n\n\"25CC | \"25CC\"1C28 | 1pt\"25CC\"1C2COcFFL | 1pt\"25CC\"1C2C\"1C36OcFFL | \"1C27\"25CC | \"1C271pt\"25CC\"1C36OcFFL | \"1C29\"25CC | \"25CC\"1C2A\na | aa | e | ee | i | ii | oo | u\n\n- Consonants at the end of the syllable (codas) are also marked by diacritics:\n\n1pt\"25CC\"1C2EOcFFL | 1pt\"25CC\"1C30OcFFL | \"1C34\"25CC | 1pt\"25CC\"1C31OcFFL | 1pt\"25CC\"1C32OcFFL | 1pt\"25CC\"1C33OcFFL\n-m | -n | -ng | -p | -r | -t\n\n- If the syllable onset has the structure Cr, that r is marked as \"25CC\"1C25. Compare:\n\n\"1C00\"1C25 | 1pt\"1C00\"1C32OcFFL | 1pt\"1C00\"1C32OcFFL\"1C25\nkra | kar | krar","source":"langsci_420","problem_group_id":"langsci420:2.8","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Lepcha","author":"Monojit Choudhury","competition":"PLO","year":2015,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":877,"source_line_end":904,"solution_line_start":1256,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nSikkim state in India has 11 official languages. Amongst these, ten are given below (the eleventh one is English) written in the Lepcha script, as well as in the Latin script:\n\nnepaalii | 1pt\"1C0D\"1C2COcFFL\"1C0E\"1C28\"1C271pt\"1C1C\"1C36OcFFL | newaar | 1pt\"1C0D\"1C2COcFFL1pt\"1C22\"1C32OcFFL\"1C28\n\nlepchaa | 1pt\"1C1C\"1C2C\"1C31OcFFL\"1C06\"1C28 | raai | \"1C1B\"1C28\"1C27\"1C23\n\nsikkim | 1pt\"1C0C\"1C2C\"1C30OcFFL\"1C25\"1C34\"1C29\"1C191pt\"1C00\"1C2C\"1C36OcFFL | gurung | \"1C03\"1C2A\"1C34\"1C1B\"1C2A\n\ntaamaang | \"1C0A\"1C28\"1C34\"1C15\"1C28 | magar | \"1C151pt\"1C03\"1C32OcFFL\n\nliimbu | \"1C27\n1pt1pt\"1C1C\"1C2EOcFFL0.15em\"1C36OcFFL\"1C13\"1C2A | sunwaar | 1pt\"1C20\"1C30OcFFL\"1C2A1pt\"1C22\"1C32OcFFL\"1C28\n\nVowel doubling denotes length. ch = ‘ch’ in ‘chop’; ng = ‘ng’ in ‘king’; w = ‘v’ in ‘van’.\n- One of the languages above has, in reality, two names, and its name written in the Latin script does not match the name written in the Lepcha script. Its name, transliterated from Lepcha, is drenzoongkee. Which language is this?\n\n- The Lepcha speakers, who call themselves roong haagiit (or, in the Lepcha script, \"1C34\"1C29\"1C1B \"1C1D\"1C28\"1C271pt1pt\"1C03\"1C33OcFFL0.15em\"1C36OcFFL) are composed of four main distinct communities: 1pt\"1C1B\"1C30\"1C2COcFFL\"1C34\"1C29\"1C19\"1C15\"1C2A, 1pt\"1C0A\"1C2EOcFFL\"1C28\"1C34\"1C20\"1C28\"1C15\"1C2A, \"1C27\"1C1D1pt\"1C1C\"1C2EOcFFL\"1C28\"1C15\"1C2A, and \"1C29\"1C0E\"1C25\"1C15\"1C2A. Transcribe these four community names into the Latin script.\n\n- Sikkim boasts the Kaangchenzoonggaa, the third highest peak in the world, which, in Tibetan, means ‘the five treasures of the high snow’. Transcribe the name of this peak in Lepcha."}
{"id":"book_02_09","context":"Arabic and Hebrew are today two different, mutually unintelligible languages. However, they share both grammatical similarities and several lexical correspondences. Besides loanwords (mostly from Arabic to Hebrew) from different historical periods, scholars have identified over a thousand cognates (words with a common etymological origin from Proto-Semitic, which is the partially reconstructed common ancestor language spoken around 6,000 years ago).\n\nThe two lists below show pairs of cognates, but the pairs are mixed: Arabic on the left, and Hebrew on the right. The first match (1–A) is given for you.\n\nشمس | 1. | 9999Indent | A. | שׁמשׁ\n\nغضب | 2. | | B. | כּלב\n\nولد | 3. | | C. | מלך\n\nأرض | 4. | | D. | עבד\n\nبطن | 5. | | E. | ארץ\n\nكلب | 6. | | F. | עצב\n\nحبل | 7. | | G. | קרן\n\nملك | 8. | | H. | ילד\n\nقرن | 9. | | I. | חבל\n\nعبد | 10. | | J. | בּטן\n\nThanks to regular and consistent sound changes, we have some easily identifiable patterns. Take for example the following eight words from the list above (transcribed in the Latin script):\n\nArabic | Hebrew | Translation | Arabic | Hebrew | Translation\n(r)1-3(l)4-6\nkalb | kelev | ‘dog’ | shams | shemesh | ‘sun’\nmalik | melekh | ‘king’ | qarn | qeren | ‘horn’\n'arḍ | 'erets | ‘land, earth’ | ghaḍab | ʕetsev | ‘anger, sadness’\nʕabd | ʕeved | ‘slave’ | walad | yeled | ‘child’\n\nThe apostrophe (') in both languages represents a glottal stop /ʔ/. In Arabic it is written by a hamza, which often `sits' on top of an alif; in Hebrew, it is represented by an alef and often omitted in pronunciation. Here, you should just consider it a consonant and treat it like you would treat any other consonant!\n\nThe symbol ʕ represents a voiced pharyngeal fricative /ʕ/, which is an odd sound made by contracting the muscles in the throat. It gives Arabic its unique flavour we can easily hear. In Modern Hebrew, it is silent and almost only ever appears in writing. Just think of it as an ordinary consonant!","query":"- What is the transliteration (in both Arabic and Hebrew) of the two word pairs from the lists 1-10 and A-J not included in the table showing transliterations?\n\n- The chart below shows a few letters in both scripts with their transliterations. Note that some letters may have different forms depending on the context they appear in.\n\n- Hebrew:\n\nר | ץ / צ | ע | ן / נ | ךּ / כּ | י\n(1) | (2) | (3) | (4) | k | (5)\n\nט | ח | ד | ב | בּ | א\nt | ẖ | (6) | (7) | b | ' (alef)\n\n- Arabic:\n\nـط / ـطـ / طـ | ـر / ر | ـد / د | ـح / ـحـ / حـ | ـب / ـبـ / بـ\nṭ | (8) | (9) | ḥ | (10)\n\nأ | ـو / و | ـن / ـنـ / نـ | ـل / ـلـ / لـ | ـك / ـكـ / كـ | ض\n' (alif) | (11) | (12) | (13) | (14) | (15)\n\n- Fill in the gaps (1–15).\n\n- Pair the matching cognates 2-10 and B-J from the first list (words transcribed in Arabic and Hebrew).\n\n- If ‘thousand’ in Arabic is ألف and the final letter f in Hebrew is ף, what is the transliteration of אלף – also meaning ‘thousand’ in Hebrew?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"2.9. Arabic and Hebrew\n\n- ḥabl ẖevel\nbaṭn beten\n\nNotebulbonIn Hebrew all vowels shown are e. In Arabic it is impossible to deduce the vowels based on the data, so alternative versions are also accepted (such as ḥabal or ḥabil).\n\n-\n\n- r\n\n- ts\n\n- ʕ (ayin)\n\n- n\n\n- y\n\n- d\n\n- v\n\n- r\n\n- d\n\n- b\n\n- w\n\n- n\n\n- l\n\n- k\n\n- ḍ\n\n-\n\n- A\n\n- F\n\n- H\n\n- E\n\n- J\n\n- B\n\n- I\n\n- C\n\n- G\n\n- D\n\n- 'elef","source":"langsci_420","problem_group_id":"langsci420:2.9","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Arabic – Hebrew","author":"Gábor Parti","competition":"HKLO","year":2020,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":906,"source_line_end":982,"solution_line_start":1307,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nArabic and Hebrew are today two different, mutually unintelligible languages. However, they share both grammatical similarities and several lexical correspondences. Besides loanwords (mostly from Arabic to Hebrew) from different historical periods, scholars have identified over a thousand cognates (words with a common etymological origin from Proto-Semitic, which is the partially reconstructed common ancestor language spoken around 6,000 years ago).\n\nThe two lists below show pairs of cognates, but the pairs are mixed: Arabic on the left, and Hebrew on the right. The first match (1–A) is given for you.\n\nشمس | 1. | 9999Indent | A. | שׁמשׁ\n\nغضب | 2. | | B. | כּלב\n\nولد | 3. | | C. | מלך\n\nأرض | 4. | | D. | עבד\n\nبطن | 5. | | E. | ארץ\n\nكلب | 6. | | F. | עצב\n\nحبل | 7. | | G. | קרן\n\nملك | 8. | | H. | ילד\n\nقرن | 9. | | I. | חבל\n\nعبد | 10. | | J. | בּטן\n\nThanks to regular and consistent sound changes, we have some easily identifiable patterns. Take for example the following eight words from the list above (transcribed in the Latin script):\n\nArabic | Hebrew | Translation | Arabic | Hebrew | Translation\n(r)1-3(l)4-6\nkalb | kelev | ‘dog’ | shams | shemesh | ‘sun’\nmalik | melekh | ‘king’ | qarn | qeren | ‘horn’\n'arḍ | 'erets | ‘land, earth’ | ghaḍab | ʕetsev | ‘anger, sadness’\nʕabd | ʕeved | ‘slave’ | walad | yeled | ‘child’\n\nThe apostrophe (') in both languages represents a glottal stop /ʔ/. In Arabic it is written by a hamza, which often `sits' on top of an alif; in Hebrew, it is represented by an alef and often omitted in pronunciation. Here, you should just consider it a consonant and treat it like you would treat any other consonant!\n\nThe symbol ʕ represents a voiced pharyngeal fricative /ʕ/, which is an odd sound made by contracting the muscles in the throat. It gives Arabic its unique flavour we can easily hear. In Modern Hebrew, it is silent and almost only ever appears in writing. Just think of it as an ordinary consonant!\n- What is the transliteration (in both Arabic and Hebrew) of the two word pairs from the lists 1-10 and A-J not included in the table showing transliterations?\n\n- The chart below shows a few letters in both scripts with their transliterations. Note that some letters may have different forms depending on the context they appear in.\n\n- Hebrew:\n\nר | ץ / צ | ע | ן / נ | ךּ / כּ | י\n(1) | (2) | (3) | (4) | k | (5)\n\nט | ח | ד | ב | בּ | א\nt | ẖ | (6) | (7) | b | ' (alef)\n\n- Arabic:\n\nـط / ـطـ / طـ | ـر / ر | ـد / د | ـح / ـحـ / حـ | ـب / ـبـ / بـ\nṭ | (8) | (9) | ḥ | (10)\n\nأ | ـو / و | ـن / ـنـ / نـ | ـل / ـلـ / لـ | ـك / ـكـ / كـ | ض\n' (alif) | (11) | (12) | (13) | (14) | (15)\n\n- Fill in the gaps (1–15).\n\n- Pair the matching cognates 2-10 and B-J from the first list (words transcribed in Arabic and Hebrew).\n\n- If ‘thousand’ in Arabic is ألف and the final letter f in Hebrew is ף, what is the transliteration of אלף – also meaning ‘thousand’ in Hebrew?"}
{"id":"book_02_10","context":"Here are some Javanese words in the Javanese script, Latin script, and their English translations:\n\n. | \"A9A5\"A9BC\"A99A\"A98F\"A9B6\"A9A0\"A9C0 | penyakit | ‘disease’\n. | \"A986\"A981 \"A992\"A9BF\"A9B6\"A9B1\"A9C0 | Inggris | ‘England’\n. |\n[VISUAL OMITTED: images/Java-stacked/3.png]\n| traktor | ‘tractor’\n. |\n[VISUAL OMITTED: images/Java-stacked/4.png]\n| panyumbang | ‘donor’\n. |\n[VISUAL OMITTED: images/Java-stacked/5.png]\n| rembulan | ‘moon’\n. |\n[VISUAL OMITTED: images/Java-stacked/6.png]\n| tansah | ‘always’\n. | \"A984\"A9BA \"A9A9\"A9AB\"A9B6\"A98F | Amérika | ‘America’\n. | \"A994\"A9BD\"A9A7\"A9B8\"A9A0\"A9C0 | ngrebut | ‘to grab’\n. | \"A9B2\"A9B6\"A9A7\"A9B8\"A9BA \"A98F\"A9B4\"A9A0 | ibukota | ‘capital’\n. |\n[VISUAL OMITTED: images/Java-stacked/10.png]\n| Argentina | ‘Argentina’\n. | \"A9B1\"A9BD\"A9BA \"A994\"A9BA \"A994 | srengéngé | ‘sun’\n. |\n[VISUAL OMITTED: images/Java-stacked/12.png]\n| palsu | ‘false’\n. | \"A989\"A989\"A981\"A992\"A9A4\"A9C0 | rerenggan | ‘decoration’\n. | \"A9B2\"A981\"A9B1\"A9AD\"A9C0 | angsal | ‘to acquire’\n. | \"A9B2 \"A9B6 \"A981 \"A992\"A9B6\"A983 | inggih | ‘yes’\n. | \"A98F\"A9BC\"A989\"A9A5\"A9C0 | [blank] | ‘often’\n. |\n[VISUAL OMITTED: images/Java-stacked/17.png]\n| [blank] | ‘letter, script’\n. |\n[VISUAL OMITTED: images/Java-stacked/18.png]\n| [blank] | ‘to unload’\n. |\n[VISUAL OMITTED: images/Java-stacked/19.png]\n| [blank] | ‘to examine’\n. | \"A9A9\"A9B8\"A9AB\"A9B8\"A994\"A9BA \"A98F | [blank] | ‘to cancel’\n. | [blank] | nyolong | ‘to steal’\n. | [blank] | sepalih | ‘half’\n. | [blank] | trengginas | ‘lively’\n. | [blank] | Antartika | ‘Antarctica’\n. | [blank] | Istanbul | ‘Istanbul’\n\nny and ng are consonants; é is a vowel.","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"2.10. Javanese\n\n-\n\n- kerep\n\n- aksara\n\n- mbongkar\n\n- mrikso\n\n- murungaké\n\n- \"A9BA \"A99A\"A9B4\"A9BA \"A9AD\"A981\"A9B4\n\n- \"A9B1\"A9BC\"A9A5\"A9AD\"A9B6\"A983\n\n- \"A9A0\"A9BD\"A981\"A992\"A9B6\"A9A4\"A9B1\"A9C0\n\n-\n[VISUAL OMITTED: images/Java-stacked/sol9.png]\n\n-\n[VISUAL OMITTED: images/Java-stacked/sol10.png]\n\nRules:\n\n- Abugida script, left-to-right, with the default vowel a.\n\n- Syllables have the structure C_1(C_2)V(C_3), taking into account the following syllabification rules:\n\n- ...VC^aC^bV... ...VC^a_3-C^b_1V... if C^a is ng, h, or r;\n\n- ...VC^aC^bV... ...V-C^a_1C^b_1V... otherwise;\n\n- C_1\n\n\"A9B2 | \"A9A7 | \"A992 | \"A98F | \"A9AD | \"A9A9 | \"A9A4\n| b | g | k | l | m | n\n| | | | | |\n\"A994 | \"A99A | \"A9A5 | \"A9AB | \"A9B1 | \"A9A0 |\nng | ny | p | r | s | t |\n\nNotebulbonThe combination re has its own character: \"A989\n\n- The vowel change is shown using diacritics:\n\n\"25CC | \"25CC\"A9BC | \"A9BA \"25CC | \"25CC\"A9B6 | \"A9BA \"25CC\"A9B4 | \"25CC\"A9B8\nCa | Ce | Cé | Ci | Co | Cu\n\n- C_2:In fact, this special form of the consonant marks the fact that the vowel of the preceding consonant is deleted.\n\n[VISUAL OMITTED: images/Java-stacked/b-stack.png]\n| \"25CC\"A9BF | \"25CC\"A9BD |\n[VISUAL OMITTED: images/Java-stacked/s-stack.png]\n|\n[VISUAL OMITTED: images/Java-stacked/t-stack.png]\n\nb | abcrabc | re | s | t\n\n- C_3:\n\n\"25CC\"A981 | \"25CC\"A983 | \"25CC\"A982 | C\"A9C0\nng | h | r | else (C)\nThis is basically the vowel-removing mark, showing that the previous consonant does not have a vowel.\n\n- Special characters for capital letters:\n\n\"A984 | \"A986\n\nA | I","source":"langsci_420","problem_group_id":"langsci420:2.10","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Javanese","author":"Tae Hun Lee","competition":"NACLO","year":2016,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/02-WritingSystems.tex","source_line_start":984,"source_line_end":1041,"solution_line_start":1355,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Javanese words in the Javanese script, Latin script, and their English translations:\n\n. | \"A9A5\"A9BC\"A99A\"A98F\"A9B6\"A9A0\"A9C0 | penyakit | ‘disease’\n. | \"A986\"A981 \"A992\"A9BF\"A9B6\"A9B1\"A9C0 | Inggris | ‘England’\n. |\n[VISUAL OMITTED: images/Java-stacked/3.png]\n| traktor | ‘tractor’\n. |\n[VISUAL OMITTED: images/Java-stacked/4.png]\n| panyumbang | ‘donor’\n. |\n[VISUAL OMITTED: images/Java-stacked/5.png]\n| rembulan | ‘moon’\n. |\n[VISUAL OMITTED: images/Java-stacked/6.png]\n| tansah | ‘always’\n. | \"A984\"A9BA \"A9A9\"A9AB\"A9B6\"A98F | Amérika | ‘America’\n. | \"A994\"A9BD\"A9A7\"A9B8\"A9A0\"A9C0 | ngrebut | ‘to grab’\n. | \"A9B2\"A9B6\"A9A7\"A9B8\"A9BA \"A98F\"A9B4\"A9A0 | ibukota | ‘capital’\n. |\n[VISUAL OMITTED: images/Java-stacked/10.png]\n| Argentina | ‘Argentina’\n. | \"A9B1\"A9BD\"A9BA \"A994\"A9BA \"A994 | srengéngé | ‘sun’\n. |\n[VISUAL OMITTED: images/Java-stacked/12.png]\n| palsu | ‘false’\n. | \"A989\"A989\"A981\"A992\"A9A4\"A9C0 | rerenggan | ‘decoration’\n. | \"A9B2\"A981\"A9B1\"A9AD\"A9C0 | angsal | ‘to acquire’\n. | \"A9B2 \"A9B6 \"A981 \"A992\"A9B6\"A983 | inggih | ‘yes’\n. | \"A98F\"A9BC\"A989\"A9A5\"A9C0 | [blank] | ‘often’\n. |\n[VISUAL OMITTED: images/Java-stacked/17.png]\n| [blank] | ‘letter, script’\n. |\n[VISUAL OMITTED: images/Java-stacked/18.png]\n| [blank] | ‘to unload’\n. |\n[VISUAL OMITTED: images/Java-stacked/19.png]\n| [blank] | ‘to examine’\n. | \"A9A9\"A9B8\"A9AB\"A9B8\"A994\"A9BA \"A98F | [blank] | ‘to cancel’\n. | [blank] | nyolong | ‘to steal’\n. | [blank] | sepalih | ‘half’\n. | [blank] | trengginas | ‘lively’\n. | [blank] | Antartika | ‘Antarctica’\n. | [blank] | Istanbul | ‘Istanbul’\n\nny and ng are consonants; é is a vowel.\n- Fill in the blanks."}
{"id":"book_02_11","context":"Here are some Thai words written in the Thai script and their Latin transcriptions (together with their English translations) given in random order:\n\n- หวาย\n\n- ท่าน\n\n- วาย\n\n- ว่าย\n\n- กาย\n\n- ทัน\n\n- กาว\n\n- ถาด\n\n- ถาก\n\n- วัย\n\n- หลาว\n\n- ทาน\n\n- หลัง\n\n- ลาว\n\n-\n\nA. | tʰà:k | ‘to clear (a field)’ | H. | ka:w | ‘glue’\n\nB. | vâ:y | ‘to swim’ | I. | la:w | ‘Laotian’\n\nC. | lǎ:w | ‘javelin’ | J. | tʰâ:n | ‘you (formal)’\n\nD. | va:y | ‘to end’ | K. | tʰa:n | ‘charity’\n\nE. | vǎ:y | ‘rattan’ | L. | vay | ‘age’\n\nF. | tʰan | ‘to have time’ | M. | tʰà:t | ‘tray’\n\nG. | lǎŋ | ‘back’ | N. | ka:y | ‘body’\n\nA colon (:) after a vowel indicates length. The marks above vowels denote tones. This problem features four tones: medium (a), rising (ǎ), falling (â), low (à).\n\ntʰ and ŋ are consonants.","query":"- Determine the correct correspondences.\n\n- Write in Thai:\n\n15. | vǎ:n | ‘sweet’ | 17. | tʰàk | ‘to knit’\n\n16. | ya:ŋ | ‘rubber’ | 18. | vâ:w | ‘kite’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"2.11. Thai\n\n-\n\n- E\n\n- J\n\n- D\n\n- B\n\n- N\n\n- F\n\n- H\n\n- M\n\n- A\n\n- L\n\n- C\n\n- K\n\n- G\n\n- I\n\n-\n\n- หวาน\n\n- ยาง\n\n- ถัก\n\n- ว่าว\n\nRules:\n\n- Writing direction from left to right.\n\n- The character ว represents two consonants: v, if in the beginning of the word; and w, if at the end of the word.\n\n- The sound th corresponds to two Thai characters: ท and ถ. The latter is used to mark the low tone.\n\n- Vowels: a = \"25CC\"0E31 (placed on the first consonant), a: = า\n\n- Tone:\n\n- Medium – default tone (unmarked);\n\n- Rising – ห placed at the beginning of the word;\n\n- Falling – \"25CC\"0E48 placed on the first consonant;\n\n- Low – appears only in words starting with tʰ. In this case, the tone is marked by using the character ถ to mark the consonant tʰ (rather than ท).","source":"langsci_420","problem_group_id":"langsci420:2.11","chapter":2,"chapter_title":"Writing systems","section":12,"section_title":"Practice problems","topic":"writing systems and script decipherment","language":"Thai","author":"Sergey Dmitrenko","competition":"MSK","year":2001,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c02_s01_p01","book_method_c02_s02_p01","book_method_c02_s03_p01","book_method_c02_s04_p01","book_method_c02_s05_p01","book_method_c02_s06_p01","book_method_c02_s07_p01","book_method_c02_s08_p01","book_method_c02_s09_p01","book_method_c02_s10_p01","book_method_c02_s11_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/02-WritingSystems.tex","source_line_start":1043,"source_line_end":1095,"solution_line_start":1450,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Writing systems\nPractice problems\nwriting systems and script decipherment\nThis practice problem belongs to the book's Writing systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Thai words written in the Thai script and their Latin transcriptions (together with their English translations) given in random order:\n\n- หวาย\n\n- ท่าน\n\n- วาย\n\n- ว่าย\n\n- กาย\n\n- ทัน\n\n- กาว\n\n- ถาด\n\n- ถาก\n\n- วัย\n\n- หลาว\n\n- ทาน\n\n- หลัง\n\n- ลาว\n\n-\n\nA. | tʰà:k | ‘to clear (a field)’ | H. | ka:w | ‘glue’\n\nB. | vâ:y | ‘to swim’ | I. | la:w | ‘Laotian’\n\nC. | lǎ:w | ‘javelin’ | J. | tʰâ:n | ‘you (formal)’\n\nD. | va:y | ‘to end’ | K. | tʰa:n | ‘charity’\n\nE. | vǎ:y | ‘rattan’ | L. | vay | ‘age’\n\nF. | tʰan | ‘to have time’ | M. | tʰà:t | ‘tray’\n\nG. | lǎŋ | ‘back’ | N. | ka:y | ‘body’\n\nA colon (:) after a vowel indicates length. The marks above vowels denote tones. This problem features four tones: medium (a), rising (ǎ), falling (â), low (à).\n\ntʰ and ŋ are consonants.\n- Determine the correct correspondences.\n\n- Write in Thai:\n\n15. | vǎ:n | ‘sweet’ | 17. | tʰàk | ‘to knit’\n\n16. | ya:ŋ | ‘rubber’ | 18. | vâ:w | ‘kite’"}
{"id":"book_03_01","context":"Here are 25 half-lines of Somali poetry written in a metre known as masafo:\n\n- ogaadeen ha ii dirin\n\n- duul haad amxaaraa\n\n- kaa dooni maayee\n\n- amba waa ku daba geli\n\n- dakanka iyo qaankee\n\n- anaa been dabaadee\n\n- galbeed uga dareershaan\n\n- dalkaad adigu joogtiyo\n\n- dar alliyo heshiis iyo\n\n- mase waa dayoobeen\n\n- dacalkaaga kuma shuban\n\n- miyaan duudsiyaayaa\n\n- doodaye maxaad oran\n\n- daliilkii ku siiyaye\n\n- miyaad iigu duurxuli\n\n- dorraad adigu kama dhigin\n\n- ma deldelin raggoodii\n\n- deelqaadkan aad tiri\n\n- diigaanyo ciidana\n\n- wax ma kala dillaallaa\n\n- duunyada ka qaadoo\n\n- diinkiyo dugaaggiyo\n\n- dildillaaca waaberi\n\n- dibnahaaga kama qiran\n\n- hobyo wixii ka soo degey\n\n- [blank]\n\nTo help you understand the structure of masafo, here are ten half-lines which were constructed from genuine masafo half-lines by random rearrangement of words within the half-line. Some of them might conform to the rule of versification, but the majority do not:\n\n- u anigaa lehe diin\n\n- waad nimankaad ma diidi\n\n- qoran daftarkaaga kuma\n\n- fuushaan kaama dusha\n\n- helo dabacayuun kulaan\n\n- kuu miyuu tari wax dafir\n\n- kuu daalasaayee nin\n\n- shareecada dikrigiyo\n\n- dumarkii furayaan ma\n\n- ogaadee diyaar kuu","query":"- Describe the structure of a masafo half-line.\n\n- Here are ten more masafo half-lines. Five of them are genuine, and five of them have been obtained by random rearrangement. Which is which?\n\n- war ismaaciil daarood\n\n- dir miyaad wadaagtaan\n\n- labadaad ka duudiye\n\n- ka jannadaad daahiye\n\n- adiga iyo deriskaa\n\n- digaxaarka mariyoo\n\n- ciid iyo doolo diraac\n\n- nooma keeneen darka\n\n- kala deyaayaa miyaan\n\n- wuxuun kaa danqaabaan","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"Firstly, we notice that there is no footnote about any of the sounds, so we can consider that there are no diphthongs and that two consecutive identical vowels (aa, ii, etc.) most likely denote a long vowel.\n\nNext, we need to syllabify the structures. We can do that using the rules above (VV V.V, VCV V.CV, VCCV VC.CV). We use a dash to mark those places where the word boundary could make a difference for the syllabification (for example, if we want to syllabify the phrase come inside [kʌm ɪnsaɪd], if we are to take into account the word boundary, we would get [kʌm ɪn.saɪd]. However, if the word boundary is ignored, which happens quite often in rapid speech, we would get [kʌ.mɪn.saɪd]).\n\nThe verses become:\n\n- o.gaa.deen.ha.ii.di.rin\n\n- duul.haad-am.xaa.raa\n\n- kaa.doo.ni.maa.yee\n\n- am.ba.waa.ku.da.ba.ge.li\n\n- da.kan.ka.i.yo.qaan.kee\n\n- a.naa.been.da.baa.dee\n\n- gal.beed-u.ga.da.reer.shaan\n\n- dal.kaad-a.di.gu.joog.ti.yo\n\n- dar-al.li.yo.hes.hii.s-i.yo\n\n- ma.se.waa.da.yoo.been\n\n- da.cal.kaa.ga.ku.ma-shu.ban\n\n- mi.yaan.duud.si.yaa.yaa\n\n- doo.da.ye.ma.xaad-o.ran\n\n- da.liil.kii.ku.sii.ya.ye\n\n- mi.yaad-ii.gu.duur.xu.li\n\n- dor.raad-a.di.gu.ka.ma-dhi.gin\n\n- ma.del.de.lin.rag.goo.dii\n\n- deel.qaad.kan-aad.ti.ri\n\n- dii.gaan.yo.cii.da.na\n\n- wax.ma.ka.la.dil.laal.laa\n\n- duun.ya.da.ka.qaa.doo\n\n- diin.ki.yo.du.gaag.gi.yo\n\n- dil.dil.laa.ca.waa.be.ri\n\n- dib.na.haa.ga.ka.ma.qi.ran\n\n- hob.yo.wi.xii.ka.soo.de.gey\n\n- [blank]\n\nIn the second verse, haad-am means that there is a word boundary between haad and am. If we ignore it, the syllables become haa.dam.\n\nIn order to simplify the problem, we can replace each syllable with the following notations (based on the syllable typology described above):\n\n- = syllable with short vowel and no coda = (C)V\n\n- = syllable with long vowel and no coda = (C)VV\n\n- = syllable with short vowel and coda = (C)VC\n\n- = syllable with long vowel and coda = (C)VVC\n\nThe corpus becomes:\n\n- 1.2.4.1.2.1.3\n\n- 4.haad-am.2.2\n\n- 2.2.1.2.2\n\n- 3.1.2.1.1.1.1.1\n\n- 1.3.1.1.1.4.2\n\n- 1.2.4.1.2.2\n\n- 3.beed-u.1.1.4.4\n\n- 3.kaad-a.1.1.4.1.1\n\n- dar-al.1.1.3.hiis-i.1\n\n- 1.1.2.1.2.4\n\n- 1.3.2.1.1.ma-shu.3\n\n- 1.4.4.1.2.2\n\n- 2.1.1.1.xaad-o.3\n- 1.4.2.1.2.1.1\n\n- 1.yaad-ii.1.4.1.1\n\n- 3.raad-a.1.1.1.ma-dhi.3\n\n- 1.3.1.3.3.2.2\n\n- 4.4.kan-aad.1.1\n\n- 2.4.1.2.1.1\n\n- 3.1.1.1.3.4.2\n\n- 4.1.1.1.2.2\n\n- 4.1.1.1.4.1.1\n\n- 3.3.2.1.2.1.1\n\n- 3.1.2.1.1.1.1.3\n\n- 3.1.1.2.1.2.1.3\n\nIt's time to analyse how the word boundary affects the syllable type. Let us take, for example, the structure haad-am from half-line 2.\n\n- if we take into account the word boundary, we get: haad am haad.am (4.3)\n\n- otherwise, we get: haadam haa.dam (2.3)\n\nTherefore, we notice that the only difference a word boundary makes is that a coda becomes the onset of the following syllable, so the first syllable can change from type 1 to 3 or from type 2 to 4. The second syllable, on the other hand, is not affected in any way, because it can only receive (or lose) an onset, which, as mentioned above, is irrelevant for syllable type. If we mark the syllable before the word boundary with (2/4) or (1/3), meaning that it can be either type 2 or 4 (or 1 or 3, respectively), depending on whether we take into account the word boundary, and knowing that the following syllable does not change its type, we get:\n\n- 1.2.4.1.2.1.3\n\n- 4.(2/4).3.2.2\n\n- 2.2.1.2.2\n\n- 3.1.2.1.1.1.1.1\n\n- 1.3.1.1.1.4.2\n\n- 1.2.4.1.2.2\n\n- 3.(2/4).1.1.1.4.4\n\n- 3.(2/4).1.1.1.4.1.1\n\n- (1/3).3.1.1.3.(2/4).1.1\n\n- 1.1.2.1.2.4\n\n- 1.3.2.1.1.(1/3)/1.3\n\n- 1.4.4.1.2.2\n\n- 2.1.1.1.(2/4).1.3\n\n- 1.4.2.1.2.1.1\n\n- 1.(2/4).2.1.4.1.1\n\n- 3.(2/4).1.1.1.1.(1/3).1.3\n\n- 1.3.1.3.3.2.2\n\n- 4.4.(1/3).4.1.1\n\n- 2.4.1.2.1.1\n\n- 3.1.1.1.3.4.2\n\n- 4.1.1.1.2.2\n\n- 4.1.1.1.4.1.1\n\n- 3.3.2.1.2.1.1\n\n- 3.1.2.1.1.1.1.3\n\n- 3.1.1.2.1.2.1.3\n\n- [blank]\n\nNext, we notice that the number of syllables in each half-line varies between five and nine. Now recall that some versification systems make it possible to treat heavy syllables and two or more light syllables as equivalent. Nevertheless, we still need to uncover how the light and heavy syllables are defined (either light = 1, 3 and heavy = 2, 4; or light = 1, 2 and heavy = 3, 4). In order to do that, we look at the shortest (five-syllable) half-lines:\n\n2.2.1.2.2 4.(2/4).3.2.2\n\nSince they are the shortest, we expect that they have the same structure (since there is more scope in longer verses for light syllable sequences). We can see that type 2 heavy syllables ((C)VV) occur in the same positions in the verse as type 4 syllables ((C)VVC), whilst the type 1 light syllable ((C)V) matches a type 3 syllable ((C)VC). Therefore, we deduce that this metre features a distinction based on vowel length: light syllables are those which have a short vowel, while heavy syllables are those which have a long vowel; the presence of a coda does not make a syllable heavy. We can now rewrite all the half-lines as a sequence of light and heavy syllables, replacing 1 and 3 by L and 2 and 4 by H. We obtain the following:\n\n- L.H.H.L.H.L.L\n\n- H.H.L.H.H\n\n- H.H.L.H.H\n\n- L.L.H.L.L.L.L.L\n\n- L.L.L.L.L.H.H\n\n- L.H.H.L.H.H\n\n- L.H.L.L.L.H.H\n\n- L.H.L.L.L.H.L.L\n\n- L.L.L.L.L.H.L.L\n\n- L.L.H.L.H.H\n\n- L.L.H.L.L.L.L.L\n\n- L.H.H.L.H.H\n\n- H.L.L.L.H.L.L\n\n- L.H.H.L.H.L.L\n\n- L.H.H.L.H.L.L\n\n- L.H.L.L.L.L.L.L.L\n\n- L.L.L.L.L.H.H\n\n- H.H.L.H.L.L\n\n- H.H.L.H.L.L\n\n- L.L.L.L.L.H.H\n\n- H.L.L.L.H.H\n\n- H.L.L.L.H.L.L\n\n- L.L.H.L.H.L.L\n\n- L.L.H.L.L.L.L.L\n\n- L.L.L.H.L.H.L.L\n\n- [blank]\n\nNote that the question regarding word boundary has turned out to be irrelevant: whether we count the ambiguous consonant as a coda or not does not influence the weight of the preceding syllable.\n\nNext, we can group the half-lines based on their number of syllables:\n\n5 syllables | 6 syllables | 7 syllables | 8 syllables\nH.H.L.H.H | L.H.H.L.H.H | L.H.H.L.H.L.L | L.L.H.L.L.L.L.L\nH.H.L.H.H | L.L.H.L.H.H | L.L.L.L.L.H.H | L.H.L.L.L.H.L.L\n| L.H.H.L.H.H | L.H.L.L.L.H.H | L.L.L.L.L.H.L.L\n| H.H.L.H.L.L | H.L.L.L.H.L.L | L.L.H.L.L.L.L.L\n| H.H.L.H.L.L | L.H.H.L.H.L.L | L.L.H.L.L.L.L.L\n| H.L.L.L.H.H | L.H.H.L.H.L.L | L.L.L.H.L.H.L.L\n| | L.L.L.L.L.H.H |\n| | L.L.L.L.L.H.H |\n| | H.L.L.L.H.L.L |\n| | L.L.H.L.H.L.L |\n\nOnly one five-syllable half-line (H.H.L.H.H) seems to be possible. So, based on the above, we expect that the six-syllable half-lines can be formed by replacing one heavy syllable (H) with two light syllables (LL). Indeed, this is how most of the six-syllable half-lines can be derived. Nevertheless, two half-lines do not follow this pattern: instead, they have the structure (L.H.H.L.H.H), which is identical to that of the five-syllable half-line, but with an additional light syllable at the beginning.\n\nStarting from the five-syllable half-line and replacing any of the heavy syllables with two light syllables (H LL), we obtain the following possible combinations:\n\n5 syllables | 6 syllables | 7 syllables | 8 syllables\nH.H.L.H.H | L.L.H.L.H.H | L.L.L.L.L.H.H | L.L.L.L.L.L.L.H\n| H.L.L.L.H.H | L.L.H.L.L.L.H | L.L.L.L.L.H.L.L\n| H.H.L.L.L.H | L.L.H.L.H.L.L | L.L.H.L.L.L.L.L\n| H.H.L.H.L.L | H.L.L.L.L.L.H | H.L.L.L.L.L.L.L\n| | H.L.L.L.H.L.L |\n| | H.H.L.L.L.L.L |\n\nComparing our data with the types shown in the table above, we are left with the following lines still not accounted for by the rule:\n\n6 syllables | 7 syllables | 8 syllables\nL.H.H.L.H.H | L.H.H.L.H.L.L | L.L.L.H.L.H.L.L\nL.H.H.L.H.H | L.H.L.L.L.H.H | L.H.L.L.L.H.L.L\n| L.H.H.L.H.L.L |\n| L.H.H.L.H.L.L |\n\nAs previously, all the remaining six-syllable half-lines in masafo have the structure L.H.H.L.H.H, equivalent to a five-syllable half-line with an extra light syllable in the beginning. Furthermore, all the remaining seven- and eight-syllable half-lines are also formed by replacing one or two heavy syllables in this type of six-syllable structure with light syllables (H LL).\n\nThe only half-line we have not analysed so far is the nine-syllable one, which has the structure L.H.L.L.L.L.L.L.L. We notice that this one is also derived from the same six-syllable half-line:\n\nL.H.L.L.L.L.L.L.L L.H.(L.L).L.(L.L).(L.L) L.H.H.L.H.H.\n\nWe can therefore deduce that all half-lines in the masafo metre derive from either H.H.L.H.H or L.H.H.L.H.H. This can also be written as (L).H.H.L.H.H, in which any of the heavy syllables (H) can be replaced by two light syllables (LL).\n\nOf course, there are other approaches which yield the same result. For example, we can notice that most half-lines end in two heavy syllables; where this is not the case, we always have a heavy syllable followed either by two light syllables or just by four light syllables. We discover that all half-lines end with H.H (where each H can be replaced by L.L). Excluding these syllables, we are left with:\n\n5 syllables | 6 syllables | 7 syllables | 8 syllables | 9 syllables\nH.H.L | L.H.H.L | L.H.H.L | L.L.H.L | L.H.L.L.L\nH.H.L | L.L.H.L | L.L.L.L.L | L.H.L.L.L |\n| L.H.H.L | L.H.L.L.L | L.L.L.L.L |\n| H.H.L | H.L.L.L | L.L.H.L |\n| H.H.L | L.H.H.L | L.L.H.L |\n| H.L.L.L | L.H.H.L | L.L.L.H.L |\n| | L.L.L.L.L | |\n| | L.L.L.L.L | |\n| | H.L.L.L | |\n| | L.L.H.L | |\n\nNext, we notice that all half-lines end in a light syllable. Excluding this syllable as well, we get the following table. Note that we removed all duplicate structures (i.e., if, for example, all five-syllable verses remained with the structure H.H, we only included it once in the table:\n\n5 syllables | 6 syllables | 7 syllables | 8 syllables | 9 syllables\nH.H | L.H.H | L.H.H | L.L.H | L.H.L.L\n| L.L.H | L.L.L.L | L.H.L.L |\n| H.H | L.H.L.L | L.L.L.L |\n| H.L.L | H.L.L | L.L.L.H |\n| | L.L.H | |\n\nRepeating the same thought process we notice, again, that most half-lines end in two heavy syllables or their equivalent (that is, L.L.L.L or H.L.L or L.L.H). If we also exclude these, we get:\n\n6 syllables | 7 syllables | 8 syllables | 9 syllables\nL | L | L | L\n\nNow we are left (only in some half-lines) with a light syllable in the beginning; we infer that this syllable is optional.\n\nBoth approaches yielded the same result: the structure of a masafo half-line is (L).H.H.L.H.H, where H can be replaced by L.L; H represents a heavy syllable (with a long vowel), while L represents a light syllable (with a short vowel).\n\nIn order to solve task (b), we need to follow the same algorithm: syllabification and marking the syllables as L or H. We get:\n\n- L.L.H.H.H.H\n\n- L.L.H.L.H.H\n\n- L.L.H.L.H.L.L\n\n- L.L.L.H.H.L.L\n\n- L.L.L.L.L.L.L.H\n\n- L.L.H.L.L.L.H\n\n- H.L.L.H.L.L.H\n\n- H.L.H.H.L.L\n\n- L.L.L.H.H.L.H\n\n- L.H.H.L.H.H\n\nWe already know that each half-line needs to end in two heavy syllables (or the equivalent with light syllables), and this needs to be preceded by a light syllable (L.H.H /L.L.L.H/L.H.L.L/ L.L.L.L.L), so we can easily figure out that the half-lines 36, 39, 42, 43, and 44 are not genuine. Since we are told that exactly five of them are not genuine, we know for sure that the rest are genuine.","source":"langsci_420","problem_group_id":"langsci420:3.1","chapter":3,"chapter_title":"Phonetics","section":4,"section_title":"Versification","topic":"phonetics, stress, tone, and versification","language":"Somali","author":"Alexander Piperski","competition":"IOL","year":2015,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s04_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Versification” in the Phonetics chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":382,"source_line_end":451,"solution_line_start":453,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nVersification\nphonetics, stress, tone, and versification\nThe author places this worked example under “Versification” in the Phonetics chapter, so it illustrates that method or topic.\nHere are 25 half-lines of Somali poetry written in a metre known as masafo:\n\n- ogaadeen ha ii dirin\n\n- duul haad amxaaraa\n\n- kaa dooni maayee\n\n- amba waa ku daba geli\n\n- dakanka iyo qaankee\n\n- anaa been dabaadee\n\n- galbeed uga dareershaan\n\n- dalkaad adigu joogtiyo\n\n- dar alliyo heshiis iyo\n\n- mase waa dayoobeen\n\n- dacalkaaga kuma shuban\n\n- miyaan duudsiyaayaa\n\n- doodaye maxaad oran\n\n- daliilkii ku siiyaye\n\n- miyaad iigu duurxuli\n\n- dorraad adigu kama dhigin\n\n- ma deldelin raggoodii\n\n- deelqaadkan aad tiri\n\n- diigaanyo ciidana\n\n- wax ma kala dillaallaa\n\n- duunyada ka qaadoo\n\n- diinkiyo dugaaggiyo\n\n- dildillaaca waaberi\n\n- dibnahaaga kama qiran\n\n- hobyo wixii ka soo degey\n\n- [blank]\n\nTo help you understand the structure of masafo, here are ten half-lines which were constructed from genuine masafo half-lines by random rearrangement of words within the half-line. Some of them might conform to the rule of versification, but the majority do not:\n\n- u anigaa lehe diin\n\n- waad nimankaad ma diidi\n\n- qoran daftarkaaga kuma\n\n- fuushaan kaama dusha\n\n- helo dabacayuun kulaan\n\n- kuu miyuu tari wax dafir\n\n- kuu daalasaayee nin\n\n- shareecada dikrigiyo\n\n- dumarkii furayaan ma\n\n- ogaadee diyaar kuu\n- Describe the structure of a masafo half-line.\n\n- Here are ten more masafo half-lines. Five of them are genuine, and five of them have been obtained by random rearrangement. Which is which?\n\n- war ismaaciil daarood\n\n- dir miyaad wadaagtaan\n\n- labadaad ka duudiye\n\n- ka jannadaad daahiye\n\n- adiga iyo deriskaa\n\n- digaxaarka mariyoo\n\n- ciid iyo doolo diraac\n\n- nooma keeneen darka\n\n- kala deyaayaa miyaan\n\n- wuxuun kaa danqaabaan"}
{"id":"book_03_02","context":"Given below are some words in Sarangani Manobo. In each word, the location of the stress is marked with ˈ at the beginning of the stressed syllable:\n\nˈbaso, deˈitek, meneˈnoo, beˈgas, leˈkat, ˈotaw, eteˈbay, bineleˈsan, ˈdeget, ˈbenget, miˈneles, ˈikan, ˈdoen","query":"- Mark the stress in the following words:\n\n- mengabat\n\n- tadon\n\n- migbasa\n\n- belegkong\n\n- iselem\n\n- mola\n\n- benal\n\n- medaet\n\n- Given a new word in Sarangani Manobo, how would you identify the syllables in the word? Once you have identified the syllables, how would you determine which syllable is stressed?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"Syllabification has already been discussed above; we can apply the usual rules (VV V.V, VCV V.CV, VCCV VC.CV).\n\nThe first step is to notice where the stress is usually placed. We know it is most likely placed in a window either at the beginning or at the end of the word. Looking at the word bineleˈsan, we infer that, most likely, the stress window is at the end of the word; if it were in the beginning, it would be four syllables long, which is unlikely. Assuming the stress window is at the end of the word, we notice that the stress can only fall on the last or penultimate syllable.\n\nThe next step is splitting the words into two groups, based on the stress position:\n\nPenultimate syllable | Final syllable\nˈba.so | bi.ne.le.ˈsan\nˈde.get | e.te.ˈbay\nˈben.get | le.ˈkat\nmi.ˈne.les | be.ˈgas\nˈi.kan | me.ne.ˈnoo\nˈdo.en |\nˈo.taw |\nde.ˈi.tek |\n\nSince most of the words have the stress placed on the penultimate syllable, we can assume that this is the default position and, in some cases, the stress shifts to the last syllable. The first hypothesis is that the stress moves to the last syllable if it contains a long vowel (me.ne.ˈnoo), but this is the only word that contains a long vowel: such a rule is unlikely to help us with the task. Another idea to consider is that all words in which the stress is on the last syllable end in a closed syllable (with a coda) and furthermore in all these cases the penultimate syllable is open (lacks a coda). Therefore, we could hypothesise that the stress falls, in general, on the penultimate syllable, and moves to the last syllable if the latter is closed whilst the penultimate syllable is open. This hypothesis is also quickly rejected since we have words such as de.ˈi.tek and ˈo.taw in which the penultimate syllable is open and the last syllable is closed, but the stress still falls on the penultimate syllable.\n\nTherefore, vowel length and syllable type seem to not play an important role in stress placement. Looking at the type of vowel, we notice that all words in which the stress falls on the last syllable contain the vowels a or o. Perhaps stress prefers a syllable that contains these two vowels? However, this also proves to be wrong since we have words such as ˈi.kan.\n\nUp until now, we have tried finding a reason for stress to move to the last syllable rather than the penultimate (that is, stress is attracted to the final syllable by virtue of some property of that syllable, such as a long vowel, coda, or the vowels a or o). Perhaps, instead, it is the opposite: could stress actually be repulsed from the penultimate syllable to the last one in some contexts? We can observe that in all words with stress on the last syllable, the penultimate syllable contains the vowel e. Therefore, we need to consider the hypothesis that stress prefers to be on a syllable that does not contain the vowel e.\n\nWe can try and classify the words based on the presence of the vowel e in the last or penultimate syllable:\n\n| Penultimate syll.\n(lr)2-3\nLast syll. | V=e | Ve\nV=e | ˈdeget | deˈitek\n| ˈbenget | ˈdoen\n| miˈneles |\nVe | meneˈnoo | ˈbaso\n| beˈgas | ˈotaw\n| leˈkat | ˈikan\n| eteˈbay |\n| bineleˈsan |\n\nWe notice that if only one of the last two syllables contains the vowel e, stress is placed on the other syllable. If both syllables contain the vowel e, stress falls on the penultimate syllable; the same happens if none of them contains the vowel e. Alternatively, we can describe the situation thus: stress falls on the last syllable only if it does not contain the vowel e and the penultimate syllable does. An even simpler way of formulating the rule is that stress is placed on the penultimate syllable, but is repulsed to a final syllable by the vowel e. Therefore:\n\n- if none of the vowels is e, the stress remains in the default position, the penultimate syllable;\n\n- if the last vowel is e, the stress stays in the default position, on the penultimate syllable;\n\n- if the penultimate vowel is e, the stress is forced to move to the last syllable. We have two cases:\n\n- if the last vowel is not e, the stress will favour this position and will remain on the last syllable;\n\n- if the last vowel is also e, the stress cannot fall on it either, so it will stay on the penultimate syllable since this is the default position.\n\nFinally, if we return to the only example featuring a long vowel, me.ne.ˈnoo, we notice that there is an alternative explanation: oo is not a long vowel, but rather two short, independent vowels and the syllabification of the word is, in fact, me.ne.ˈno.o. Either way, the stress rule is followed. Since there is only one example of a double vowel and there is no footnote explaining its role, we can simply assume that there are two short vowels.\n\nThus, we can solve the two tasks:\n\n-\n\n- men.ˈga.bat\n\n- mig.ˈba.sa\n\n- i.ˈse.lem\n\n- be.ˈnal\n\n- ˈta.don\n\n- be.leg.ˈkong\n\n- ˈmo.la\n\n- me.ˈda.et\n\n- For syllabification, we use the rules:\n\n- VV V.VVCV V.CVVCCV VC.CV\n\n- Stress falls on the penultimate syllable. If it contains the vowel e (and the last syllable does not), stress will move to the last syllable.","source":"langsci_420","problem_group_id":"langsci420:3.2","chapter":3,"chapter_title":"Phonetics","section":5,"section_title":"Stress","topic":"phonetics, stress, tone, and versification","language":"Manobo","author":"Saujas Vaduguru","competition":"PLO","year":2020,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s05_p01","book_method_c03_s05_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Stress” in the Phonetics chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":775,"source_line_end":800,"solution_line_start":802,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nStress\nphonetics, stress, tone, and versification\nThe author places this worked example under “Stress” in the Phonetics chapter, so it illustrates that method or topic.\nGiven below are some words in Sarangani Manobo. In each word, the location of the stress is marked with ˈ at the beginning of the stressed syllable:\n\nˈbaso, deˈitek, meneˈnoo, beˈgas, leˈkat, ˈotaw, eteˈbay, bineleˈsan, ˈdeget, ˈbenget, miˈneles, ˈikan, ˈdoen\n- Mark the stress in the following words:\n\n- mengabat\n\n- tadon\n\n- migbasa\n\n- belegkong\n\n- iselem\n\n- mola\n\n- benal\n\n- medaet\n\n- Given a new word in Sarangani Manobo, how would you identify the syllables in the word? Once you have identified the syllables, how would you determine which syllable is stressed?"}
{"id":"book_03_03","context":"The Kakawin poems of Old Javanese were long narrative tales made up of four-line stanzas. In the tradition of early Sanskrit poetry, each line was made up of a precise pattern of heavy and light syllables. The first section of the 11th-century CE Kakawin poem Arjunawiwāha (‘The Marriage of Arjuna’) consisted of lines which followed the śārdūlawikrīdita metre. In this metre, all lines have the same pattern: each consists of 19 syllables in an exact pattern of heavy and light syllables, except for the last syllable which can be either heavy or light. The first three syllables of a śārdūlawikrīdita line are all heavy.\n\nBelow are two stanzas from the opening section of the Arjunawiwāha:\n\n- lakṣmī niŋ suraloka sampun ayaśâŋrĕñcĕm tapa mwaŋ brata\n\n- akweh saŋ pinilih pituŋ siki tikāŋ antuk niŋ okir mulat\n\n- rwêkāŋ ādi Tilottamā pamĕkas iŋ kocap lawan Suprabā\n\n- tapwan marma tuhun lĕhĕŋ lĕhĕŋa saŋkê rūpa saŋ hyaŋ Ratih\n\n-\n\n- tambenyân liniŋir kĕtêkin inamĕr deniŋ watĕk dewata\n\n- sampūrna pwa ya mapradakṣina ta yâmūjâmidĕr pintiga\n\n- hyaŋ Brahmā dumadak caturmuka batārêndrâmahâkweh mata\n\n- eraŋ miŋgĕka kociwâmbĕk ira yan kālanyan uŋgw iŋ wuri\n\nā, â, ê, ĕ, ī, ū are vowels. ŋ, ñ, ṣ, y are consonants. You should assume that long vowels ā, ī, ū (and possibly others) occur only in heavy syllables.","query":"- Here are four more lines from the first section of the Arjunawiwāha (in the śārdūlawikrīdita metre), with their component parts (labelled A–D) in random order:\n=-5pt\n\n-\n\n-\n\n- yêkā rakwa\n\n- kapwa tâmurṣita\n\n- Indra sĕdĕŋ amwit\n\n- kinon hyaŋ\n\n-\n\n-\n\n- daśagunan\n\n- tan sora\n\n- pwa tĕkap nikā\n\n- rūpanya dentânaku\n\n-\n\n-\n\n- widyādarī mūr tĕhĕr\n\n- sinambahakĕn iŋ\n\n- liŋ hyaŋ\n\n- Śakra nahan\n\n-\n\n-\n\n- lokika\n\n- tan sangkêŋ\n\n- lwir saŋgrahêŋ\n\n- wiṣaya prayojñananira\n\n- For each verse, place the parts A-D in the right order to obtain the original verse.\n\n- Below are given four more words which appear in different lines from the first section of the Arjunawiwāha:\n\n- paramārthapandita\n\n- ametmetâśrayā\n\n- santosâhĕlĕtan\n\n- candanâpāyunan\n\n- For each of them, write the number (from 1 to 19) of the syllable in their respective lines of which these words begin (e.g., 1 if the word is at the start of the line, 3 if the word's first syllable is the third in the line).","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.3. Old Javanese\n\n-\n\n- yêkā rakwa kinon hyaŋ Indra sĕdĕŋ amwit kapwa tâmurṣita\n\n- tan sora pwa tĕkap nikā daśagunan rūpanya dentânaku\n\n- liŋ hyaŋ Śakra nahan sinambahakĕn iŋ widyādarī mūr tĕhĕr\n\n- tan sangkêŋ wiṣaya prayojñananira lwir saŋgrahêŋ lokika\n\n-\n\n- paramārthapandita 4th syllable\n\n- ametmetâśrayā 11th syllable\n\n- santosâhĕlĕtan 1st syllable\n\n- candanâpāyunan 14th syllable\n\nRules:\n\nThe structure of the line is as follows:\n\nH.H.H.L.L. H.L.H.L.L. L.H.H.H.L. H.H.L.(H/L)\n\nHeavy syllables are those which contain one of the vowels â, ê, e, o, ā, ī, ū, or those that have a coda. Syllabification does not respect word boundaries.","source":"langsci_420","problem_group_id":"langsci420:3.3","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Old Javanese","author":"Michael Salter","competition":"UKLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":906,"source_line_end":984,"solution_line_start":1236,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nThe Kakawin poems of Old Javanese were long narrative tales made up of four-line stanzas. In the tradition of early Sanskrit poetry, each line was made up of a precise pattern of heavy and light syllables. The first section of the 11th-century CE Kakawin poem Arjunawiwāha (‘The Marriage of Arjuna’) consisted of lines which followed the śārdūlawikrīdita metre. In this metre, all lines have the same pattern: each consists of 19 syllables in an exact pattern of heavy and light syllables, except for the last syllable which can be either heavy or light. The first three syllables of a śārdūlawikrīdita line are all heavy.\n\nBelow are two stanzas from the opening section of the Arjunawiwāha:\n\n- lakṣmī niŋ suraloka sampun ayaśâŋrĕñcĕm tapa mwaŋ brata\n\n- akweh saŋ pinilih pituŋ siki tikāŋ antuk niŋ okir mulat\n\n- rwêkāŋ ādi Tilottamā pamĕkas iŋ kocap lawan Suprabā\n\n- tapwan marma tuhun lĕhĕŋ lĕhĕŋa saŋkê rūpa saŋ hyaŋ Ratih\n\n-\n\n- tambenyân liniŋir kĕtêkin inamĕr deniŋ watĕk dewata\n\n- sampūrna pwa ya mapradakṣina ta yâmūjâmidĕr pintiga\n\n- hyaŋ Brahmā dumadak caturmuka batārêndrâmahâkweh mata\n\n- eraŋ miŋgĕka kociwâmbĕk ira yan kālanyan uŋgw iŋ wuri\n\nā, â, ê, ĕ, ī, ū are vowels. ŋ, ñ, ṣ, y are consonants. You should assume that long vowels ā, ī, ū (and possibly others) occur only in heavy syllables.\n- Here are four more lines from the first section of the Arjunawiwāha (in the śārdūlawikrīdita metre), with their component parts (labelled A–D) in random order:\n=-5pt\n\n-\n\n-\n\n- yêkā rakwa\n\n- kapwa tâmurṣita\n\n- Indra sĕdĕŋ amwit\n\n- kinon hyaŋ\n\n-\n\n-\n\n- daśagunan\n\n- tan sora\n\n- pwa tĕkap nikā\n\n- rūpanya dentânaku\n\n-\n\n-\n\n- widyādarī mūr tĕhĕr\n\n- sinambahakĕn iŋ\n\n- liŋ hyaŋ\n\n- Śakra nahan\n\n-\n\n-\n\n- lokika\n\n- tan sangkêŋ\n\n- lwir saŋgrahêŋ\n\n- wiṣaya prayojñananira\n\n- For each verse, place the parts A-D in the right order to obtain the original verse.\n\n- Below are given four more words which appear in different lines from the first section of the Arjunawiwāha:\n\n- paramārthapandita\n\n- ametmetâśrayā\n\n- santosâhĕlĕtan\n\n- candanâpāyunan\n\n- For each of them, write the number (from 1 to 19) of the syllable in their respective lines of which these words begin (e.g., 1 if the word is at the start of the line, 3 if the word's first syllable is the third in the line)."}
{"id":"book_03_04","context":"Here are some Chuvash words, transcribed in Latin script. The stress is marked by a prime symbol before the respective syllable.\n\naˈvallăh | ‘antiquity’ | malašneˈhi | ‘future’\nasărhaˈnullă | ‘sensitive’ | mĕskĕnˈlen | ‘to respect’\nănsărˈtran | ‘unexpected’ | nušalanˈtar | ‘to make suffer’\nˈăšăn | ‘to warm up’ | ˈpĕlĕtlĕ | ‘cloudy’\nˈvărlăh | ‘seed’ | ˈpitĕrĕnčĕk | ‘closed’\nˈĕmĕrlĕh | ‘for life’ | suˈnarșă | ‘hunter’\njüˈșek | ‘sour, bitter’ | čuˈralăh | ‘slavery’\nkansĕrˈle | ‘to trip’ | čuhănˈlan | ‘to become poor’\nkĕrkunieˈhi | ‘autumn’ |\n\nă and ĕ are extra-short vowels, which are pronounced shorter than the other vowels in the language. ü and y are vowels; ș, š and č are consonants.","query":"- Mark the stress in the following words:\n\nvĕltrentărri | ‘tit (bird)’ | jyvărlăh | ‘difficulty’\nvișmine | ‘overmorrow’ | măkărălčăk | ‘convex’\nilĕrtüllĕ | ‘tempting’ |","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.4. Chuvash\n\n-\nvĕltrentărˈri | ‘tit (bird)’ | ˈjyvărlăh | ‘difficulty’\nvișmiˈne | ‘overmorrow’ | ˈmăkărălčăk | ‘convex’\nilĕrˈtüllĕ | ‘tempting’ |\n\nRules:\n\nThe stress is generally placed on the last syllable. If this contains an extra-short vowel, the stress instead falls on the previous syllable; this is repeated until the syllable does not contain an extra-short vowel. If all vowels are extra-short, the stress is placed on the first syllable.\n\nThis rule can be rephrased as follows: stress falls on the rightmost syllable that does not contain an extra-short vowel. If all vowels are extra-short, it falls on the first syllable.","source":"langsci_420","problem_group_id":"langsci420:3.4","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Chuvash","author":"Artūrs Semeņuks","competition":"LLO","year":2013,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":986,"source_line_end":1016,"solution_line_start":1266,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Chuvash words, transcribed in Latin script. The stress is marked by a prime symbol before the respective syllable.\n\naˈvallăh | ‘antiquity’ | malašneˈhi | ‘future’\nasărhaˈnullă | ‘sensitive’ | mĕskĕnˈlen | ‘to respect’\nănsărˈtran | ‘unexpected’ | nušalanˈtar | ‘to make suffer’\nˈăšăn | ‘to warm up’ | ˈpĕlĕtlĕ | ‘cloudy’\nˈvărlăh | ‘seed’ | ˈpitĕrĕnčĕk | ‘closed’\nˈĕmĕrlĕh | ‘for life’ | suˈnarșă | ‘hunter’\njüˈșek | ‘sour, bitter’ | čuˈralăh | ‘slavery’\nkansĕrˈle | ‘to trip’ | čuhănˈlan | ‘to become poor’\nkĕrkunieˈhi | ‘autumn’ |\n\nă and ĕ are extra-short vowels, which are pronounced shorter than the other vowels in the language. ü and y are vowels; ș, š and č are consonants.\n- Mark the stress in the following words:\n\nvĕltrentărri | ‘tit (bird)’ | jyvărlăh | ‘difficulty’\nvișmine | ‘overmorrow’ | măkărălčăk | ‘convex’\nilĕrtüllĕ | ‘tempting’ |"}
{"id":"book_03_05","context":"In Ancient Greece, poetry was the most celebrated art. There were several poetic forms, each with its own rules of rhythm, metre and rhyme. In order to describe these forms, the Greeks established the art of prosody, regulating the structure of verses. In this problem, you will decipher the structure of some poems of Ancient Europe.\n\nA metrical foot is a sequence of short (S) and long (L) syllables repeated in a verse. A line consists of several feet, as in the following example:\nL-S-X | L-S-X | L-S-X\n\nThe verse above contains nine syllables and three metrical feet. The metrical foot, in this case, is formed by three syllables L-S-X, where X is a syllable that can be either short or long. All the verses of a poem written in this metre will have the same structure. In Ancient Greek, a syllable counts as long if it contains a long vowel or a diphthong, or if it ends in a consonant. Syllabification does not necessarily take into account word boundaries.\n\nBelow are eight verses, transliterated into Latin script, from Oedipus Tyrannus (or Oidipous Tūrannos, in Ancient Greek), Sophocles' tragedy. These are written in the most common metre at that time. The number after the verse represents the verse's number in the original work.\n\nō tekna, Kadmou tou palai neā tropʰē, | (1)\ntinas potʰ' edrās tāsde moi tʰoazdetē | (2)\nʰiktēriois kladoisin eksestemmenoi; | (3)\npolis d' ʰomou men tʰūmiāmatōn gemei, | (4)\nʰomou de paianōn te kai stenagmatōn. | (5)\nēn ʰēmin, ōnaks, Lāïos potʰ' ʰēgemōn | (103)\npoion logon; leg' autʰis, ōs māllon matʰō | (358)\noukʰi ksunēkas prostʰen; ʰē 'kpeirā legōn; | (359)\n\nIn Ancient Greek, ai, oi, ei, au, eu, ou are diphthongs; pʰ, tʰ and kʰ are consonants. ʰ before a vowel shows that it is preceded by a puff of air similar to ‘h’. Treat sequences of a vowel and i as diphthongs, unless the i appears as ï, in which case it forms its own syllable. The apostrophe ' marks a vowel that has been deleted (or elided).\n\nIn Latin, qu is a single consonant pronounced like ‘c’ followed by ‘w’; ph and f are pronounced the same as each other, y is a vowel, ae is a diphthong. u between two vowels behaves like a consonant.\n\nThe mark \"25CC\"304 above a vowel denotes length.","query":"- Describe the syllabification rules and the structure of the metre in Oedipus Tyrannus. How many metrical feet does a verse have?\n\n- The following four verses were written by other important writers of Ancient Greek. Only one of them is written in the same metre as that of Sophocles. Which one is it?\n\n(Aeschylus, Prometheus bound, 543)\ntʰeit' ema gnōmā kratos antipalon Zeus\n\n(Aristophanes, The clouds, 609)\nprōta men kʰairein Atʰēnaioisi kai tois...\n\n(Euripides, Hippolytus, 1054)\nei pōs dunaimēn, ōs son ekʰtʰairō karā.\n\n(Herodas, Mimiamb, 14)\no pēlos akʰris ignuōn prosestēken:\n\n- Latin civilization perpetuated many aspects of Greek culture. In particular, the metre used by Sophocles and other Greek writers was later taken over and adapted by Latin writers. The following excerpt is from Medea, the tragedy by Seneca. The verse structure is identical to that of Sophocles, but one of the feet presents a slight modification. What is the modification and in which foot is it?\n\nLūcīna, custos, quaeque domitūram fretī | (2)\nTiphyn nouam frēnāre docuistī ratem… | (3)","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.5. Ancient Greek\n\n- Syllabification follows the usual rules: ((VV V.V, VCV V.CV, VCCV VC.CV, VCCCV VC.CCV). Moreover, based on the footnotes, we know which vowels can form diphthongs.\n\n- A light syllable (L) contains a short vowel and does not have a coda.\n\n- A heavy syllable (H): contains a long vowel OR a diphthong OR has a coda.\n\n- Each verse contains 12 syllables and has the structure:\nX H L H | X H L H | X H L H\n\nwhere X represents a syllable which can be either light or heavy.\n\nThus, the verse has three metrical feet of the form X H L H.\n\n- The third verse (Euripides) features the same metre, with the extra condition that syllable X is always heavy.\n\n- Two consecutive light syllables are equivalent to a heavy one. Thus, the metre of this poem is:\nX H L H | X H L L L | X H L H\n\n- Moreover, X is always heavy, so the metre can be written as:\nH H L H | H H L L L | H H L H","source":"langsci_420","problem_group_id":"langsci420:3.5","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Ancient Greek","author":"Dan-Mircea Mirea","competition":"RoLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":1018,"source_line_end":1082,"solution_line_start":1285,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nIn Ancient Greece, poetry was the most celebrated art. There were several poetic forms, each with its own rules of rhythm, metre and rhyme. In order to describe these forms, the Greeks established the art of prosody, regulating the structure of verses. In this problem, you will decipher the structure of some poems of Ancient Europe.\n\nA metrical foot is a sequence of short (S) and long (L) syllables repeated in a verse. A line consists of several feet, as in the following example:\nL-S-X | L-S-X | L-S-X\n\nThe verse above contains nine syllables and three metrical feet. The metrical foot, in this case, is formed by three syllables L-S-X, where X is a syllable that can be either short or long. All the verses of a poem written in this metre will have the same structure. In Ancient Greek, a syllable counts as long if it contains a long vowel or a diphthong, or if it ends in a consonant. Syllabification does not necessarily take into account word boundaries.\n\nBelow are eight verses, transliterated into Latin script, from Oedipus Tyrannus (or Oidipous Tūrannos, in Ancient Greek), Sophocles' tragedy. These are written in the most common metre at that time. The number after the verse represents the verse's number in the original work.\n\nō tekna, Kadmou tou palai neā tropʰē, | (1)\ntinas potʰ' edrās tāsde moi tʰoazdetē | (2)\nʰiktēriois kladoisin eksestemmenoi; | (3)\npolis d' ʰomou men tʰūmiāmatōn gemei, | (4)\nʰomou de paianōn te kai stenagmatōn. | (5)\nēn ʰēmin, ōnaks, Lāïos potʰ' ʰēgemōn | (103)\npoion logon; leg' autʰis, ōs māllon matʰō | (358)\noukʰi ksunēkas prostʰen; ʰē 'kpeirā legōn; | (359)\n\nIn Ancient Greek, ai, oi, ei, au, eu, ou are diphthongs; pʰ, tʰ and kʰ are consonants. ʰ before a vowel shows that it is preceded by a puff of air similar to ‘h’. Treat sequences of a vowel and i as diphthongs, unless the i appears as ï, in which case it forms its own syllable. The apostrophe ' marks a vowel that has been deleted (or elided).\n\nIn Latin, qu is a single consonant pronounced like ‘c’ followed by ‘w’; ph and f are pronounced the same as each other, y is a vowel, ae is a diphthong. u between two vowels behaves like a consonant.\n\nThe mark \"25CC\"304 above a vowel denotes length.\n- Describe the syllabification rules and the structure of the metre in Oedipus Tyrannus. How many metrical feet does a verse have?\n\n- The following four verses were written by other important writers of Ancient Greek. Only one of them is written in the same metre as that of Sophocles. Which one is it?\n\n(Aeschylus, Prometheus bound, 543)\ntʰeit' ema gnōmā kratos antipalon Zeus\n\n(Aristophanes, The clouds, 609)\nprōta men kʰairein Atʰēnaioisi kai tois...\n\n(Euripides, Hippolytus, 1054)\nei pōs dunaimēn, ōs son ekʰtʰairō karā.\n\n(Herodas, Mimiamb, 14)\no pēlos akʰris ignuōn prosestēken:\n\n- Latin civilization perpetuated many aspects of Greek culture. In particular, the metre used by Sophocles and other Greek writers was later taken over and adapted by Latin writers. The following excerpt is from Medea, the tragedy by Seneca. The verse structure is identical to that of Sophocles, but one of the feet presents a slight modification. What is the modification and in which foot is it?\n\nLūcīna, custos, quaeque domitūram fretī | (2)\nTiphyn nouam frēnāre docuistī ratem… | (3)"}
{"id":"book_03_06","context":"Here are some words in Fijian, with the primary and secondary stresses marked:\n\nláko, paràimarí:, tálo, βináka, kilá:, nrè:nré:, atómi, perèsiténdi, mìnisìterí:, mbàsikètepólo, mbè:léti, Seŋái, taràusése, parò:karámu, mì:sìniŋgáni, ndàirèkitá:\n\nThe marks \"25CC\"300 and \"25CC\"301 above a vowel mark the primary and secondary stress, respectively. Two consecutive vowels form a diphthong. The mark : after a vowel denotes length.","query":"- Mark the primary and secondary stresses in the following words:\nmbelembo:tomu, mbasa:, ndikonesi, ndoketa:, palasita:, terenisisita:","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.6. Fijian\n\n-\n\n- mbèlembò:tómu\n\n- mbasá:\n\n- ndìkonési\n\n- ndòketá:\n\n- palàsitá:\n\n- terènisìsitá:\n\n- Primary stress is generally placed on the penultimate vowel. However, if the final syllable contains a long vowel (or a diphthong), i.e., if it's a heavy syllable, then the stress falls on it.\nFor the secondary stresses, the following algorithm is used:\n\n- Assign secondary stress to all other syllables that contain either a long vowel or a diphthong;\n\n- Once this has been done, count syllables from right to left. If this procedure reveals a sequence of two unstressed syllables, assign secondary stress to the leftmost of these.\n\nFor example, in the word mbelembo:tomu, we have the following step-by-step results:\n\n- marking primary stress mbelembo:tómu\n\n- marking secondary stress on all other heavy syllables: mbelembò:tómu\n\n- among the remaining stressed syllables, we look for the first group of two consecutive syllables from right to left: mbelembò:tómu. The leftmost syllable in this group then receives secondary stress mbèlembò:tómu. This last step is repeated until there are no more pairs of consecutive unstressed syllables.\n\nThe rule for secondary stress can be rephrased as follows: all heavy syllables which do not bear primary stress receive secondary stress. For the rest of the syllables, every other syllable from right to left receives secondary stress. The counting is reset when encountering a stress mark.","source":"langsci_420","problem_group_id":"langsci420:3.6","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Fijian","author":"Roxana Dincă","competition":"RoLO","year":2015,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":1085,"source_line_end":1102,"solution_line_start":1315,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Fijian, with the primary and secondary stresses marked:\n\nláko, paràimarí:, tálo, βináka, kilá:, nrè:nré:, atómi, perèsiténdi, mìnisìterí:, mbàsikètepólo, mbè:léti, Seŋái, taràusése, parò:karámu, mì:sìniŋgáni, ndàirèkitá:\n\nThe marks \"25CC\"300 and \"25CC\"301 above a vowel mark the primary and secondary stress, respectively. Two consecutive vowels form a diphthong. The mark : after a vowel denotes length.\n- Mark the primary and secondary stresses in the following words:\nmbelembo:tomu, mbasa:, ndikonesi, ndoketa:, palasita:, terenisisita:"}
{"id":"book_03_07","context":"A professor of Old Norse philology, while explaining to his students the principles of Old Icelandic versification, invited them to analyse several lines from an Old Icelandic manual on versification written in the 13th century, containing lists of the names of mythological characters and objects, sometimes connected with each other by the word ok (‘and’). Below are these few lines and the professor's instructions to the students. There are some gaps in the instructions.\n\n- Randverr, Rökkvi, || Reifnir, Leifnir\n\n- Gaurekr ok Húnn, || Gjúki, Buðli\n\n- Þórr ok Hildolfr, || Hermóðr, Sigi\n\n- Byrvill, Kílmundr, || Beimi, Jórekr\n\n- Svalinn ok Randi, || Saurnir, Borði\n\n- Hildr ok Skeggöld, || Hrund, Geirdriful\n\n- Viðarr ok Baldr, || Váli ok Heimdallr\n\n- Frigg ok Freyja, || Fulla ok Snotra\n\n- Skávær, Skáviðr, || Skirfir, Virfir\n\nThe professor's instructions:\nIn Old Icelandic versification, the main poetic technique is alliteration, i.e., the repetition of the initial sounds of words. You need to know the following about Old Icelandic alliteration:\n\n- It affects only content words;\n\n- There are four positions in each line that are significant for alliteration, although the number of content words in a line can, in principle, exceed four; two such positions must be in the first half-line and two in the second (the boundary between the half-lines is indicated by the sign |);\n\n- Position [blank] always alliterates, while position [blank] never alliterates;\n\n- Out of the remaining positions ([blank] and [blank]), one must alliterate (it does not matter which one); sometimes they both alliterate.\n\nj = ‘y’ in ‘year’, h = ‘h’ in ‘hat’, þ = ‘th’ in ‘thin’, ð = ‘th’ in ‘that’; ö, y, æ, œ are vowels. The mark \"25CC\"301 above a vowel denotes length.","query":"- Fill in the blanks in the professor's instructions.\n\nAfter the students figured out the above lines, the professor said:\n\nNow look at another text, which lists the names of various parts of the ship, intended for use in certain kinds of poetic diction. At first glance, it will seem to you that the text contains gross violations of the rules, but in fact, everything is in order. Although all content words in this text [blank], for the purposes of alliteration, [blank] behave as if they were [blank] and never alliterate with each other, with [blank] or with [blank]. By the way, pay attention to line A[blank], which I showed you earlier.\n\nAfter some thought, the professor added:\nAnd keep in mind that in line B [blank] you are dealing with a rare example of “extra” alliteration, whilst lines B [blank] and B [blank], despite having more than four content words, do not show any “extra” alliterations.\n\n- Segl, skör, sigla, || sviðvís, stýri\n\n- sýjur, saumför, || súð ok skautreip\n\n- stag, stafn, stjórnvið, || stuðill ok sikulgjörð\n\n- snotra ok sólborð, || sess, skutr ok strengr\n\n- Söx, stœðingar, || sviptingr ok skaut\n\n- Fill in the blanks in the second part of the professor's instructions.\n\n- Here is one more line from the same text, which the professor absent-mindedly forgot to show the students. Mark the positions of the alliteration in it and explain your choice.\n\n- spíkr, siglutré, || saumr, lokstólpar","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"3.7. Old Norse\n\n-\n\n- third\n\n- last/fourth\n\n- first\n\n- second\n\n-\n\n- start with the same sound (s)\n\n- the combination of s with a voiceless consonant\n\n- a single sound\n\n- s\n\n- the combination of s with a voiced consonant\n\n- 9\n\n- 3\n\n- 1\n\n- 4\n\n- B6. spíkr, siglutré, || saumr, lokstólpar\nsp represents a single sound and does not alliterate.\n\nRules:\n\nThe positions that alliterate in the verses given are marked in a box. The word ok is not a content word (it is written in grey):\n\n- Randverr, Rökkvi, || Reifnir, Leifnir\n\n- Gaurekr grayok Húnn, || Gjúki, Buðli\n\n- Þórr grayok Hildolfr, || Hermóðr, Sigi\n\n- Byrvill, Kílmundr, || Beimi, Jórekr\n\n- Svalinn grayok Randi, || Saurnir, Borði\n\n- Hildr grayok Skeggöld, || Hrund, Geirdriful\n\n- Viðarr grayok Baldr, || Váli grayok Heimdallr\n\n- Frigg grayok Freyja, || Fulla grayok Snotra\n\n- Skávær, Skáviðr, || Skirfir, Virfir\n\n- Segl, skör, sigla, || sviðvís, stýri\n\n- sýjur, saumför, || súð grayok skautreip\n\n- stag, stafn, stjórnvið, || stuðill grayok sikulgjörð\n\n- snotra grayok sólborð, || sess, skutr grayok strengr\n\n- Söx, stœðingar, || sviptingr grayok skaut","source":"langsci_420","problem_group_id":"langsci420:3.7","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Old Norse","author":"Peter Arkadiev & Elena Gurevich","competition":"MSK","year":2006,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":1104,"source_line_end":1162,"solution_line_start":1350,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nA professor of Old Norse philology, while explaining to his students the principles of Old Icelandic versification, invited them to analyse several lines from an Old Icelandic manual on versification written in the 13th century, containing lists of the names of mythological characters and objects, sometimes connected with each other by the word ok (‘and’). Below are these few lines and the professor's instructions to the students. There are some gaps in the instructions.\n\n- Randverr, Rökkvi, || Reifnir, Leifnir\n\n- Gaurekr ok Húnn, || Gjúki, Buðli\n\n- Þórr ok Hildolfr, || Hermóðr, Sigi\n\n- Byrvill, Kílmundr, || Beimi, Jórekr\n\n- Svalinn ok Randi, || Saurnir, Borði\n\n- Hildr ok Skeggöld, || Hrund, Geirdriful\n\n- Viðarr ok Baldr, || Váli ok Heimdallr\n\n- Frigg ok Freyja, || Fulla ok Snotra\n\n- Skávær, Skáviðr, || Skirfir, Virfir\n\nThe professor's instructions:\nIn Old Icelandic versification, the main poetic technique is alliteration, i.e., the repetition of the initial sounds of words. You need to know the following about Old Icelandic alliteration:\n\n- It affects only content words;\n\n- There are four positions in each line that are significant for alliteration, although the number of content words in a line can, in principle, exceed four; two such positions must be in the first half-line and two in the second (the boundary between the half-lines is indicated by the sign |);\n\n- Position [blank] always alliterates, while position [blank] never alliterates;\n\n- Out of the remaining positions ([blank] and [blank]), one must alliterate (it does not matter which one); sometimes they both alliterate.\n\nj = ‘y’ in ‘year’, h = ‘h’ in ‘hat’, þ = ‘th’ in ‘thin’, ð = ‘th’ in ‘that’; ö, y, æ, œ are vowels. The mark \"25CC\"301 above a vowel denotes length.\n- Fill in the blanks in the professor's instructions.\n\nAfter the students figured out the above lines, the professor said:\n\nNow look at another text, which lists the names of various parts of the ship, intended for use in certain kinds of poetic diction. At first glance, it will seem to you that the text contains gross violations of the rules, but in fact, everything is in order. Although all content words in this text [blank], for the purposes of alliteration, [blank] behave as if they were [blank] and never alliterate with each other, with [blank] or with [blank]. By the way, pay attention to line A[blank], which I showed you earlier.\n\nAfter some thought, the professor added:\nAnd keep in mind that in line B [blank] you are dealing with a rare example of “extra” alliteration, whilst lines B [blank] and B [blank], despite having more than four content words, do not show any “extra” alliterations.\n\n- Segl, skör, sigla, || sviðvís, stýri\n\n- sýjur, saumför, || súð ok skautreip\n\n- stag, stafn, stjórnvið, || stuðill ok sikulgjörð\n\n- snotra ok sólborð, || sess, skutr ok strengr\n\n- Söx, stœðingar, || sviptingr ok skaut\n\n- Fill in the blanks in the second part of the professor's instructions.\n\n- Here is one more line from the same text, which the professor absent-mindedly forgot to show the students. Mark the positions of the alliteration in it and explain your choice.\n\n- spíkr, siglutré, || saumr, lokstólpar"}
{"id":"book_03_08","context":"Here are some words in Chickasaw and their meanings. The words are given in IPA notation. Both primary and secondary stresses are marked.\ntʃoˈka:ˌno | ‘fly’ | ˌmaʃˈko:ˌkiʔ | ‘(name of a tribe)’\nˌlokˈtʃok | ‘mud’ | ˌokˌfokˈkol | ‘(type of snail)’\nˈa:ˌtʃomˌpaʔ | ‘local store’ | taˈla:ˌnomˌpaʔ | ‘telephone’\niˌbiɬˈkan | ‘snot, mucus’ | ˈna:ɬtoˌkaʔ | ‘policeman’\nˌʃanˈtiʔ | ‘rat’ | aˈbo:koˌʃiʔ | ‘river’\nˈsa:ɬkoˌna | ‘earthworm’ | noˌtakˈfa | ‘jaw’\nˌtʃonˈkaʃ | ‘heart’ | tʃiˌkaʃˈʃaʔ | ‘Chickasaw’\nfaˈla:t | ‘crow’ | ˌokˈtʃa:ˌlinˌtʃiʔ | ‘saviour’\n\nThe mark : after a vowel denotes length. ʃ, ɬ and ʔ are consonants. The marks \"25CC\"030D and \"25CC\"0329 before a syllable mark the primary and secondary stress, respectively.","query":"- If you are given a new Chickasaw word, how would you identify the syllables and determine which syllables get primary stress and which ones get secondary stress?\n\n- Here are some more words in Chickasaw:\n\ntaʔossa:pontaʔ | ‘finance company’\nʃimmano:liʔ | ‘(name of a tribe)’\nkanannak | ‘(type of lizard)’\nintikba:t | ‘sibling’\nokta:k | ‘prairie’\n\n- Mark the primary and secondary stress(es).","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.8. Chickasaw\n\n-\ntaˌʔosˈsa:ˌponˌtaʔ | ‘finance company’\nˌʃimmaˈno:ˌliʔ | ‘(name of a tribe)’\nkaˌnanˈnak | ‘(type of lizard)’\nˌinˌtikˈba:t | ‘sibling’\nˌokˈta:k | ‘prairie’\n\nRules:\n\nSyllabification follows the usual rules: (VCV V.CV, VCCV VC.CV). Note that tʃ is a single sound (voiceless post-alveolar affricate).\n\n- Primary stress:\n\n- is always placed on one of the last three syllables;\n\n- if one of the syllables has a long vowel, that syllable receives primary stress;\n\n- otherwise, primary stress is placed on the last syllable.\n\n- Secondary stress:\n\n- is placed on all syllables that have a coda;\n\n- if the last syllable does not bear primary stress, it will receive secondary stress, even if it does not have a coda.","source":"langsci_420","problem_group_id":"langsci420:3.8","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Chickasaw","author":"Saujas Vaduguru","competition":"PLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":1164,"source_line_end":1195,"solution_line_start":1405,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Chickasaw and their meanings. The words are given in IPA notation. Both primary and secondary stresses are marked.\ntʃoˈka:ˌno | ‘fly’ | ˌmaʃˈko:ˌkiʔ | ‘(name of a tribe)’\nˌlokˈtʃok | ‘mud’ | ˌokˌfokˈkol | ‘(type of snail)’\nˈa:ˌtʃomˌpaʔ | ‘local store’ | taˈla:ˌnomˌpaʔ | ‘telephone’\niˌbiɬˈkan | ‘snot, mucus’ | ˈna:ɬtoˌkaʔ | ‘policeman’\nˌʃanˈtiʔ | ‘rat’ | aˈbo:koˌʃiʔ | ‘river’\nˈsa:ɬkoˌna | ‘earthworm’ | noˌtakˈfa | ‘jaw’\nˌtʃonˈkaʃ | ‘heart’ | tʃiˌkaʃˈʃaʔ | ‘Chickasaw’\nfaˈla:t | ‘crow’ | ˌokˈtʃa:ˌlinˌtʃiʔ | ‘saviour’\n\nThe mark : after a vowel denotes length. ʃ, ɬ and ʔ are consonants. The marks \"25CC\"030D and \"25CC\"0329 before a syllable mark the primary and secondary stress, respectively.\n- If you are given a new Chickasaw word, how would you identify the syllables and determine which syllables get primary stress and which ones get secondary stress?\n\n- Here are some more words in Chickasaw:\n\ntaʔossa:pontaʔ | ‘finance company’\nʃimmano:liʔ | ‘(name of a tribe)’\nkanannak | ‘(type of lizard)’\nintikba:t | ‘sibling’\nokta:k | ‘prairie’\n\n- Mark the primary and secondary stress(es)."}
{"id":"book_03_09","context":"Below are some words written in Ligurian along with their English translations. The stress is indicated by the mark \"25CC\"0301 above the vowel. Two of the words have their stress marked on the wrong syllable.\n\nɔ:ʒél:i | ‘birds’ | sitɛ́: | ‘city’\npásta | ‘pasta’ | skwád:ra | ‘team’\nvjú:vet:a | ‘purple’ | damáskina | ‘pear’\nnɔ́stru | ‘our’ | venín | ‘poison’\ndu:seméŋte | ‘sweetly’ | kutél:u | ‘knife’\nkúm:e | ‘how’ | mejʒíŋ:a | ‘medicine’\ndát:ɔw | ‘date (fruit)’ | pe:tená: | ‘to comb’\nba:ʒú | ‘kiss’ | májstra | ‘teacher’\npú:vje | ‘dust’ | rám:u | ‘copper’\ntaramɔ́t:u | ‘earthquake’ | agýs:u | ‘sharp’\nagysá: | ‘to sharpen’ | béstja | ‘beast’\n\nbulak:u | ‘bucket’ | abityd:ine | ‘habit’\nrystegu | ‘rustic’ | akɔrdju | ‘agreement’\nfyrmine | ‘lightning’ | ɛ:gwa | ‘water’\n\nIn Ligurian, both consonants and vowels can be long (these are marked with the sign : placed after the sound); ʒ, j, ŋ and w are consonants; ɔ, y and ɛ are vowels.","query":"- Identify the two words from the list above in which stress is marked on the wrong syllable and write them with their stress on the correct syllable.\n\n- Mark the stress in the following words:","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"3.9. Ligurian\n\n- vju:vét:a and bá:ʒu\n\n- bulák:u abitýd:ine rýstegu akɔ́rdju fýrmine ɛ́:gwa\n\nRules:\n\n- Stress always falls before a long consonant.\n\n- If there are no long consonants, the stress falls on the last heavy syllable (a syllable counts as heavy if it contains either a coda or a long vowel).\n\nThe rule can be simplified if we treat long consonants as sequences of identical consonants broken up by a syllable boundary.","source":"langsci_420","problem_group_id":"langsci420:3.9","chapter":3,"chapter_title":"Phonetics","section":7,"section_title":"Practice problems","topic":"phonetics, stress, tone, and versification","language":"Ligurian","author":"Kevin Liang","competition":"UKLO","year":2020,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c03_s01_p01","book_method_c03_s02_p01","book_method_c03_s02_p02","book_method_c03_s02_p03","book_method_c03_s02_p04","book_method_c03_s02_p05","book_method_c03_s02_p06","book_method_c03_s03_p01","book_method_c03_s04_p01","book_method_c03_s05_p01","book_method_c03_s05_p02","book_method_c03_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/03-phonetics.tex","source_line_start":1197,"source_line_end":1231,"solution_line_start":1440,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonetics\nPractice problems\nphonetics, stress, tone, and versification\nThis practice problem belongs to the book's Phonetics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow are some words written in Ligurian along with their English translations. The stress is indicated by the mark \"25CC\"0301 above the vowel. Two of the words have their stress marked on the wrong syllable.\n\nɔ:ʒél:i | ‘birds’ | sitɛ́: | ‘city’\npásta | ‘pasta’ | skwád:ra | ‘team’\nvjú:vet:a | ‘purple’ | damáskina | ‘pear’\nnɔ́stru | ‘our’ | venín | ‘poison’\ndu:seméŋte | ‘sweetly’ | kutél:u | ‘knife’\nkúm:e | ‘how’ | mejʒíŋ:a | ‘medicine’\ndát:ɔw | ‘date (fruit)’ | pe:tená: | ‘to comb’\nba:ʒú | ‘kiss’ | májstra | ‘teacher’\npú:vje | ‘dust’ | rám:u | ‘copper’\ntaramɔ́t:u | ‘earthquake’ | agýs:u | ‘sharp’\nagysá: | ‘to sharpen’ | béstja | ‘beast’\n\nbulak:u | ‘bucket’ | abityd:ine | ‘habit’\nrystegu | ‘rustic’ | akɔrdju | ‘agreement’\nfyrmine | ‘lightning’ | ɛ:gwa | ‘water’\n\nIn Ligurian, both consonants and vowels can be long (these are marked with the sign : placed after the sound); ʒ, j, ŋ and w are consonants; ɔ, y and ɛ are vowels.\n- Identify the two words from the list above in which stress is marked on the wrong syllable and write them with their stress on the correct syllable.\n\n- Mark the stress in the following words:"}
{"id":"book_04_01","context":"Here are some Irish verb forms for the imperative and present indicative, as well as their English translations:\n\nImperative | Present indicative\n(lr)1-2(lr)3-4\nfan | ‘Stay!’ | fanaim | ‘I stay’\ncuir | ‘Put!’ | cuireann sé | ‘he puts’\nceannaigh | ‘Buy!’ | ceannaíonn tú | ‘yousg buy’\ncreid | ‘Believe!’ | creidim | ‘I believe’\ncríochnaigh | ‘End!’ | críochnaíonn sé | ‘he ends’\ndéan | ‘Do!’ | déanann sí | ‘she does’\nsmaoinigh | ‘Think!’ | smaoiníonn sibh | ‘youpl think’\nól | ‘Drink!’ | ólann sé | ‘he drinks’\noibrigh | ‘Work!’ | oibríonn siad | ‘they work’\nfág | ‘Leave!’ | fágann muid | ‘we leave’\néirigh | ‘Raise!’ | éiríonn sí | ‘she raises’\nlig | ‘Let!’ | ligeann tú | ‘yousg let’\ntosaigh | ‘Start!’ | tosaím | ‘I start’\nith | ‘Eat!’ | itheann sé | ‘he eats’","query":"- Translate into Irish:\n\n- ‘yousg believe’\n\n- ‘yousg stay’\n\n- ‘I end’\n\n- ‘I work’\n\n- ‘I put’\n\n- ‘I drink’\n\n- ‘I think’\n\n- ‘yousg start’\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"The first step in this type of problems is to classify the different forms based on their characteristics. In this case, we can classify the forms in the right column based on person. Nevertheless, we notice that all forms, except for those in the 1st person singular (1sg), end in nn and are followed by the subject pronoun, while forms in the 1sg are composed of one word (do not include the subject pronoun).\n\nWe can start with the 1sg forms.\n\nImperative | Present indicative\n(r)1-2(l)3-4\nfan | ‘Stay!’ | fanaim | ‘I stay’\ncreid | ‘Believe!’ | creidim | ‘I believe’\ntosaigh | ‘Start!’ | tosaím | ‘I start’\n\nWe observe that there are three ways in which we can construct the 1sg form: adding the suffix -aim, adding the suffix -im or replacing the ending -igh with -ím.\n\nSimilarly, we will want to observe how the other verb forms are formed. We ignore the subject pronouns added in the end but focus on the verb form. We get:\n\n- 2sg: add the suffix -eann or replace -igh -íonn;\n\n- 3sg, masc.: add suffixes -eann, -ann or replace\n-igh -íonn;\n\n- 3sg, fem.: add suffix -ann or replace -igh -íonn;\n\n- 1pl: add suffix -ann;\n\n- 2pl: replace -igh -íonn;\n\n- 3pl: replace -igh -íonn;\n\nWe notice that all these verb forms are obtained through the same three transformations, independent of person: adding the suffixes -eann, -ann or replacing -igh -íonn. Therefore, most likely, in this problem, there are only two verb forms: the form for 1sg and the form for all the others (in which case, to avoid ambiguity, the subject pronoun is added after the verb). This is also supported by the way in which the task is phrased since all the verb forms that we need to translate are only 1sg or 2sg.\n\nMoreover, just like in the case of 1sg, there are three possible transformations. Therefore, we can assume that Irish verbs can be classified into three different categories, each of them having its own way of expressing these forms. We can easily figure out that the verbs which end in -igh in their imperative form the 1sg present indicative by replacing -igh with -ím and the other forms by replacing -igh with -íonn. We are left to discover the environment for the other two transformations. For this, we classify the verbs into two categories, based on the way they form their non-1sg form:\n\n-eann | -ann\ncuir ‘to put’ | déan ‘to do’\nlig ‘to eat’ | ól ‘to drink’\nith ‘to let’ | fág ‘to leave’\n\nThe classification of these forms seems to not take into account any semantic features (related to meaning) since there seems to be nothing in common between the verbs {‘to put’, ‘to eat’, ‘to let’} compared with {‘to do’, ‘to drink’, ‘to leave’}. Therefore, most likely there are some phonetic characteristics (related to the form of the word) that are relevant.\n\nProbably, at first glance, we would be tempted to consider that the ending -ann is used for verbs that contain a vowel marked with the acute accent (in the Irish spelling system, the accent marks vowel length, although you cannot know this from the problem). Nevertheless, this rule would not apply to the 1sg form, since the form -im appears with the verb creid, and the form -aim appears with the verb fan, none of them having an accent. Looking closely at the verbs and knowing that this distinction must also be present between the verbs fan and creid, we notice that in all verbs that receive the suffix -eann, the last vowel before the consonant is i. Therefore, the verbs that have the last vowel i (and which do not end in -igh) form their 1sg by adding the suffix -im and their non-1sg by adding the suffix -eann, while the other verbs use the suffixes -aim and -ann, respectively. Therefore, we have all the information needed to solve the task.\n\n-\n\n- ‘yousg believe’ = creideann tú\n\n- ‘I end’ = críochnaím\n\n- ‘I put’ = cuirim\n\n- ‘I think’ = smaoiním\n\n- ‘yousg stay’ = fanann tú\n\n- ‘I work’ = oibrím\n\n- ‘I drink’ = ólaim\n\n- ‘yousg start’ = tosaíonn tú\n\nRules:\n\n- If the imperative form ends in -igh:\n\n*-\n\n- 1sg: -igh -ím;\n\n- non-1sg: -igh -íonn;\n\n*-\n\n- else:\n\n- If last vowel is i:\n*-\n\n- 1sg: -im;\n\n- non-1sg: -eann;\n\n*-\n\n- Else:\n*-\n\n- 1sg: -aim;\n\n- non-1sg: -ann;\n\n*-\n\nFor non-1sg, the verb is followed by the corresponding subject pronoun: 2sg = tú, 3sg, masc. = sé, 3sg, fem. = sí, 1pl = muid, 2pl = sibh, 3pl, masc. = siad.","source":"langsci_420","problem_group_id":"langsci420:4.1","chapter":4,"chapter_title":"Phonology","section":3,"section_title":"Complementary distributionComplementary distribution","topic":"phonological rules and sound correspondences","language":"Irish","author":"Anton Kukhto","competition":"Elementy","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s03_p01","book_method_c04_s03_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Complementary distributionComplementary distribution” in the Phonology chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":182,"source_line_end":224,"solution_line_start":226,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nComplementary distributionComplementary distribution\nphonological rules and sound correspondences\nThe author places this worked example under “Complementary distributionComplementary distribution” in the Phonology chapter, so it illustrates that method or topic.\nHere are some Irish verb forms for the imperative and present indicative, as well as their English translations:\n\nImperative | Present indicative\n(lr)1-2(lr)3-4\nfan | ‘Stay!’ | fanaim | ‘I stay’\ncuir | ‘Put!’ | cuireann sé | ‘he puts’\nceannaigh | ‘Buy!’ | ceannaíonn tú | ‘yousg buy’\ncreid | ‘Believe!’ | creidim | ‘I believe’\ncríochnaigh | ‘End!’ | críochnaíonn sé | ‘he ends’\ndéan | ‘Do!’ | déanann sí | ‘she does’\nsmaoinigh | ‘Think!’ | smaoiníonn sibh | ‘youpl think’\nól | ‘Drink!’ | ólann sé | ‘he drinks’\noibrigh | ‘Work!’ | oibríonn siad | ‘they work’\nfág | ‘Leave!’ | fágann muid | ‘we leave’\néirigh | ‘Raise!’ | éiríonn sí | ‘she raises’\nlig | ‘Let!’ | ligeann tú | ‘yousg let’\ntosaigh | ‘Start!’ | tosaím | ‘I start’\nith | ‘Eat!’ | itheann sé | ‘he eats’\n- Translate into Irish:\n\n- ‘yousg believe’\n\n- ‘yousg stay’\n\n- ‘I end’\n\n- ‘I work’\n\n- ‘I put’\n\n- ‘I drink’\n\n- ‘I think’\n\n- ‘yousg start’\n\n- [blank]"}
{"id":"book_04_02","context":"Here are 11 words in the four dialects of the Roro language and their English translations:\n\nDialect |\n(lr)1-4\nHisiu | Delena | Kivori | Paitana | Translation\n[blank] | aitau | [blank] | [blank] | ‘three’\naihi | aisi | aihi | aisi | ‘crab’\ncici | sisi | čiči | cici | ‘meat’\nebeoahi | ebeoasi | ebeoahi | ebeoaci | ‘he ran’\nhiabu | siabu | hiabu | ciabu | ‘smoke’\nnihe | nite | nihe | nite | ‘tooth’\nicu | [blank] | [blank] | icu | ‘nose’\nmaciu | [blank] | [blank] | [blank] | ‘tree’\nmoihana | moitana | moihana | [blank] | ‘look!’\nmahi | [blank] | [blank] | maci | ‘beast’\ncubu | subu | čubu | cubu | ‘grass’","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"In linguistics problems featuring related languages or dialects, the first step is usually figuring out which sounds are different across the data and which remain the same. We start by writing the words for which all four forms are given:\n\nDialect |\n(lr)1-4\nHisiu | Delena | Kivori | Paitana | Translation\naihi | aisi | aihi | aisi | ‘crab’\ncici | sisi | čiči | cici | ‘meat’\nebeoahi | ebeoasi | ebeoahi | ebeoaci | ‘he ran’\nhiabu | siabu | hiabu | ciabu | ‘smoke’\nnihe | nite | nihe | nite | ‘tooth’\ncubu | subu | čubu | cubu | ‘grass’\n\nWe should notice that there are some words, like ‘crab’ and ‘he ran’, that have h in Hisiu and Kivori, s in Delena, and c in Paitana. In others, like ‘tooth’, Hisiu and Kivori h correspond to t in Delena and Paitana.\n\nSumming up, we can write the following correspondences, numbered for convenience:\n-\n\n| Hisiu | Delena | Kivori | Paitana\n(1) | h | s | h | c\n(2) | c | s | č | c\n(3) | h | t | h | t\n\nIn other problems of this type, we would need to find the environment in which h\nbecomes s or t in Delena (and c or t\nin Paitana), but, before doing this, it is important to check the tasks\nand see whether we need this type of generalisation.\n\nDialect\n(lr)1-4\nHisiu | Delena | Kivori | Paitana | Translation\n[blank] | aitau | [blank] | [blank] | ‘three’\nicu | [blank] | [blank] | icu | ‘nose’\nmaciu | [blank] | [blank] | [blank] | ‘tree’\nmoihana | moitana | moihana | [blank] | ‘look!’\nmahi | [blank] | [blank] | maci | ‘beast’\n\nOn the first row, the only Delena consonant that undergoes any transformation is t and, according to the rules above, there is only one transformation that yields the sound t in Delena (rule 3). Similarly, for tasks 4–8 there is only one possible transformation of the sound c in Hisiu (rule 2). The issue emerges for tasks 9–11 where we are given Hisiu words that contain the sound h. Nevertheless, for task 9 we know that the sound h in Hisiu becomes t in Delena (thus, we know that this is rule 3). As for tasks 10–11, we notice that the Hisiu h becomes c in Paitana (thus following rule 1). Now we have enough information to solve the tasks and there is no need to identify the environments in which each transformation takes place.\n\n-\nDialect\n(lr)1-4\nHisiu | Delena | Kivori | Paitana | Translation\naihau | aitau | aihau | aitau | ‘three’\nicu | isu | iču | icu | ‘nose’\nmaciu | masiu | mačiu | maciu | ‘tree’\nmoihana | moitana | moihana | moitana | ‘look!’\nmahi | masi | mahi | maci | ‘beast’\n\nRules:\n\nHisiu | Delena | Kivori | Paitana\nh | s | h | c\nc | s | č | c\nh | t | h | t","source":"langsci_420","problem_group_id":"langsci420:4.2","chapter":4,"chapter_title":"Phonology","section":3,"section_title":"Complementary distributionComplementary distribution","topic":"phonological rules and sound correspondences","language":"Roro","author":"Vladimir I. Belikov","competition":"MSK","year":1991,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s03_p01","book_method_c04_s03_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Complementary distributionComplementary distribution” in the Phonology chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":330,"source_line_end":356,"solution_line_start":358,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nComplementary distributionComplementary distribution\nphonological rules and sound correspondences\nThe author places this worked example under “Complementary distributionComplementary distribution” in the Phonology chapter, so it illustrates that method or topic.\nHere are 11 words in the four dialects of the Roro language and their English translations:\n\nDialect |\n(lr)1-4\nHisiu | Delena | Kivori | Paitana | Translation\n[blank] | aitau | [blank] | [blank] | ‘three’\naihi | aisi | aihi | aisi | ‘crab’\ncici | sisi | čiči | cici | ‘meat’\nebeoahi | ebeoasi | ebeoahi | ebeoaci | ‘he ran’\nhiabu | siabu | hiabu | ciabu | ‘smoke’\nnihe | nite | nihe | nite | ‘tooth’\nicu | [blank] | [blank] | icu | ‘nose’\nmaciu | [blank] | [blank] | [blank] | ‘tree’\nmoihana | moitana | moihana | [blank] | ‘look!’\nmahi | [blank] | [blank] | maci | ‘beast’\ncubu | subu | čubu | cubu | ‘grass’\n- Fill in the blanks."}
{"id":"book_04_03","context":"- Below are some Indonesian verbs in their active and passive forms and their English translations. Fill in the blanks.\n\nActive | Passive | Translation\nmeŋuji | diuji | ‘to test’\nmeŋeja | dieja | ‘to spell’\nmeŋgaruk | digaruk | ‘to scratch’\nmendapat | didapat | ‘to obtain’\nmemberi | diberi | ‘to give’\nmenulis | ditulis | ‘to write’\nmemutus | diputus | ‘to cut off’\n[blank] | dibuat | ‘to make’\n[blank] | dipilih | ‘to choose’\n\n-1.5ŋ = ‘ng’ in ‘king’.\n\n- Below are some Mandar words in their active and passive forms, and their English translations. Fill in the blanks.\n\nActive | Passive | Translation\nmambatta | dibatta | ‘to split’\nmandeŋŋeq | dideŋŋeq | ‘to carry on the back’\nmaŋidaŋ | diidaŋ | ‘to crave’\nmappasuŋ | dipasuŋ | ‘to send out’\nmattunu | ditunu | ‘to burn’\nmassiraq | disiraq | ‘to tie’\n[blank] | ditimbe | ‘to throw’\n[blank] | dipande | ‘to feed’\n\nŋ = ‘ng’ in ‘king’.\n\n- Below are some words in Quechua in their nominative, genitive and locative (preposition ‘in’) form, as well as their English translations. Fill in the blanks.\n\nNominative | Genitive | Locative | Translation\nkam | kamba | 808080 | ‘yousg’\natam | 808080 | atambi | ‘frog’\nhatum | [blank] | [blank] | ‘the big one’\nsinik | sinikpa | 808080 | ‘porcupine’\nčilis | čilispa | 808080 | ‘streamless region’\nsača | 808080 | sačapi | ‘jungle’\npunǰa | 808080 | punǰapi | ‘day’\n\n-1.5č = ‘ch’ in ‘chop’.\n\n- Given below are some words in Zoque in their base forms and their 1sg possessive (‘my’), as well as their English translations. Fill in the blanks.\n\nBase | Possessed | Translation\nburru | mburru | ‘donkey’\npama | mbama | ‘clothing’\ntatah | ndatah | ‘father’\nfaha | faha | ‘belt’\nsis | sis | ‘meat’\nflawta | [blank] | ‘harmonica’\nšapun | šapun | ‘soap’\ndisko | [blank] | ‘phonograph record’\nkayu | ŋgayu | ‘horse’\nkopak | [blank] | ‘head’\n\nŋ = ‘ng’ in ‘king’, š = ‘sh’ in ‘shop’.\n\n- Below are given some nouns in Lunyole in their singular and plural forms, as well as their English translations. Fill in the blanks.\n\nSingular | Plural | Translation\noludaalo | endaalo | ‘day’\noluboyooboyo | emboyooboyo | ‘hullabaloo’\nolufudu | efudu | ‘rainbow’\nolukalala | ekalala | ‘list’\nolusosi | [blank] | ‘mountain’\nolubafu | [blank] | ‘rib’\nolupagi | [blank] | ‘spoke (of a bike)’\nolutambi | [blank] | ‘candle’\n\n- All five of the languages in this problem display processes that avoid a specific type of sound combination. Fill in the blanks to describe this generalisation. The blanks should be chosen from: vowel, consonant, nasal, voiced consonant, voiceless consonant.\n\nAvoid having a [blank] directly followed by a [blank].","query":"Complete every requested item in the problem context.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"- We notice that the active form is formed from the passive form by replacing the prefix di with one of the prefixes: meŋ, men, or mem. Moreover, we notice that, in certain situations, the first vowel of the root is dropped. We split the given words based on these transformations:\n\n| meŋ | men | mem\nUnchanged stem | -uji | -dapat | -beri\n| -eja | |\n| -garuk | |\nStem drops first consonant | | -tulis | -putus\n\nLooking at the three types of prefix (which only differ by the type of nasal consonant), we expect a nasal assimilation. Thus we notice, indeed, that the place of articulation of the final nasal of the prefix assimilates to the first consonant of the stem. If the stem begins with a vowel, the nasal used is ŋ. Moreover, we notice that if the stem begins with a voiceless stop, it gets dropped. Hence, the blanks are (1) membuat and (2) memilih.\n\nWe can write the rules in different ways:\n\n- using words: di meN (N is a nasal): N assimilates to the place of articulation of the following consonant. If the following sound is a vowel, use ŋ. If the root starts with a voiceless stop, the stop is deleted.\n\n- using phonological notation:\n\n- di\nmeŋ\n#V\n, and\n\n- di\nmeα PLACE\n+nasal\n#α PLACE\n+voice\nstop\n, and\n\n- diα PLACE\n–voice\n+stop\nmeα PLACE\n+nasal\n#\n\nThese rules can also be written as a process which takes place in three steps:\n\n- Step 1: di meŋ\n\n- Step 2:\n\nŋα PLACE\n+nasalmeα PLACE\n+stop\n\n- Step 3:\n\nme+nasal–voiceme+nasal#\n\nIn this case, the three steps are: (1) replacing the prefix di with meŋ, (2) the assimilation of the nasal ŋ to the following consonant, and (3) elision of this consonant, if it is\nvoiceless.\n\n- We notice this is a similar process in which the prefix di is replaced by one of the prefixes mam, man, maŋ, map, mat, mas. Thus, we notice that we have two types of prefix: maN (where N is a nasal and hence, we expect it to partially assimilate to the place of articulation, as happened above) and maX (where X represents the consonant that follows, thus being a total assimilation).\n\nmam | man | maŋ | maX\n| | | -pasuŋ\n-batta | -deŋŋeq | -idaŋ | -tunu\n| | | -siraq\n\nTherefore, as above, there is an assimilation of the nasal consonant if the stem begins with a voiced stop or with a vowel (if it starts with a vowel, the nasal used is ŋ). Moreover, we notice that the total assimilation happens if the stem begins with a voiceless stop or with a non-stop consonant (e.g., fricative).\n\nNote: Based on the data given, we can generalise that the prefix maX occurs if the stem begins with a voiceless consonant. Therefore, the answers are (3) = mattimbe and (4) = mappande, and the rules are:\n\n- using words: di maX\n\n- if the stem starts with a voiceless consonant, X is identical to the first consonant;\n\n- if stem starts with a vowel, X = ŋ;\n\n- if stem starts with a voiced consonant, X is a nasal with the same place of articulation as the first consonant.\n\n- using phonological rules:\n\n- dimaŋ#V\n\n- di\nmaα PLACE\n+nasal\n#α PLACE\n+voice\n+stop\n\n- dimaC#C if C = –voice\n\n- The first observation is that the genitive is formed by adding the suffixes -pa or -ba, and the locative is formed with the suffixes -pi or -bi. Therefore, we are only interested in the choice of the consonant (p or b).\n\np | b\nsinik |\nčilis | kam\nsača | atam\npunǰa |\n\nBased on these examples, there are multiple possible rules, such as:\n\n- use b if the stem ends in m;\n\n- use b if the stem ends in a nasal;\n\n- use b if the stem ends in a voiced consonant (remembering that nasals are voiced);\n\nSince until now the main phenomenon of this problem has been the behaviour of nasals, we choose the second rule, so the answers are (5) = hatumba and (6) = hatumbi and the rules are:\n\nlocative: -pi, genitive:\n-pa pb+nasal\n\n- This time we notice that the possessive can be marked by a nasal added as a prefix (m, n, ŋ) or it can be unmarked (). Moreover, the first consonant in the stem can change. For choosing the prefix, we have:\n\nm | n | ŋ |\nburru\npama | | | faha\n| tatah | kayu | sis\n| | | šapun\n\nThus, we notice that we add a nasal (which assimilates to the place of\narticulation) if the stem begins with a stop; the possessive is unmarked if the stem starts with a fricative.\n\nRegarding the change in the root, we notice: pama mbama and tatah ndatah. Therefore, if the nasal is added as a prefix, the following consonant will become voiced. Thus, the\nanswers are: (7) = flawta, (8) = ndisko, (9) =\nŋgopak. The rules are:\n\n- if the stem begins with a stop, add a nasal with the same place of articulation before it. Moreover, if the stop at the beginning of the stem is voiceless, it will become voiced.\n\nThis can also be written using phonological notation as:\n\nα PLACE\n+stop\nα PLACE\n+nasalα PLACE\n+stop\n+voice\n#\n\n- if the stem starts with a fricative, no prefix is added.\n\n- For the last part of the problem, we notice that the singular always begins with olu- and the plural prefix can be: e, en, em.\n\ne | em | en\n-fudu | -boyooboyo | -daalo\n-kalala | |\n\nWe notice that this is a process similar to the one in task (b), where the prefix gets a nasal consonant (which assimilates to the place of articulation) if the stem begins with a voiced stop; otherwise, it only gets the prefix e-. Thus, the answers are: (10) =\nesosi, (11) = embafu, (12) = epagi, (13) =\netambi and the rules are:\n\nolu\neα PLACE\n+nasal\nα PLACE\n+stop\n+voice\n\n, and\n\nolu\ne\n–voice\n\n- Finally, this task helps us understand the core reason for these transformations. The rule is: ``Avoid having a nasal directly followed by a voiceless consonant.'' Each of the five languages has its own way to deal with that. As such, in task (a) the voiceless stop is deleted; in task (b) the nasal consonant is fully assimilated; in tasks (c) and (d) the voiceless consonant becomes voiced (it assimilates to the voicing of the nasal); in task (e) the nasal consonant is deleted.\n\nVowel harmony\n\nA special type of assimilation is vowel harmony. This process is common to all Turkic languages and dictates the way in which the affixes change form depending on the word to which they are added. Let us consider the case of Turkish. The Turkish language has eight vowels: a, e, i, o, u, ö, ü, ı (they correspond to [a], [e], [i], [o], [u], [ø], [y], and [ɨ], respectively in IPA), which can be classified based on the three core features (backness, height, roundness):\n\n| Front | Back\n(lr)2-3(lr)4-5\n| Unrounded | Rounded | Unrounded | Rounded\nClose | i | ü | ı | u\nOpen | e | ö | a | o\n\nTurkish has two types of vowel harmony, involving two different vowel features, i.e., backness and rounding.\n\nThe first dictates the assimilation of backness to the added suffix. For example, the plural suffix in Turkish is -lar or -ler. The suffix -lar is used when the word ends in a back vowel, while -ler is used if the word ends in a front vowel (-lar and -ler are called allomorphs, which will be further discussed in the next chapter). Therefore, we have the following pairs of words: baba – babalar, okul – okullar, but kedi – kediler, ev – evler. Another suffix that follows this type of vowel harmony is the locative suffix (‘at’/‘in’): -da / -de.\n\nThe second type of vowel harmony dictates the assimilation of roundness but also takes into account the closeness of the vowels. The possessive suffix for 1sg (‘my’) in Turkish has four allomorphs:In reality, there is also a fifth form, -m, for words ending in a vowel. -im, -ım, -um, -üm. Similarly, the choice of suffix depends on the last vowel of the word, as follows:\n\n- if the last vowel is front unrounded, use the form -im;\n\n- if the last vowel is back unrounded, use the form -ım;\n\n- if the last vowel is front rounded, use the form -üm;\n\n- if the last vowel is back rounded, use the form -um.\n\nBriefly, we can also represent this harmony as follows:\n\n- {a, ı} ı\n\n- {e, i} i\n\n- {o, u} u\n\n- {ö, ü} ü\n\nTherefore, if the last vowel is a or ı, use the vowel ı; if the last vowel is o or u, use the vowel u, and so on. We have the following pairs: ev – evim, hortum – hortumum, raf – rafım, göz – gözüm.\n\nMoreover, notice that in Turkish all the vowels in a word have the same backness (the word only contains either front or back vowels). While this is a general trend, there are also exceptions to this rule, especially for words borrowed into Turkish from other languages.","source":"langsci_420","problem_group_id":"langsci420:4.3","chapter":4,"chapter_title":"Phonology","section":4,"section_title":"Phonological\nprocessesPhonological processes","topic":"phonological rules and sound correspondences","language":"Behaviour of nasal consonants","author":"Tom McCoy","competition":"NACLO","year":2018,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s04_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Phonological\nprocessesPhonological processes” in the Phonology chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":484,"source_line_end":599,"solution_line_start":601,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPhonological\nprocessesPhonological processes\nphonological rules and sound correspondences\nThe author places this worked example under “Phonological\nprocessesPhonological processes” in the Phonology chapter, so it illustrates that method or topic.\n- Below are some Indonesian verbs in their active and passive forms and their English translations. Fill in the blanks.\n\nActive | Passive | Translation\nmeŋuji | diuji | ‘to test’\nmeŋeja | dieja | ‘to spell’\nmeŋgaruk | digaruk | ‘to scratch’\nmendapat | didapat | ‘to obtain’\nmemberi | diberi | ‘to give’\nmenulis | ditulis | ‘to write’\nmemutus | diputus | ‘to cut off’\n[blank] | dibuat | ‘to make’\n[blank] | dipilih | ‘to choose’\n\n-1.5ŋ = ‘ng’ in ‘king’.\n\n- Below are some Mandar words in their active and passive forms, and their English translations. Fill in the blanks.\n\nActive | Passive | Translation\nmambatta | dibatta | ‘to split’\nmandeŋŋeq | dideŋŋeq | ‘to carry on the back’\nmaŋidaŋ | diidaŋ | ‘to crave’\nmappasuŋ | dipasuŋ | ‘to send out’\nmattunu | ditunu | ‘to burn’\nmassiraq | disiraq | ‘to tie’\n[blank] | ditimbe | ‘to throw’\n[blank] | dipande | ‘to feed’\n\nŋ = ‘ng’ in ‘king’.\n\n- Below are some words in Quechua in their nominative, genitive and locative (preposition ‘in’) form, as well as their English translations. Fill in the blanks.\n\nNominative | Genitive | Locative | Translation\nkam | kamba | 808080 | ‘yousg’\natam | 808080 | atambi | ‘frog’\nhatum | [blank] | [blank] | ‘the big one’\nsinik | sinikpa | 808080 | ‘porcupine’\nčilis | čilispa | 808080 | ‘streamless region’\nsača | 808080 | sačapi | ‘jungle’\npunǰa | 808080 | punǰapi | ‘day’\n\n-1.5č = ‘ch’ in ‘chop’.\n\n- Given below are some words in Zoque in their base forms and their 1sg possessive (‘my’), as well as their English translations. Fill in the blanks.\n\nBase | Possessed | Translation\nburru | mburru | ‘donkey’\npama | mbama | ‘clothing’\ntatah | ndatah | ‘father’\nfaha | faha | ‘belt’\nsis | sis | ‘meat’\nflawta | [blank] | ‘harmonica’\nšapun | šapun | ‘soap’\ndisko | [blank] | ‘phonograph record’\nkayu | ŋgayu | ‘horse’\nkopak | [blank] | ‘head’\n\nŋ = ‘ng’ in ‘king’, š = ‘sh’ in ‘shop’.\n\n- Below are given some nouns in Lunyole in their singular and plural forms, as well as their English translations. Fill in the blanks.\n\nSingular | Plural | Translation\noludaalo | endaalo | ‘day’\noluboyooboyo | emboyooboyo | ‘hullabaloo’\nolufudu | efudu | ‘rainbow’\nolukalala | ekalala | ‘list’\nolusosi | [blank] | ‘mountain’\nolubafu | [blank] | ‘rib’\nolupagi | [blank] | ‘spoke (of a bike)’\nolutambi | [blank] | ‘candle’\n\n- All five of the languages in this problem display processes that avoid a specific type of sound combination. Fill in the blanks to describe this generalisation. The blanks should be chosen from: vowel, consonant, nasal, voiced consonant, voiceless consonant.\n\nAvoid having a [blank] directly followed by a [blank].\nComplete every requested item in the problem context."}
{"id":"book_04_04","context":"Here are some verbal forms in Valley Yokutsin four different forms and their English translations:\n\nDubitative | Passive voice | Non-future | Imperative | Translation\nDubitative | Passive voice | Non-future | Imperative | Translation\ndo:sol | [blank] | doshin | [blank] | ‘to report’\n[blank] | dubut | dubhun | dubka | ‘to conduct’\nyawa:lal | yawa:lit | yawalhin | yawalka | ‘to follow’\nlogwol | logwit | logiwhin | logiwka | ‘to pulverise’\nwo:nol | wo:nit | wonhin | [blank] | ‘to hide’\nxatal | xatit | xathin | [blank] | ‘to eat’\n[blank] | [blank] | [blank] | toyixka | ‘to treat’\n[blank] | ʔopo:tit | ʔopothin | ʔopotko | ‘to get out of bed’\nʔugnal | [blank] | ʔugunhun | [blank] | ‘to drink’\n[blank] | [blank] | [blank] | ʔilikka | ‘to sing’\n[blank] | lihmit | lihimhin | [blank] | ‘to run’\n[blank] | luklut | [blank] | [blank] | ‘to bury’\n[blank] | koʔit | [blank] | koʔko | ‘to throw’\nme:kal | [blank] | [blank] | [blank] | ‘to swallow’\n\nk, t, x, y, ʔ are consonants. The mark : after a vowel denotes length.","query":"- Fill in the blanks. If you believe that some blanks could allow multiple answers, write them all.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"We begin by segmenting the forms in order to figure out which part is the stem and which are the morphemes corresponding to the four verb forms. We notice that, for two of the verbs, we are given all four forms:\n\nDubitative | Passive voice | Non-future | Imperative | Translation\nyawa:lal | yawa:lit | yawalhin | yawalka | ‘to follow’\nlogwol | logwit | logiwhin | logiwka | ‘to pulverise’\n\nComparing these forms, we deduce that the dubitative is formed by adding the suffixes -al or -ol, the passive voice is formed using the suffix -it, the non-future using -hin and the imperative using -ka. Moreover, we notice that the stems can undergo some changes (for the verb ‘to follow’ there are two possible stems yawa:l and yawal, while for the verb ‘to pulverise’ there is logw and logiw). Moreover, we notice that, in both cases, the dubitative and passive voice use the same stem, while the other two forms use the “modified” stem.\n\nLooking at the other words in the corpus, we notice that each of the four forms has two possible suffixes: -al and -ol for\ndubitative, -it and -ut for passive voice, -hin and -hun for non-future, and -ka and -ko for imperative.\n\nSince the passive voice is the one with the most examples, we can start with it. We make a table in which we split the words into two classes, based on the choice of the suffix used in forming the passive voice.\n\n-it | -ut\nyawa:lit | ‘to follow’ | dubut | ‘to conduct’\nlogwit | ‘to pulverise’ | luklut | ‘to bury’\nwo:nit | ‘to hide’ | |\nxatit | ‘to eat’ | |\nɁopo:tit | ‘to get out of bed’ | |\nlihmit | ‘to run’ | |\nkoɁit | ‘to throw’ | |\n\nWe can easily see that the suffix -ut is used for the verbs whose stem contains u, so this can be viewed as vowel harmony, being a total assimilation of i to u. This phenomenon can also be written as a phonological rule as follows:\n\nitutuC0#\n\nSince the suffixes corresponding to non-future also feature the vowels i and u, we expect them to be chosen based on the same rule (or a very similar rule). Indeed, analysing the given examples, we notice that -hun is used if the last vowel of the stem is u, while -hin is used otherwise.\n\nWe use the same process for the other two verb forms, the dubitative and the imperative, by making a table for each of them. Moreover, considering that for passive and non-future, the rule was purely phonological, not semantic (it does not depend on the meaning of the word, but rather on the form of the word), in the following table we do not include the translation of the verbs.\n\nDubitative | Imperative\n(lr)1-2(lr)3-4\n-al | -ol | -ka | -ko\nyawa:lal | do:sol | dubka | Ɂopotko\nxatal | logwol | yawalka | koɁko\nɁugnal | wo:nol | logiwka\nme:kal | | toyixka\n| | Ɂilikka\n\nWe notice this is a similar phenomenon. The allomorph containing o of the dubitative and imperative suffixes (-ol and\n-ko, respectively) is used if the last vowel of the stem is o, so it is a total assimilation of the vowel a (or a vowel harmony).\n\nThus, we can sum up the information we have so far in the following table:\n\nLast vowel | Dubitative | Passive voice | Non-future | Imperative\no | -ol | -it | -hin | -ko\nu | -al | -ut | -hun | -ka\nelse | -al | -it | -hin | -ka\n\nAlternatively, we can consider the four basic suffixes: -al, -it, -hin, -k'a and the following phonological rules:\n\n- aooC0\n- iuuC0\n\nWe are left to discover the way in which the stem changes. We noticed at the beginning of the solution that we have three situations: (1) the stem is unchanged for all forms, (2) the stem for dubitative and passive has a long vowel, which becomes short for non-future and imperative, (3) there is a vowel added (epenthesis) for non-future and imperative.\n\nWe make a new table with these three situations:\n\nUnchanged | V: V | Epenthesis\ndub | do:s | logw logiw\nxat | yawa:l | Ɂugn Ɂugun\nkoɁ | wo:n | lihm lihim\n| Ɂopo:t |\n\nWe notice that we have three outcomes, based on the last syllable of the stem:\n\n- If the last syllable contains a short vowel and ends in a consonant (CVC), then the stem is left unchanged;\n\n- If the last syllable contains a long vowel and ends in a consonant (CV:C), then the vowel becomes short for non-future and imperative (CVC);\n\n- If the last syllable contains a short vowel and ends in a consonant cluster (CVCC), then in non-future and imperative an (epenthetic) vowel is added between the two consonants. From the examples above, we notice that the epenthetic vowel is either i or u, so we can expect that the choice of vowel will be the same as above (u if the last vowel in the stem is u, otherwise i).\n\nTherefore, we have discovered all the rules and we can complete all the tasks.\n\n-\n1. do:sit | 2. dosko | 3. dubal | 4. wonko\n5. xatka | | | 8. toyixhin\n9. Ɂopo:tol | 10. Ɂugnut | 11. Ɂugunka |\n| 14. Ɂilikhin | 15. lihmal | 16. lihimka\n17. luklal | 18. lukulhun | 19. lukulka | 20. koɁol\n21. koɁhin | 22. me:kit | 23. mekhin | 24. mekka\n\nFor the blanks 6–7 and 12–13, we have multiple options since we do not know the underlying form of the stem. The stems of the imperative form (toyix and Ɂilik) could be the result of three different processes:\n\n- We could consider an epenthetic process which causes the insertion of the vowel i, therefore the underlying stems are toyx and Ɂilk. In this case, the answers are:\n\n6. toyxol |\n7. toyxit |\n12. Ɂilkal |\n13. Ɂilki\n\n- We could also consider the case in which the stem undergoes no change, therefore the underlying stems are toyix and Ɂilik. The answers would then be:\n\n6. toyixal |\n7. toyixit |\n12. Ɂilikal |\n13. Ɂiliki\n\n- Lastly, the stem might have undergone vowel shortening. We can infer based on the given data that the long vowel is always the last vowel of the stem. Thus, the underlying stems are toyi:x and Ɂili:k and the answers are:\n\n6. toyi:xal |\n7. toyi:xit |\n12. Ɂili:kal |\n13. Ɂili:ki\n\nRules:\n\nThere are two types of rule: stem changes (depending on the type of the last syllable of the stem) and suffix changes (depending on the last\nvowel of the stem).\n\n- Stem changes. Take place only in non-future and imperative:\n\n- CV:C CVC (vowel shortening);\n\n- CVCC CVCVeC (epenthesis);\nVe follows the vowel harmony (see below);\n\n- Suffixes: dubitative = -al, passive voice = -it, non-future = hin, imperative = ka.\n\n- Vowel harmony. Applied both to the suffixes and to the epenthetic vowel:\n\n- If last vowel of the root is o: a o;\n\n- If last vowel of the root is u: i u;","source":"langsci_420","problem_group_id":"langsci420:4.4","chapter":4,"chapter_title":"Phonology","section":5,"section_title":"Vowel harmony","topic":"phonological rules and sound correspondences","language":"Valley Yokuts","author":"Paul Helmer","competition":"RoLO","year":2019,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s05_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Vowel harmony” in the Phonology chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":931,"source_line_end":961,"solution_line_start":963,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nVowel harmony\nphonological rules and sound correspondences\nThe author places this worked example under “Vowel harmony” in the Phonology chapter, so it illustrates that method or topic.\nHere are some verbal forms in Valley Yokutsin four different forms and their English translations:\n\nDubitative | Passive voice | Non-future | Imperative | Translation\nDubitative | Passive voice | Non-future | Imperative | Translation\ndo:sol | [blank] | doshin | [blank] | ‘to report’\n[blank] | dubut | dubhun | dubka | ‘to conduct’\nyawa:lal | yawa:lit | yawalhin | yawalka | ‘to follow’\nlogwol | logwit | logiwhin | logiwka | ‘to pulverise’\nwo:nol | wo:nit | wonhin | [blank] | ‘to hide’\nxatal | xatit | xathin | [blank] | ‘to eat’\n[blank] | [blank] | [blank] | toyixka | ‘to treat’\n[blank] | ʔopo:tit | ʔopothin | ʔopotko | ‘to get out of bed’\nʔugnal | [blank] | ʔugunhun | [blank] | ‘to drink’\n[blank] | [blank] | [blank] | ʔilikka | ‘to sing’\n[blank] | lihmit | lihimhin | [blank] | ‘to run’\n[blank] | luklut | [blank] | [blank] | ‘to bury’\n[blank] | koʔit | [blank] | koʔko | ‘to throw’\nme:kal | [blank] | [blank] | [blank] | ‘to swallow’\n\nk, t, x, y, ʔ are consonants. The mark : after a vowel denotes length.\n- Fill in the blanks. If you believe that some blanks could allow multiple answers, write them all."}
{"id":"book_04_05","context":"Given below are some words in Evenki in five different cases: nominative singular (e.g., ‘the dog’), nominative plural (e.g., ‘the dogs’), directional-locative singular (e.g., ‘to the dog’), possessive 1sg (e.g., ‘my dog’), possessive 1pl (e.g., ‘our dog’), as well as their English translations:\n\nNom. sg | Nom. pl | Dir-loc. sg | Pos. 1sg | Pos. 1pl | Transl.\nbitəg | bitəgsəl | bitəglə | bitəgwi | bitəgmʉn | ‘book’\nbɵ:s | bɵ:ssɵl | bɵ:slɵ | bɵ:swi | [blank] | ‘cloth’\nudun | udunsul | [blank] | udunbi | udunmun | ‘rain’\nigga | iggasal | iggala | iggawi | iggamun | ‘flower’\nixʉldʉ:r | ixʉldʉ:rsʉl | ixʉldʉ:rlɵ | ixʉldʉ:rwi | ixʉldʉ:rmʉn | ‘shovel’\nnʉxʉn | nʉxʉnsʉl | nʉxʉnlɵ | nʉxʉnbi | nʉxʉnmʉn | ‘brother’\noron | oronsol | oronlo | oronbi | oronmun | ‘place’\nsatan | satansal | satanla | satanbi | satanmun | ‘candy’\ntəggəŋ | təggəŋsəl | təggəŋlə | təggəŋbi | təggəŋmʉn | ‘car’\nʉ:ŋkʉ | ʉ:ŋkʉsʉl | ʉ:ŋkʉlɵ | ʉ:ŋkʉwi | ʉ:ŋkʉmʉn | ‘towel’\nxocco | xoccosol | xoccolo | xoccowi | xoccomun | ‘shop’\niggə | iggəsəl | [blank] | [blank] | iggəmʉn | ‘tail’\njʉ: | [blank] | jʉ:lɵ | [blank] | jʉ:mʉn | ‘house’\nxə:m | [blank] | [blank] | [blank] | [blank] | ‘meal’\ndo:son | [blank] | [blank] | [blank] | [blank] | ‘salt’\n\nNom. sg | Nom. pl | Dir-loc. sg | Pos. 1sg | Pos. 1pl | Translation\numatta | umattasul | umattalo | umattawi | umattamun | ‘egg’\na:gun | a:gunsal | a:gunla | a:gunbi | a:gunmun | ‘hat’\nʉrəl | ʉrəlsʉl | ʉrəllɵ | ʉrəlwi | ʉrəlmʉn | ‘child’\nmoriŋ | moriŋsol | moriŋlo | moriŋbi | moriŋmun | ‘horse’\nxɵ:ggʉ | [blank] | [blank] | [blank] | [blank] | ‘leg’\noʃitta | [blank] | [blank] | [blank] | [blank] | ‘star’\nxərʉ:ldi: | [blank] | [blank] | [blank] | [blank] | ‘quarrel’\n\nʉ and ɵ are vowels pronounced like u and o respectively, but with the tongue placed centrally (central vowels); a is similar to ‘u’ in ‘cut’, but the tongue is placed more towards the back (back vowel); ə = ‘ea’ in ‘pearl’, ŋ = ‘ng’ in ‘king’, ʃ = ‘sh’ in ‘shop’.\n\nThe mark : after a vowel denotes length.","query":"- Fill in the blanks.\n\n- You are given some more Evenki words in the same five forms:\n\n- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"We start by noticing that the nominative singular can be considered the base form. From this word, all other forms are derived. Moreover, we notice that there are no changes (alternations) in this form, so we can consider it as the stem of all other forms.\n\nThe next step is separating the segments that are added to obtain the other forms. So for the nominative plural we have the suffixes -sal, -səl, -sol, -sul, -sɵl, -sʉl. Such a variety of suffixes which only differ by the vowel is a strong indicator towards some process of vowel harmony. Therefore, we can classify the words based on the suffix they select for the nominative plural form.\n\n-sal | -səl | -sol | -sul | -sɵl | -sʉl\nigga | bitəg | oron | udun | bɵ:s | ixʉldʉ:r\nsatan | təggəŋ | xocco | | | nʉxʉn\n| iggə | | | | ʉ:ŋkʉ\n\nIndeed, the supposition of vowel harmony is easily confirmed. We can observe that the vowel in the suffix is identical to the last vowel of the stem. Therefore, we deduce that the nominative plural suffix is -sVl, where V is the last vowel of the stem. Since the suffix repeats the final stem vowel in all cases, we can talk here about a total assimilation rather than vowel harmony.\n\nWe can do the same thing for the other three forms. For the directional-locative singular form, we find the suffixes -la, -lə, -lo, -lɵ.\n\n-la | -lə | -lo | -lɵ\nigga | bitəg | oron | bɵ:s\nsatan | təggəŋ | xocco | ixʉldʉ:r\n| | | nʉxʉn\n| | | ʉ:ŋkʉ\n| | | jʉ:\n\nIn this case, we can assume that, similar to the previous situation, the choice of the suffix is based on the last vowel of the stem. We notice that the suffixes -la and -lə are used if the last vowel of the root is a or ə, respectively, so again we can talk about total assimilation. Nevertheless, the suffix -lɵ is used both for words whose last vowel is ɵ, as well as ʉ. Since we have no example of words whose last vowel is u, although these are found as a task, we can assume that they will receive the suffix -lo, since we can expect that the\npairs {ɵ, ʉ} and {o, u} behave similarly. Therefore, in this case we can talk about vowel harmony as follows: a {a}, ə {ə}, o {o, u}, and ɵ {ɵ, ʉ}. We can write the rules for this harmony in different ways:\n\n- using words: vowel harmony based on backness and roundness – rounded vowels with the same level of backness will use a suffix containing the corresponding high vowel.\n\n- schematically, showing the vowel in the suffix and the group of vowels for which it is used: a {a}, ə {ə}, o {o, u}, and ɵ {ɵ, ʉ}.\n\n- using phonological rules:\n\nV\n\nV\n\n/\n\nV\n\nC0\n\nThis rule can be interpreted as: ``a round vowel will become high and will have the same level of backness as the vowel before it if it is round''. Generally, it is better not to use phonological notation when it comes to vowel harmony, because they can become extremely complex and there is a lot of room for error.\n\nThe 1sg possessive has only two forms: -bi and -wi. This time, we do not expect vowel harmony since the vowel in both forms is the same, and it is the consonant that changes. We can make a table to see the distribution of the two suffixes:\n\n-bi | -wi\nudun | bitəg\nnʉxʉn | bɵ:s\noron | igga\nsatan | ixʉldʉ:r\ntəggəŋ | ʉ:ŋkʉ\n| xocco\n\nWe can easily observe that the suffix -bi is used if the last consonant of the stem is n or ŋ. Therefore, we can consider the base form of the suffix to be -wi, and\n\nwb{n, ŋ} or wb+nasal\n\nThe last form is the 1pl possessive, where we only have only two forms: -mun and -mʉn.\n\n-mun | -mʉn\nudun | bitəg\nigga | ixʉldʉ:r\noron | nʉxʉn\nsatan | təggəŋ\nxocco | ʉ:ŋkʉ\n| iggə\n| jʉ:\n\nWe can again assume it is vowel harmony, and we can try and test if this hypothesis makes sense from a phonological perspective. Based on the given examples, we deduce that u {a, o, u}, ʉ {ə, ʉ}. Based on the footnote at the end of the problem, we know that a is a back vowel (similar to o and u), while ʉ is a central vowel (just like ə). Therefore, this harmony is solely based on backness. Moreover, we deduce that ɵ will go into the same class as ʉ, since it is also a central vowel. Therefore, the 1pl possessive suffix is -mun if the last vowel of the root is back or -mʉn if the last vowel is central.\n\nBased on these, we can write all the rules and solve task (a):\n\n-\n1. bɵ:smʉn | 2. udunlo | 3. iggələ | 4. iggəwi\n5. jʉ:sʉl | 6. jʉ:wi | 7. xə:msəl | 8. xə:mlə\n9. xə:mbi | 10. xə:mmʉn | 11. do:sonsol | 12. do:sonlo\n13. do:sonbi | 14. do:sonmun | |\n\nRules:\n\n- Suffixes:\n\n- Nom. pl = sV1l\n\n- Dir-loc. pl = lV2\n\n- Pos. 1sg = wi and w b /[+nasal] _\n\n- Pos. 1pl = mV3n\n\n- Vowel harmony:\n\n| Last vowel of the stem\n(lr)2-7\n| ə | ɵ | ʉ | a | o | u\nV1 | ə | ɵ | ʉ | a | o | u\nV2 | ə | ɵ | ɵ | a | o | o\nV3 | ʉ | ʉ | ʉ | u | u | u\n\nIt is time to analyse the examples given in task (b). We expect that the rules are mostly similar and perhaps undergo only small changes or some exceptions. Indeed, looking at the given forms, we notice that the suffixes do not change and the nominative singular form is the base form. Nevertheless, it seems that the vowel harmony does not apply here anymore.\n\nSince we know the nominative plural results from a total assimilation, we can start here and notice the changes that took place, since each suffix corresponds to only one vowel.\n\nNom. sg | Nom. pl\numatta | umattasul\na:gun | a:gunsal\nʉrəl | ʉrəlsʉl\nmoriŋ | moriŋsol\n\nIn the case of the first word, since the nominative plural suffix contains the vowel u, we expect the last vowel of the stem to also be u. Nevertheless, the only vowel u in the stem is at the beginning, Therefore, we might consider that vowel harmony is, in fact, triggered by the first vowel of the stem, not the last one. Indeed, this easily checks out for all examples in task (b). The formation of 1sg possessive is not affected since the choice of the suffix is independent of the vowel.\n\nOn the other hand, since we changed the rule, and we noticed that vowel harmony is triggered by the first vowel, we need to double-check whether the examples in task (a) still follow this rule. Fortunately, we notice that most of the words in task (a) are monosyllabic (hence have only one vowel) or, if they have more vowels, they contain the same vowel. There are only four exceptions: bitəg, igga, ixʉldʉ:r, and iggə. We notice that all of these words have i as their first vowel. Moreover, the vowel i does not appear in any of the three vowel harmony patterns from before. Therefore, we can deduce that the vowel i is neutral and does not trigger (nor affect) vowel harmony. We can therefore rephrase the rules above and claim that vowel harmony is triggered by the first vowel in the stem which is not i.\n\nTherefore, we can solve task (b).\n\n-\n15. xɵ:ggʉsɵl | 16. xɵ:ggʉlɵ | 17. xɵ:ggʉwi\n18. xɵ:ggʉmʉn | 19. oʃittasol | 20. oʃittalo\n21. oʃittawi | 22. oʃittamun | 23. xərʉ:ldi:səl\n24. xərʉ:ldi:lə | 25. xərʉ:ldi:wi | 26. xərʉ:ldi:mʉn","source":"langsci_420","problem_group_id":"langsci420:4.5","chapter":4,"chapter_title":"Phonology","section":5,"section_title":"Vowel harmony","topic":"phonological rules and sound correspondences","language":"Evenki","author":"Vlad A. Neacșu","competition":"original","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":2,"method_ids":["book_method_c04_s05_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Vowel harmony” in the Phonology chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1171,"source_line_end":1227,"solution_line_start":1229,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nVowel harmony\nphonological rules and sound correspondences\nThe author places this worked example under “Vowel harmony” in the Phonology chapter, so it illustrates that method or topic.\nGiven below are some words in Evenki in five different cases: nominative singular (e.g., ‘the dog’), nominative plural (e.g., ‘the dogs’), directional-locative singular (e.g., ‘to the dog’), possessive 1sg (e.g., ‘my dog’), possessive 1pl (e.g., ‘our dog’), as well as their English translations:\n\nNom. sg | Nom. pl | Dir-loc. sg | Pos. 1sg | Pos. 1pl | Transl.\nbitəg | bitəgsəl | bitəglə | bitəgwi | bitəgmʉn | ‘book’\nbɵ:s | bɵ:ssɵl | bɵ:slɵ | bɵ:swi | [blank] | ‘cloth’\nudun | udunsul | [blank] | udunbi | udunmun | ‘rain’\nigga | iggasal | iggala | iggawi | iggamun | ‘flower’\nixʉldʉ:r | ixʉldʉ:rsʉl | ixʉldʉ:rlɵ | ixʉldʉ:rwi | ixʉldʉ:rmʉn | ‘shovel’\nnʉxʉn | nʉxʉnsʉl | nʉxʉnlɵ | nʉxʉnbi | nʉxʉnmʉn | ‘brother’\noron | oronsol | oronlo | oronbi | oronmun | ‘place’\nsatan | satansal | satanla | satanbi | satanmun | ‘candy’\ntəggəŋ | təggəŋsəl | təggəŋlə | təggəŋbi | təggəŋmʉn | ‘car’\nʉ:ŋkʉ | ʉ:ŋkʉsʉl | ʉ:ŋkʉlɵ | ʉ:ŋkʉwi | ʉ:ŋkʉmʉn | ‘towel’\nxocco | xoccosol | xoccolo | xoccowi | xoccomun | ‘shop’\niggə | iggəsəl | [blank] | [blank] | iggəmʉn | ‘tail’\njʉ: | [blank] | jʉ:lɵ | [blank] | jʉ:mʉn | ‘house’\nxə:m | [blank] | [blank] | [blank] | [blank] | ‘meal’\ndo:son | [blank] | [blank] | [blank] | [blank] | ‘salt’\n\nNom. sg | Nom. pl | Dir-loc. sg | Pos. 1sg | Pos. 1pl | Translation\numatta | umattasul | umattalo | umattawi | umattamun | ‘egg’\na:gun | a:gunsal | a:gunla | a:gunbi | a:gunmun | ‘hat’\nʉrəl | ʉrəlsʉl | ʉrəllɵ | ʉrəlwi | ʉrəlmʉn | ‘child’\nmoriŋ | moriŋsol | moriŋlo | moriŋbi | moriŋmun | ‘horse’\nxɵ:ggʉ | [blank] | [blank] | [blank] | [blank] | ‘leg’\noʃitta | [blank] | [blank] | [blank] | [blank] | ‘star’\nxərʉ:ldi: | [blank] | [blank] | [blank] | [blank] | ‘quarrel’\n\nʉ and ɵ are vowels pronounced like u and o respectively, but with the tongue placed centrally (central vowels); a is similar to ‘u’ in ‘cut’, but the tongue is placed more towards the back (back vowel); ə = ‘ea’ in ‘pearl’, ŋ = ‘ng’ in ‘king’, ʃ = ‘sh’ in ‘shop’.\n\nThe mark : after a vowel denotes length.\n- Fill in the blanks.\n\n- You are given some more Evenki words in the same five forms:\n\n- Fill in the blanks."}
{"id":"book_04_06","context":"Here are some words and expressions in Guoyu, the Taiwanese dialect of Mandarin Chinese, as well as their correspondences in the secret language La-Mi (both transcribed into Latin script):\n\nGuoyu | La-Mi | Translation\ne hiau | le i liau hi | ‘capable’\nbe tsai | [blank] | ‘to go shopping’\n[blank] | lat tit | ‘to hit’\ntsin tiam | [blank] | ‘very tired’\n[blank] | laŋ gin | ‘human’\ngi | [blank] | ‘justice’\npiaʔ | liaʔ piʔ | ‘wall’\nkam tsia | lam kin lia tsi | ‘sugarcane’\npɔŋ hɔŋ | lɔŋ pin lɔŋ hin | ‘gust (of wind)’\nho keʔ | [blank] | ‘guest of honour’\npak kak | lak pit lak kit | ‘to clean’\ntsap ap | [blank] | ‘ten boxes’\n\nAll vowel combinations are pronounced as a single syllable (syllables are separated by blanks); p, t, k, ts, ʔ are consonants; ɔ is a vowel; ŋ = ‘ng’ in ‘king’.","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"4.6. La-Mi\n\n-\nGuoyu | La-Mi | Translation\nbe tsai | le bi lai tsi | ‘to go shopping’\ntat | lat tit | ‘to hit’\ntsin tiam | lin tsin liam tin | ‘very tired’\ngaŋ | laŋ gin | ‘human’\ngi | li gi | ‘justice’\nho keʔ | lo hi leʔ kiʔ | ‘guest of honour’\ntsap ap | lap tsit lap it | ‘ten boxes’\n\nRules:\n\nWe note with C1, V and C2 the onset,\nnucleus and coda of the syllable, respectively. Now each syllable can be\nwritten as (C1)V(C2). The transformation\nis: C1VC2 lVC2\nC1iX, where X depends on C2, as\nfollows:\n\nC2 | X\n|\nʔ | ʔ\nm, n, ŋ | n\np, t, k | t\n\nWe deduce that X is identical with C2, but with an assimilated place of articulation (alveolar). Exception: ʔ (which remains unchanged). Another explanation is:\n\n- ʔʔ\n\n- +nasal n\n\n- +stop\n–voicet","source":"langsci_420","problem_group_id":"langsci420:4.6","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"La-Mi","author":"Evgeniya Korovina","competition":"MSK","year":2013,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1458,"source_line_end":1488,"solution_line_start":1866,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words and expressions in Guoyu, the Taiwanese dialect of Mandarin Chinese, as well as their correspondences in the secret language La-Mi (both transcribed into Latin script):\n\nGuoyu | La-Mi | Translation\ne hiau | le i liau hi | ‘capable’\nbe tsai | [blank] | ‘to go shopping’\n[blank] | lat tit | ‘to hit’\ntsin tiam | [blank] | ‘very tired’\n[blank] | laŋ gin | ‘human’\ngi | [blank] | ‘justice’\npiaʔ | liaʔ piʔ | ‘wall’\nkam tsia | lam kin lia tsi | ‘sugarcane’\npɔŋ hɔŋ | lɔŋ pin lɔŋ hin | ‘gust (of wind)’\nho keʔ | [blank] | ‘guest of honour’\npak kak | lak pit lak kit | ‘to clean’\ntsap ap | [blank] | ‘ten boxes’\n\nAll vowel combinations are pronounced as a single syllable (syllables are separated by blanks); p, t, k, ts, ʔ are consonants; ɔ is a vowel; ŋ = ‘ng’ in ‘king’.\n- Fill in the blanks."}
{"id":"book_04_07","context":"Here are some verbal forms in Tolaki in their active and passive voice and their English translations:\n\nActive | Passive | Translation | Active | Passive | Translation\n(lr)1-3(lr)4-6Active | Passive | Translation | Active | Passive | Translation\n(lr)1-3(lr)4-6alo | inalo | ‘take’ | wala | niwala | ‘enclose’\ndaga | nidaga | ‘guard’ | baho | [blank] | ‘bathe’\nehe | inehe | ‘want’ | inu | [blank] | ‘drink’\ngeru | nigeru | ‘scrape’ | kulisi | [blank] | ‘dig’\nhunu | hinunu | ‘burn’ | mala | [blank] | ‘shorten’\nluarako | niluarako | ‘grab’ | paho | [blank] | ‘plant’\noli | inoli | ‘fly’ | ruru | [blank] | ‘collect’\nsaru | sinaru | ‘borrow’ | solongako | [blank] | ‘empty’\ntena | tinena | ‘order’ | usa | [blank] | ‘crush’\n\nnahu | ninahu | ‘cook’\n\nw = ‘v’ in ‘van’","query":"- Fill in the blanks.\n\n- At first, the author wanted to include the following example, but they changed their mind believing it can be confusing. Why might this be?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"4.7. Tolaki\n\n-\nbaho | nibaho | ‘bathe’\ninu | ininu | ‘drink’\nkulisi | kinulisi | ‘dig’\nmala | nimala | ‘shorten’\npaho | pinaho | ‘plant’\nruru | niruru | ‘collect’\nsolongako | sinolongako | ‘empty’\nusa | inusa | ‘crush’\n\n- Because it is not known which n is part of the stem and which one is part of the affix. Thus, it can either be the prefix ni- added to the word nahu, or the infix -in-, added after the first consonant of the word nahu.\n\nRules:\n\n- If the lexeme starts with a vowel, add in- at the beginning;\n\n- If the lexeme starts with a voiced consonant, add ni- at the beginning.\n\n- If the lexeme starts with a voiceless consonant, add -in- after the first consonant.","source":"langsci_420","problem_group_id":"langsci420:4.7","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Tolaki","author":"Peter Arkadiev","competition":"MSK","year":2016,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1490,"source_line_end":1521,"solution_line_start":1926,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some verbal forms in Tolaki in their active and passive voice and their English translations:\n\nActive | Passive | Translation | Active | Passive | Translation\n(lr)1-3(lr)4-6Active | Passive | Translation | Active | Passive | Translation\n(lr)1-3(lr)4-6alo | inalo | ‘take’ | wala | niwala | ‘enclose’\ndaga | nidaga | ‘guard’ | baho | [blank] | ‘bathe’\nehe | inehe | ‘want’ | inu | [blank] | ‘drink’\ngeru | nigeru | ‘scrape’ | kulisi | [blank] | ‘dig’\nhunu | hinunu | ‘burn’ | mala | [blank] | ‘shorten’\nluarako | niluarako | ‘grab’ | paho | [blank] | ‘plant’\noli | inoli | ‘fly’ | ruru | [blank] | ‘collect’\nsaru | sinaru | ‘borrow’ | solongako | [blank] | ‘empty’\ntena | tinena | ‘order’ | usa | [blank] | ‘crush’\n\nnahu | ninahu | ‘cook’\n\nw = ‘v’ in ‘van’\n- Fill in the blanks.\n\n- At first, the author wanted to include the following example, but they changed their mind believing it can be confusing. Why might this be?"}
{"id":"book_04_08","context":"Minangkabau is a language of Indonesia that features a number of “play languages” that people use for fun, like Pig Latin in English. One of these “play languages” is Sorba. Here are some examples of standard Minangkabau words and their Sorba play language equivalents:Source: John Henderson, University of Western Australia, with the assistance of Sophie Crouch. Based on Crouch (2008, 2009) and data from the MPI EVA Minangkabau corpus.\n\nMinang- | | | Minang- | |\nkabau | Sorba | English | kabau | Sorba | English\n(r)1-3(l)4-6Minang- | | | Minang- | |\nkabau | Sorba | English | kabau | Sorba | English\n(r)1-3(l)4-6raso | sora | ‘taste’ | mangecek | cermange | ‘talk’\nrokok | koro | ‘cigarette’ | bakilek | lerbaki | ‘lightning’\nrayo | yora | ‘celebrate’ | sawah | warsa | ‘rice field’\nsusu | sursu | ‘milk’ | pitih | tirpi | ‘money’\nbaso | sorba | ‘language’ | manangih | ngirmana | ‘cry’\nlamo | morla | ‘long time’ | urang | raru | ‘person’\nmati | tirma | ‘dead’ | cubadak | darcuba | ‘jackfruit’\nbulan | larbu | ‘month’ | iko | kori | ‘this’\nminum | nurmi | ‘drink’ | gata-gata | targa-targa | ‘flirtatious’\nlilin | lirli | ‘wax’ | maha-maha | harma-harma | ‘expensive’\nmintak | tarmin | ‘request’ | campua | purcam | ‘mix’\napa | para | ‘father’ | | |","query":"- Write the Sorba equivalents of the following words:\n\nrancak (‘nice’) | jadi (‘happen’)\nmakan (‘eat’) | marokok (‘smoking’)\nampek (‘hundred’) | limpik-limpik (‘stuck together’)\ndapua (‘kitchen’) |\n\n- If you know a Sorba word, can you work backwards to a single standard Minangkabau word? Demonstrate with the Sorba word lore (‘good’).\n\n- Another “play language” is Solabar. The rules for converting a standard Minangkabau word to Solabar can be worked out from the following examples:\n\nMinangkabau | Solabar | English\n(r)1-3\nbaso | solabar | ‘language’\ncampua | pulacar | ‘mix’\nmakan | kalamar | ‘eat’\n\n- What is the Solabar equivalent of the Sorba word tirpi (‘money’)?\n\n- In writing Minangkabau, does the sequence ng represent one sound or two sounds? Provide evidence that supports your answer.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"4.8. Sorba\n\n- caran, dirja, karma, kormaro, peram, kormaro, peram, pirlim-pirlim, purda\n\n- The word cannot be uniquely determined since the coda of the last syllable disappears. Moreover, it is not known if the r in lore is part of the root or if it is added, thus lore can result from any of the following words: relo, elo, reloC, eloC (where C can be any consonant).\n\n- tilapir\n\n- A single sound, since the word manangih becomes ngirmana in Sorba. If ng was two sounds, the word would have become girmanan.\n\nRules:\n\nIn order to form the Sorba word, we need to take the last syllable of the word, remove its coda (only keep the first consonant – if any – and the first vowel) and add it to the beginning of the word, separated by an r. If the word already begins with an r, no extra r is added. Thus, a word such as ...(C)V(V)(C) becomes (C)Vr.... It is important to notice that two consecutive vowels will form a diphthong, according to the example cam.pua pu-r.cam. If it were a hiatus, we would get cam.pu.a a-r.cam.pu.\n\nIn order to form the Solabar word, the same process as in Sorba is applied, but the connecting r is replaced by la (resulting in (C)Vla...).","source":"langsci_420","problem_group_id":"langsci420:4.8","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Sorba","author":"John Henderson","competition":"UKLO","year":2010,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1523,"source_line_end":1578,"solution_line_start":1953,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nMinangkabau is a language of Indonesia that features a number of “play languages” that people use for fun, like Pig Latin in English. One of these “play languages” is Sorba. Here are some examples of standard Minangkabau words and their Sorba play language equivalents:Source: John Henderson, University of Western Australia, with the assistance of Sophie Crouch. Based on Crouch (2008, 2009) and data from the MPI EVA Minangkabau corpus.\n\nMinang- | | | Minang- | |\nkabau | Sorba | English | kabau | Sorba | English\n(r)1-3(l)4-6Minang- | | | Minang- | |\nkabau | Sorba | English | kabau | Sorba | English\n(r)1-3(l)4-6raso | sora | ‘taste’ | mangecek | cermange | ‘talk’\nrokok | koro | ‘cigarette’ | bakilek | lerbaki | ‘lightning’\nrayo | yora | ‘celebrate’ | sawah | warsa | ‘rice field’\nsusu | sursu | ‘milk’ | pitih | tirpi | ‘money’\nbaso | sorba | ‘language’ | manangih | ngirmana | ‘cry’\nlamo | morla | ‘long time’ | urang | raru | ‘person’\nmati | tirma | ‘dead’ | cubadak | darcuba | ‘jackfruit’\nbulan | larbu | ‘month’ | iko | kori | ‘this’\nminum | nurmi | ‘drink’ | gata-gata | targa-targa | ‘flirtatious’\nlilin | lirli | ‘wax’ | maha-maha | harma-harma | ‘expensive’\nmintak | tarmin | ‘request’ | campua | purcam | ‘mix’\napa | para | ‘father’ | | |\n- Write the Sorba equivalents of the following words:\n\nrancak (‘nice’) | jadi (‘happen’)\nmakan (‘eat’) | marokok (‘smoking’)\nampek (‘hundred’) | limpik-limpik (‘stuck together’)\ndapua (‘kitchen’) |\n\n- If you know a Sorba word, can you work backwards to a single standard Minangkabau word? Demonstrate with the Sorba word lore (‘good’).\n\n- Another “play language” is Solabar. The rules for converting a standard Minangkabau word to Solabar can be worked out from the following examples:\n\nMinangkabau | Solabar | English\n(r)1-3\nbaso | solabar | ‘language’\ncampua | pulacar | ‘mix’\nmakan | kalamar | ‘eat’\n\n- What is the Solabar equivalent of the Sorba word tirpi (‘money’)?\n\n- In writing Minangkabau, does the sequence ng represent one sound or two sounds? Provide evidence that supports your answer."}
{"id":"book_04_09","context":"Here are some Arabic nouns in their definite and indefinite form, as well as their English translations:\n\nIndefinite | Definite | Translation | Indefinite | Definite | Translation\n(lr)1-3(lr)4-6\nšams | aššams | ‘sun’ | ɣayma | alɣayma | ‘cloud’\nqamar | alqamar | ‘moon’ | maṭar | almaṭar | ‘rain’\nnaǯm | annaǯm | ‘star’ | ṭaqs | aṭṭaqs | ‘weather’\nfaǯr | alfaǯr | ‘dawn’ | ǯafāf | alǯafāf | ‘draught’\nyawm | alyawm | ‘day’ | bard | albard | ‘coldness’\nð̣alām | að̣ð̣alām | ‘darkness’ | taham | attaham | ‘heat’\nsamāʹ | assamāʹ | ‘sky’ |\n\nArabic linguists classify the consonants into ``lunar'' and ``solar'' consonants. It is known that š and t are solar consonants, while q and m are lunar consonants.\n\nš = ‘sh’ in ‘shop’, ǯ = ‘j’ in ‘judge’, y = ‘y’ in ‘year’, ð = ‘th’ in ‘that’, θ = ‘th’ in ‘thin’, q = ‘c’ in ‘car’, x = ‘ch’ in ‘loch’, ɣ is similar to x, but voiced. ʕ and ' are consonants.\n\nA dot below a consonant denotes its special pronunciation (so-called emphatic). A bar above the vowel denotes length.","query":"- Write the definite form of the following nouns:\n\n- muðannab (‘comet’)\n\n- barq (‘lightning’)\n\n- θalǯ (‘ice’)\n\n- nār (‘fire’)\n\n- ḍaw' (‘light’)\n\n- layla (‘night’)\n\n- ɣurūb (‘sunrise’)\n\n- šitā' (‘winter’)\n\n- rabīʕ (‘spring’)\n\n- ṣayf (‘summer’)\n\n- xarīf (‘autumn’)\n\n- [blank]\n\n- Classify the consonants b, ḍ, f, ɣ, n, r, θ, y and z into the two categories proposed by Arabic linguists (solar and lunar).\n\n- Arab language historians know that the sound represented by one of the Arabic letters was, in time, replaced by another one (in this problem the modern variant is used). Determine which letter it is.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"4.9. Arabic\n\n-\nalmuðannab | albarq | aθθalǯ\nannār | aḍḍawʹ | allayla\nalɣurūb | aššitāʹ | arrabīʕ\naṣṣayf | alxarīf |\n\n- Lunar consonants: b, f, ɣ, y\n\nSolar consonants: ḍ, n, r, θ, z\n\n- ǯ\n\nRules:\n\nSolar consonants include the coronal consonants. In their case, the definite form is constructed by adding the prefix aX- (where X is the first consonant of the word). Lunar consonants are all the rest (labial and dorsal), and if a word begins with a lunar consonant, the definite form is simply obtained by adding the prefix al-. Alternatively, we can write:\n\nl\nC\n[+coronal]\n\nC\n[+coronal]\n\nThe consonant ǯ, although coronal, does not assimilate the prefix al-; therefore, most likely, in the past, it was\npronounced as a dorsal (probably as a voiced palatal plosive).","source":"langsci_420","problem_group_id":"langsci420:4.9","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Arabic","author":"Anton Somin","competition":"Elementy","year":null,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1580,"source_line_end":1630,"solution_line_start":1969,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Arabic nouns in their definite and indefinite form, as well as their English translations:\n\nIndefinite | Definite | Translation | Indefinite | Definite | Translation\n(lr)1-3(lr)4-6\nšams | aššams | ‘sun’ | ɣayma | alɣayma | ‘cloud’\nqamar | alqamar | ‘moon’ | maṭar | almaṭar | ‘rain’\nnaǯm | annaǯm | ‘star’ | ṭaqs | aṭṭaqs | ‘weather’\nfaǯr | alfaǯr | ‘dawn’ | ǯafāf | alǯafāf | ‘draught’\nyawm | alyawm | ‘day’ | bard | albard | ‘coldness’\nð̣alām | að̣ð̣alām | ‘darkness’ | taham | attaham | ‘heat’\nsamāʹ | assamāʹ | ‘sky’ |\n\nArabic linguists classify the consonants into ``lunar'' and ``solar'' consonants. It is known that š and t are solar consonants, while q and m are lunar consonants.\n\nš = ‘sh’ in ‘shop’, ǯ = ‘j’ in ‘judge’, y = ‘y’ in ‘year’, ð = ‘th’ in ‘that’, θ = ‘th’ in ‘thin’, q = ‘c’ in ‘car’, x = ‘ch’ in ‘loch’, ɣ is similar to x, but voiced. ʕ and ' are consonants.\n\nA dot below a consonant denotes its special pronunciation (so-called emphatic). A bar above the vowel denotes length.\n- Write the definite form of the following nouns:\n\n- muðannab (‘comet’)\n\n- barq (‘lightning’)\n\n- θalǯ (‘ice’)\n\n- nār (‘fire’)\n\n- ḍaw' (‘light’)\n\n- layla (‘night’)\n\n- ɣurūb (‘sunrise’)\n\n- šitā' (‘winter’)\n\n- rabīʕ (‘spring’)\n\n- ṣayf (‘summer’)\n\n- xarīf (‘autumn’)\n\n- [blank]\n\n- Classify the consonants b, ḍ, f, ɣ, n, r, θ, y and z into the two categories proposed by Arabic linguists (solar and lunar).\n\n- Arab language historians know that the sound represented by one of the Arabic letters was, in time, replaced by another one (in this problem the modern variant is used). Determine which letter it is."}
{"id":"book_04_10","context":"Sesotho is primarily spoken in two countries: South Africa and Lesotho. As a result, two different orthographies are used for this language. For example, the word ‘ostrich’ is written mpjhe in South Africa, but mpshe in Lesotho.\n\nBelow are given some words in Sesotho. Some of them are written in one of the orthographies (whether South Africa or Lesotho), while others are written in both orthographies. Two of the words are the same in both orthographies.\n\noache\nKholu\nkalima\nkutloisiso\nkadima\nkgwedi\nnwa\nyohle\n'nete\nKgodu\nlula\nhlompshoa\nnkwe\nya\ntitjhere\nphela\nnkoe\ntjhelete\ncha\nnnete\nMokgatjhane\nnngwaya\nchelete\nntate\n'me\nea\na","query":"- For each of the words, determine in which orthography it is written. For the words written in only one of the two orthographies, provide their equivalent in the other one.\n\n- In which orthography are the words joang and shwa written?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"4.10. Sesotho\n\n-\n\nSouth Africa | Lesotho\ndula | lula\nhlompjhwa | hlompshoa\nkadima | kalima\nKgodu | Kholu\nkgwedi | khoeli\nkutlwisiso | kutloisiso\nmme | 'me\nMokgatjhane | Mokhachane\nnkwe | nkoe\nnnete | 'nete\n\nSouth Africa | Lesotho\nnngwaya | 'ngoaea\nntate\nnwa | noa\nphela\ntitjhere | tichere\ntjha | cha\ntjhelete | chelete\nwatjhe | oache\nya | ea\nyohle | eohle\n\nThe words in bold are those that do not appear in the dataset.\n\n- joang – Lesotho (in South Africa it is written as\njwang)\n\nshwa – South Africa (in Lesotho it is written as\nshoa)\n\nRules:\nWe have the following sound correspondences:\n\nSouth Africa | Lesotho\ndi | li\ndu | lu\nkg | kh\nmm | 'm\nnn | 'n\npjh | psh\ntjh | ch\nw + vowel | o + vowel\ny + vowel | e + vowel","source":"langsci_420","problem_group_id":"langsci420:4.10","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Sesotho","author":"Tamila Krashtan","competition":"UkrLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1632,"source_line_end":1674,"solution_line_start":2017,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nSesotho is primarily spoken in two countries: South Africa and Lesotho. As a result, two different orthographies are used for this language. For example, the word ‘ostrich’ is written mpjhe in South Africa, but mpshe in Lesotho.\n\nBelow are given some words in Sesotho. Some of them are written in one of the orthographies (whether South Africa or Lesotho), while others are written in both orthographies. Two of the words are the same in both orthographies.\n\noache\nKholu\nkalima\nkutloisiso\nkadima\nkgwedi\nnwa\nyohle\n'nete\nKgodu\nlula\nhlompshoa\nnkwe\nya\ntitjhere\nphela\nnkoe\ntjhelete\ncha\nnnete\nMokgatjhane\nnngwaya\nchelete\nntate\n'me\nea\na\n- For each of the words, determine in which orthography it is written. For the words written in only one of the two orthographies, provide their equivalent in the other one.\n\n- In which orthography are the words joang and shwa written?"}
{"id":"book_04_11","context":"The Dutch language uses suffixes to form the diminutives of nouns. Any Dutch noun can be transposed to its diminutive form. Below are some Dutch words together with their diminutive forms and their English translation:\n\nWord | Diminutive | Transl. | Word | Diminutive | Transl.\n(lr)1-3(lr)4-6\nleeuwerik | leeuwerikje | ‘lark’ | dag | dagje | ‘day’\ntrom | trommetje | ‘drum’ | stro | strootje | ‘straw’\npeer | peertje | ‘pear’ | vrucht | vruchtje | ‘fruit’\nsnor | snorretje | ‘moustache’ | steeg | [blank] | ‘alley’\nhuis | huisje | ‘house’ | steg | [blank] | ‘way’\npotlood | potloodje | ‘pencil’ | bioscoop | [blank] | ‘cinema’\nparaplu | parapluutje | ‘umbrella’ | deur | [blank] | ‘door’\nviool | viooltje | ‘violin’ | auto | [blank] | ‘car’\ntuin | tuintje | ‘garden’ | zoon | [blank] | ‘son’\nster | sterretje | ‘star’ | zon | [blank] | ‘sun’\nkomkommer | komkommertje | ‘cucumber’ | mus | [blank] | ‘sparrow’\nsla | slaatje | ‘salad’ | winkel | [blank] | ‘store’\nkam | kammetje | ‘comb’ | bal | [blank] | ‘ball’\nweb | webje | ‘internet’ | ballet | [blank] | ‘ballet’\npin | pinnetje | ‘pin’ | pyjama | [blank] | ‘pyjamas’\nverhaal | verhaaltje | ‘story’ | schim | [blank] | ‘ghost’\nwodka | wodkaatje | ‘vodka’ | [blank] | petje | ‘beret’","query":"- Fill in the blanks.\n\n- The word vlootje is a homonym, representing the diminutive of two different words. Which are these words?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"4.11. Dutch\n\n-\n\n- steegje\n\n- stegje\n\n- bioscoopje\n\n- deurtje\n\n- autootje\n\n- zoontje\n\n- zonnetje\n\n- musje\n\n- winkeltje\n\n- balletje\n\n- balletje\n\n- pyjamaatje\n\n- schimmetje\n\n- pet\n\n- vlo and vloot\n\nRules:\n\nThe diminutive depends on the last sound of the word. We have the following cases:\n\n- vowel add Vtje (where V is the last vowel of the word);\n\n- obstruent (stop or fricative) add -je;\n\n- sonorant (nasal or liquid – m, n, l, r):\n\n- if the word has only one syllable and the vowel is short, add the suffix -Cetje (where C is the last consonant);\n\n- else, add -tje (if (1) the word has only one syllable and contains a long vowel or a diphthong or (2) the word contains more than a syllable).","source":"langsci_420","problem_group_id":"langsci420:4.11","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Dutch","author":"Ksenia Gilyarova","competition":"MSK","year":2003,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1676,"source_line_end":1708,"solution_line_start":2090,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nThe Dutch language uses suffixes to form the diminutives of nouns. Any Dutch noun can be transposed to its diminutive form. Below are some Dutch words together with their diminutive forms and their English translation:\n\nWord | Diminutive | Transl. | Word | Diminutive | Transl.\n(lr)1-3(lr)4-6\nleeuwerik | leeuwerikje | ‘lark’ | dag | dagje | ‘day’\ntrom | trommetje | ‘drum’ | stro | strootje | ‘straw’\npeer | peertje | ‘pear’ | vrucht | vruchtje | ‘fruit’\nsnor | snorretje | ‘moustache’ | steeg | [blank] | ‘alley’\nhuis | huisje | ‘house’ | steg | [blank] | ‘way’\npotlood | potloodje | ‘pencil’ | bioscoop | [blank] | ‘cinema’\nparaplu | parapluutje | ‘umbrella’ | deur | [blank] | ‘door’\nviool | viooltje | ‘violin’ | auto | [blank] | ‘car’\ntuin | tuintje | ‘garden’ | zoon | [blank] | ‘son’\nster | sterretje | ‘star’ | zon | [blank] | ‘sun’\nkomkommer | komkommertje | ‘cucumber’ | mus | [blank] | ‘sparrow’\nsla | slaatje | ‘salad’ | winkel | [blank] | ‘store’\nkam | kammetje | ‘comb’ | bal | [blank] | ‘ball’\nweb | webje | ‘internet’ | ballet | [blank] | ‘ballet’\npin | pinnetje | ‘pin’ | pyjama | [blank] | ‘pyjamas’\nverhaal | verhaaltje | ‘story’ | schim | [blank] | ‘ghost’\nwodka | wodkaatje | ‘vodka’ | [blank] | petje | ‘beret’\n- Fill in the blanks.\n\n- The word vlootje is a homonym, representing the diminutive of two different words. Which are these words?"}
{"id":"book_04_12","context":"Here are some words in Finnish (F) and Estonian (E), declined for the nominative, genitive, and illative cases:Source: Adapted after a problem by Andrei Zaliznyak (published in Задачи лингвистических олимпиад 1965–1975 (Problems for the Linguistics Olympiad 1965–1975), Moscow, 2007.\n\n| Nominative | Genitive | Illative\n(lr)2-3(lr)4-5(lr)6-7\nEnglish | F | E | F | E | F | E\n‘people’ | rahvas | rahvas | [blank] | rahvas | [blank] | [blank]\n‘naked’ | [blank] | [blank] | paljaan | [blank] | paljaaseen | paljasse\n‘row’ | [blank] | toores | tuoreen | toore | tuoreeseen | tooresse\n‘axe’ | kirves | kirves | [blank] | [blank] | kirveeseen | [blank]\n‘ready’ | valmis | [blank] | valmiin | valmi | [blank] | valmisse\n‘part’ | osa | [blank] | osan | osa | osaan | ossa\n‘city’ | linna | [blank] | linnan | linna | [blank] | linna\n‘village’ | külä | külä | külän | küla | külään | [blank]\n‘shelter’ | maja | maja | majan | maja | majaan | majja\n‘ace’ | [blank] | äss | [blank] | [blank] | ässään | ässa\n‘wheel’ | püörä | [blank] | [blank] | [blank] | [blank] | [blank]\n‘snow’ | lumi | lumi | lumen | [blank] | lumeen | lumme\n‘horn’ | sarvi | sarv | [blank] | sarve | sarveen | sarve\n‘cape’ | niemi | neem | niemen | neeme | [blank] | neeme\n‘hackberry’ | [blank] | toom | [blank] | toome | [blank] | [blank]\n‘sea’ | [blank] | [blank] | [blank] | [blank] | [blank] | merre\n\nFor this problem the orthography of Finnish has been slightly changed. In reality, the character denoted here by ü is written as y.","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"4.12. Finnish – Estonian\n\n-\n\n- rahvaan\n\n- rahvaaseen\n\n- rahvasse\n\n- paljas\n\n- paljas\n\n- palja\n\n- tuores\n\n- kirveen\n\n- kirve\n\n- kirvesse\n\n- valmis\n\n- valmiiseen\n\n- osa\n\n- linn\n\n- linnaan\n\n- külla\n\n- ässä\n\n- ässän\n\n- ässa\n\n- pöör\n\n- püörän\n\n- pööra\n\n- püörään\n\n- pööra\n\n- lume\n\n- sarven\n\n- niemeen\n\n- tuomi\n\n- tuomen\n\n- tuomeen\n\n- toome\n\n- meri\n\n- meri\n\n- meren\n\n- mere\n\n- mereen\n\nRules:\n\nWe divide the nouns (nominative, Finnish) into three classes: ending in s (preceded by a vowel), ending in i, and ending in another vowel. We get:\n\n| Nominative | Genitive | Illative\n(lr)2-3(lr)4-5(lr)6-7\n| F | E | F | E | F | E\nClass I | -Vs | -Vs | -VVn | -V | -VVseen | -Vsse\nClass II | -V | * | -Vn | -V | -VVn | -V\nClass III | -i | * | -en | -e | -een | -e\n\n* To form the Estonian nominative, if the Finnish root contains a diphthong or a consonant cluster, the final vowel is dropped in Estonian (-V). Else, the form is identical to the Finnish one (exception: ä a / _ #).\n\n- Diphthongs in Finnish become long vowels in Estonian: V1V2 V2V2.\n\n- If the Estonian nominative ends in a vowel, the consonant before it is\ndoubled in the illative. (-CV -CCV or Ci -CCe).","source":"langsci_420","problem_group_id":"langsci420:4.12","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Finnish – Estonian","author":"Vlad A. Neacșu","competition":"HKLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1710,"source_line_end":1744,"solution_line_start":2131,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Finnish (F) and Estonian (E), declined for the nominative, genitive, and illative cases:Source: Adapted after a problem by Andrei Zaliznyak (published in Задачи лингвистических олимпиад 1965–1975 (Problems for the Linguistics Olympiad 1965–1975), Moscow, 2007.\n\n| Nominative | Genitive | Illative\n(lr)2-3(lr)4-5(lr)6-7\nEnglish | F | E | F | E | F | E\n‘people’ | rahvas | rahvas | [blank] | rahvas | [blank] | [blank]\n‘naked’ | [blank] | [blank] | paljaan | [blank] | paljaaseen | paljasse\n‘row’ | [blank] | toores | tuoreen | toore | tuoreeseen | tooresse\n‘axe’ | kirves | kirves | [blank] | [blank] | kirveeseen | [blank]\n‘ready’ | valmis | [blank] | valmiin | valmi | [blank] | valmisse\n‘part’ | osa | [blank] | osan | osa | osaan | ossa\n‘city’ | linna | [blank] | linnan | linna | [blank] | linna\n‘village’ | külä | külä | külän | küla | külään | [blank]\n‘shelter’ | maja | maja | majan | maja | majaan | majja\n‘ace’ | [blank] | äss | [blank] | [blank] | ässään | ässa\n‘wheel’ | püörä | [blank] | [blank] | [blank] | [blank] | [blank]\n‘snow’ | lumi | lumi | lumen | [blank] | lumeen | lumme\n‘horn’ | sarvi | sarv | [blank] | sarve | sarveen | sarve\n‘cape’ | niemi | neem | niemen | neeme | [blank] | neeme\n‘hackberry’ | [blank] | toom | [blank] | toome | [blank] | [blank]\n‘sea’ | [blank] | [blank] | [blank] | [blank] | [blank] | merre\n\nFor this problem the orthography of Finnish has been slightly changed. In reality, the character denoted here by ü is written as y.\n- Fill in the blanks."}
{"id":"book_04_13","context":"Given below are some verbal roots in Bari, together with two different forms, as well as their English translations. The shaded cells represent forms that are not essential for solving the problem (they may exist).\n\nRoot | Form 1 | Form 2 | Tone | Translation\ndé̱ʔ | dí̱lí̱kí̱n | 808080 | | ‘to bend’\nkú̱r | kú̱rà̱kí̱n | kú̱rà̱râ̱ʔ | | ‘to borrow’\n'dó̱k | 'dú̱kú̱kí̱n | 808080 | | ‘to carry’\nmók | mòkákìn | mòkáràʔ | | ‘to catch’\n[blank] | tú̱kú̱kí̱n | tó̱kó̱rô̱ʔ | | ‘to cut with an axe’\n[blank] | [blank] | tòjúpùrùʔ | | ‘to dress’\nyúk | yùkúkìn | yùkúrùʔ | | ‘to shepherd’\n'dép | 'dépákín | [blank] | | ‘to hold’\ngáʔ | [blank] | 808080 | g | ‘to seek’\nlú̱sà̱k | [blank] | 808080 | | ‘to defrost’\nsà̱pû̱k | [blank] | [blank] | | ‘to return’\n'yút | 'yùtúkìn | [blank] | | ‘to seed’\ntò̱kû̱ | tò̱kú̱kì̱n | tò̱kú̱à̱rà̱ʔ | t | ‘to preach’\nbú̱dú̱ | bú̱dú̱kí̱n | 808080 | | ‘to reach the top’\nbáʔ | bàlákìn | 808080 | | ‘to punish’\nsó̱n | sú̱nyú̱kí̱n | só̱nyó̱rô̱ʔ | | ‘to send (something)’\nyà̱kî̱ | yà̱kí̱kì̱n | yà̱kí̱à̱rà̱ʔ | | ‘to send (someone)’\ndòdông' | dòdóng'àkìn | dòdóng'àràʔ | | ‘to shake’\n[blank] | 'bórókín | 808080 | | ‘to smear’\nlì̱lî̱ng' | lì̱lí̱ng'à̱kì̱n | [blank] | | ‘to exterminate’\nré̱m | rí̱mí̱kí̱n | 808080 | | ‘to inject’\nbérén | [blank] | 808080 | | ‘to poison’\n[blank] | lókín | 808080 | | ‘to dry in the sun’\ndwán | dwànyákìn | 808080 | | ‘to open’\nlák | [blank] | lákárâʔ | | ‘to untie’\ndó̱k | [blank] | 808080 | g | ‘to unpack’\n\n'b, 'd, 'y, ng', ny, y, ʔ are consonants. A line below a vowel denotes that the vowel is pronounced with an advanced tongue root (+ATR). The marks \"25CC\"301, \"25CC\"300 and \"25CC\"302 above a vowel denote high, low and falling tones, respectively.","query":"- Bari verbs can be classified into two groups, based on their tone. Fill in the column “Tone”, specifying whether the verb has the tone g (it behaves like gáʔ and dó̱k) or t (it behaves like tò̱kû̱).\n\n- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"4.13. Bari\n\n-\n\nRoot | Form 1 | Form 2 | Tone | Translation\ndé̱ʔ | dí̱lí̱kí̱n | 808080 | g | ‘to bend’\nkú̱r | kú̱rà̱kí̱n | kú̱rà̱râ̱ʔ | g | ‘to borrow’\n'dó̱k | 'dú̱kú̱kí̱n | 808080 | g | ‘to carry’\nmók | mòkákìn | mòkáràʔ | t | ‘to catch’\ntó̱k | tú̱kú̱kí̱n | tó̱kó̱rô̱ʔ | g | ‘to cut with an axe’\ntòjûp | tòjúpùkìn | tòjúpùrùʔ | t | ‘to dress’\nyúk | yùkúkìn | yùkúrùʔ | t | ‘to shepherd’\n'dép | 'dépákín | 'dépárâʔ | g | ‘to hold’\ngáʔ | gálákín | 808080 | g | ‘to seek’\nlú̱sà̱k | lú̱sà̱kà̱kí̱n | 808080 | g | ‘to defrost’\nsà̱pû̱k | sà̱pú̱kà̱kì̱n | sà̱pú̱kà̱rà̱ʔ | t | ‘to return’\n'yút | 'yùtúkìn | 'yùtúrùʔ | t | ‘to seed’\ntò̱kû̱ | tò̱kú̱kì̱n | tò̱kú̱à̱rà̱ʔ | t | ‘to preach’\nbú̱dú̱ | bú̱dú̱kí̱n | 808080 | g | ‘to reach the top’\nbáʔ | bàlákìn | 808080 | t | ‘to punish’\nsó̱n | sú̱nyú̱kí̱n | só̱nyó̱rô̱ʔ | g | ‘to send (something)’\nyà̱kî̱ | yà̱kí̱kì̱n | yà̱kí̱à̱rà̱ʔ | t | ‘to send (someone)’\ndòdông' | dòdóng'àkìn | dòdóng'àràʔ | t | ‘to shake’\n'bóró | 'bórókín | 808080 | g | ‘to smear’\nlì̱lî̱ng' | lì̱lí̱ng'à̱kì̱n | lì̱lí̱ng'à̱rà̱ʔ | t | ‘to exterminate’\nré̱m | rí̱mí̱kí̱n | 808080 | g | ‘to inject’\nbérén | bérényákín | 808080 | g | ‘to poison’\nló | lókín | 808080 | g | ‘to sundry’\ndwán | dwànyákìn | 808080 | t | ‘to open’\nlák | lákákín | lákárâʔ | g | ‘to untie’\ndó̱k | dbúkú̱kí̱n | 808080 | g | ‘to pack’\n\nRules:\n\n- Change of the final consonant of the root (applied for both forms): n ny, ʔ l;\n\n- Tone:\n\n- Type g: all vowels (root and both forms) have high tone (á), except for the last vowel of Form 2 which has falling tone (â);\n\n- Type t: chosen depending on the number of vowels (syllables), independent of the form:\n\n- 1 syllable: high tone (á);\n\n- 2 syllables: low + falling (à + â);\n\n- 3 syllables: à + á + à;\n\n- 4 syllables: à + á + à + à;\n\n- Form 1:\n\n- Added suffix:\n\n| Last vowel\n| of the stem\n(lr)2-3\nStem ends in | −ATR | +ATR\nconsonant | -akin | -a̱ki̱n\nvowel | -kin | -ki̱n\n\n- If the last vowel of the root is u: akin ukin;\n\n- If the last vowel of the root is o̱, it becomes u̱ and a̱ki̱n u̱ki̱n;\n\n- If the last vowel of the root is e̱, it becomes i̱ and a̱ki̱n i̱ki̱n;\n\nNotebulbonRules c) and d) can be combined and rewritten as: if the last vowel of the stem is [+front] and [+ATR], it will become [+back] and the epenthetic vowel a will fully assimilate to it.\n\n- Form 2:\n\n- Added suffix: -araʔ or -a̱ra̱ʔ\n(harmony based on ATR);\n\n- If the last vowel of the stem is u, -araʔ -uruʔ;\n\n- If the last vowel of the stem is o̱, -a̱ra̱ʔ -u̱ru̱ʔ;\n\nNotebulbonVowel changes (rules 3b-d and 4b-c) can be explained in another way: considering the last vowel of the root (V1) and the two vowels of the added suffixes (-VkVn and -VrVʔ), we have the following transformations:\n\n| Form 1 | Form 2\nV1 | V1-V-V | V1-V-V\no̱ | u̱-u̱-i̱ | o̱-o̱-o̱\nu | u-u-i | u-u-u\ne̱ | i-i-i |","source":"langsci_420","problem_group_id":"langsci420:4.13","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Bari","author":"Jan Petr","competition":"ČLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1746,"source_line_end":1792,"solution_line_start":2203,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nGiven below are some verbal roots in Bari, together with two different forms, as well as their English translations. The shaded cells represent forms that are not essential for solving the problem (they may exist).\n\nRoot | Form 1 | Form 2 | Tone | Translation\ndé̱ʔ | dí̱lí̱kí̱n | 808080 | | ‘to bend’\nkú̱r | kú̱rà̱kí̱n | kú̱rà̱râ̱ʔ | | ‘to borrow’\n'dó̱k | 'dú̱kú̱kí̱n | 808080 | | ‘to carry’\nmók | mòkákìn | mòkáràʔ | | ‘to catch’\n[blank] | tú̱kú̱kí̱n | tó̱kó̱rô̱ʔ | | ‘to cut with an axe’\n[blank] | [blank] | tòjúpùrùʔ | | ‘to dress’\nyúk | yùkúkìn | yùkúrùʔ | | ‘to shepherd’\n'dép | 'dépákín | [blank] | | ‘to hold’\ngáʔ | [blank] | 808080 | g | ‘to seek’\nlú̱sà̱k | [blank] | 808080 | | ‘to defrost’\nsà̱pû̱k | [blank] | [blank] | | ‘to return’\n'yút | 'yùtúkìn | [blank] | | ‘to seed’\ntò̱kû̱ | tò̱kú̱kì̱n | tò̱kú̱à̱rà̱ʔ | t | ‘to preach’\nbú̱dú̱ | bú̱dú̱kí̱n | 808080 | | ‘to reach the top’\nbáʔ | bàlákìn | 808080 | | ‘to punish’\nsó̱n | sú̱nyú̱kí̱n | só̱nyó̱rô̱ʔ | | ‘to send (something)’\nyà̱kî̱ | yà̱kí̱kì̱n | yà̱kí̱à̱rà̱ʔ | | ‘to send (someone)’\ndòdông' | dòdóng'àkìn | dòdóng'àràʔ | | ‘to shake’\n[blank] | 'bórókín | 808080 | | ‘to smear’\nlì̱lî̱ng' | lì̱lí̱ng'à̱kì̱n | [blank] | | ‘to exterminate’\nré̱m | rí̱mí̱kí̱n | 808080 | | ‘to inject’\nbérén | [blank] | 808080 | | ‘to poison’\n[blank] | lókín | 808080 | | ‘to dry in the sun’\ndwán | dwànyákìn | 808080 | | ‘to open’\nlák | [blank] | lákárâʔ | | ‘to untie’\ndó̱k | [blank] | 808080 | g | ‘to unpack’\n\n'b, 'd, 'y, ng', ny, y, ʔ are consonants. A line below a vowel denotes that the vowel is pronounced with an advanced tongue root (+ATR). The marks \"25CC\"301, \"25CC\"300 and \"25CC\"302 above a vowel denote high, low and falling tones, respectively.\n- Bari verbs can be classified into two groups, based on their tone. Fill in the column “Tone”, specifying whether the verb has the tone g (it behaves like gáʔ and dó̱k) or t (it behaves like tò̱kû̱).\n\n- Fill in the blanks."}
{"id":"book_04_14","context":"Here are some words and phrases in Cushillococa Ticuna and their English translations:\n\nˈka̰1 a5 tɨ3 | ‘ka̰1 tree leaves’\nˈku43 te4 e3 ɟa̰1 | ‘your husband's sister’\nˈku43 ʔa̰1 | ‘your mouth’\nˈku43 ʔu4 ne1 | ‘your entire body’\nna4 ˈme43 ʔe5 tʃi1 | ‘it is really good’\nna4 ˈbu3 ʔu1 ra1 | ‘it is sort of immature’\nˈto5 ne1 | ‘owl monkey's tree trunk’\nˈtɨ2 ʔe1 a1 ne1 | ‘cassava garden’\nˈto̰1 ʔtʃi5 ru1 | ‘owl monkey's clothes’\nˈto1 ʔo̰1 | ‘other one's mouth’\nˈto̰1 ʔo5 tʃi1 | ‘really an owl monkey’\nˈtʃau1 ʔtʃi5 ru1 | ‘my clothes’\nˈtʃo1 ʔma̰1 ne1 | ‘my wife's tree trunk’\nˈtʃo1 me4 na2 ʔã2 | ‘my stick’\nˈto1 bɨ2 | ‘other one's high-starch food’\nˈtʃo1 pa3 tɨ4 | ‘my fingernail’\nˈtʃau1 e3 ɟa̰1 te4 | ‘my sister's husband’\nna4 ˈtʃḭ1 bɨ2 | ‘its high-starch food is delicious’\nna4 ˈtʃo5 o1 ne1 ʔɨ1 ra1 | ‘its garden is sort of white’\nˈŋo3 ʔo̰1 a1 ne1 | ‘place where there are lots of ŋo3 ʔo̰1’\n\ntʃ, ɟ, ŋ, and ʔ are consonants; ɨ is a vowel; au is a diphthong: consider it as one vowel. The mark ˈ indicates that the following syllable is stressed.\n\"25CC1, \"25CC2, \"25CC3, \"25CC4, \"25CC5, and \"25CC43 denote tones of the preceding syllable. Pitches of the tones:\n\nlow = \"25CC1 < \"25CC2 < \"25CC3 < \"25CC4 < \"25CC5 = high; \"25CC43 = \"25CC4 \"25CC3\n\nA tilde below a vowel (e.g., a̰) denotes creaky voice (a type of phonation that is often perceived as low-pitched and “rough”). A tilde over a vowel (e.g., ã) denotes a nasal sound.\n\nAn ‘owl monkey’ is a type of monkey. ‘Cassava’ is a woody plant native to South America. A ‘ka̰1 tree’ is a kind of fruit tree. ‘ŋo3 ʔo̰1’ is a kind of fish.","query":"- What is the literal translation of ˈŋo3 ʔo̰1 a1 ne1?\n\n- Translate into English:\n\n- ˈka5 ne1\n\n- na4 ˈtʃo̰1 o5 tɨ3\n\n- ˈŋo3 ʔo̰1 ʔɨ5 tʃi1\n\n- ˈto1 o1 ne1\n\n- ˈto̰1 ʔo4 ne1\n\n- ˈtʃau1 ne1\n\n- Translate into Cushillococa Ticuna:\n\n- ‘it is sort of delicious’\n\n- ‘its clothes are really white’\n\n- ‘my husband's entire body’\n\n- ‘my high-starch food’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"4.14. Cushillococa Ticuna\n\n- ‘ŋo3 ʔo̰1 ('s) garden’\n\n-\n\n- ‘ka̰1 tree trunk’\n\n- ‘its leaves are white’\n\n- ‘really a ŋo3 ʔo̰1’\n\n- ‘other one's garden’\n\n- ‘owl monkey's entire body’\n\n- ‘my tree trunk’\n\n-\n\n- na4 ˈtʃi5 ʔi1 ra1\n\n- na4 ˈtʃo̰1 ʔtʃi5 ru1 ʔɨ5 tʃi1\n\n- ˈtʃau1 te4 ʔɨ4 ne1\n\n- ˈtʃo1 bɨ2\n\nRules:\n\n- The possessive and the adjective are placed before the noun.\n\n- The possessive is marked by: to1 (‘other one's’), ku43 (‘your’), tʃau1 (‘his’).\n\n- tʃau1 becomes tʃo1, if it is before a bilabial consonant (p, b, m). The glottal stop does not block the transformation. Thus:\n\ntʃau1 tʃo1 / _(ʔ)Cbilabial\n\n- The stress falls on the first syllable. If the first syllable is na4 (‘it is’), the stress shifts onto the second syllable.\n\n- Phonological processes:\n\n- a o / ˈo(ʔ) _ (a becomes o if it follows a stressed syllable that contains o, if there is no consonant between them (except for glottal stop));\n\n- ɨ V / ˈ V(ʔ) _ (ɨ fully assimilates to the preceding vowel if this vowel is in a stressed syllable and between them there is no other consonant (except for glottal stop));\n\n- ˈ V̰1 ˈ V5 / _ (C)V1 (tone dissimilation – a pharyngealised vowel with tone 1 in a stressed syllable will become non-pharyngealised and with tone 5 if it is before another syllable with tone 1).\n\n*Supplementary: Dictionary of base forms\n\n*Adjectives\n\n- bu3 = ‘immature’\n\n- me43 = ‘good’\n\n- tʃḭ1 = ‘delicious’\n\n- tʃo̰1 = ‘white’\n\n*Nouns\n\n- a1 ne1 = ‘garden’\n\n- a5 tɨ3 = ‘leaves’\n\n- ʔa̰1 = ‘mouth’\n\n- bɨ2 = ‘high-starch food’\n\n- e3 ɟa̰1 = ‘sister’\n\n- ʔɨ4 ne1 = ‘entire body’\n\n- me4 na2 ʔã2 = ‘stick’\n\n- ʔma̰1 = ‘wife’\n\n- ne1 = ‘tree trunk’\n\n- pa3 tɨ4 = ‘fingernail’\n\n- te4 = ‘husband’\n\n- tɨ2 ʔe1 = ‘cassava’\n\n- to̰1 = ‘owl monkey’\n\n- ʔtʃi5 ru1 = ‘clothes’\n\n-","source":"langsci_420","problem_group_id":"langsci420:4.14","chapter":4,"chapter_title":"Phonology","section":7,"section_title":"Practice problems","topic":"phonological rules and sound correspondences","language":"Cushillococa Ticuna","author":"Tsuyoshi Kobayashi","competition":"APLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c04_s01_p01","book_method_c04_s02_p01","book_method_c04_s03_p01","book_method_c04_s03_p02","book_method_c04_s04_p01","book_method_c04_s05_p01","book_method_c04_s06_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/04-phonology.tex","source_line_start":1794,"source_line_end":1861,"solution_line_start":2305,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Phonology\nPractice problems\nphonological rules and sound correspondences\nThis practice problem belongs to the book's Phonology chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words and phrases in Cushillococa Ticuna and their English translations:\n\nˈka̰1 a5 tɨ3 | ‘ka̰1 tree leaves’\nˈku43 te4 e3 ɟa̰1 | ‘your husband's sister’\nˈku43 ʔa̰1 | ‘your mouth’\nˈku43 ʔu4 ne1 | ‘your entire body’\nna4 ˈme43 ʔe5 tʃi1 | ‘it is really good’\nna4 ˈbu3 ʔu1 ra1 | ‘it is sort of immature’\nˈto5 ne1 | ‘owl monkey's tree trunk’\nˈtɨ2 ʔe1 a1 ne1 | ‘cassava garden’\nˈto̰1 ʔtʃi5 ru1 | ‘owl monkey's clothes’\nˈto1 ʔo̰1 | ‘other one's mouth’\nˈto̰1 ʔo5 tʃi1 | ‘really an owl monkey’\nˈtʃau1 ʔtʃi5 ru1 | ‘my clothes’\nˈtʃo1 ʔma̰1 ne1 | ‘my wife's tree trunk’\nˈtʃo1 me4 na2 ʔã2 | ‘my stick’\nˈto1 bɨ2 | ‘other one's high-starch food’\nˈtʃo1 pa3 tɨ4 | ‘my fingernail’\nˈtʃau1 e3 ɟa̰1 te4 | ‘my sister's husband’\nna4 ˈtʃḭ1 bɨ2 | ‘its high-starch food is delicious’\nna4 ˈtʃo5 o1 ne1 ʔɨ1 ra1 | ‘its garden is sort of white’\nˈŋo3 ʔo̰1 a1 ne1 | ‘place where there are lots of ŋo3 ʔo̰1’\n\ntʃ, ɟ, ŋ, and ʔ are consonants; ɨ is a vowel; au is a diphthong: consider it as one vowel. The mark ˈ indicates that the following syllable is stressed.\n\"25CC1, \"25CC2, \"25CC3, \"25CC4, \"25CC5, and \"25CC43 denote tones of the preceding syllable. Pitches of the tones:\n\nlow = \"25CC1 < \"25CC2 < \"25CC3 < \"25CC4 < \"25CC5 = high; \"25CC43 = \"25CC4 \"25CC3\n\nA tilde below a vowel (e.g., a̰) denotes creaky voice (a type of phonation that is often perceived as low-pitched and “rough”). A tilde over a vowel (e.g., ã) denotes a nasal sound.\n\nAn ‘owl monkey’ is a type of monkey. ‘Cassava’ is a woody plant native to South America. A ‘ka̰1 tree’ is a kind of fruit tree. ‘ŋo3 ʔo̰1’ is a kind of fish.\n- What is the literal translation of ˈŋo3 ʔo̰1 a1 ne1?\n\n- Translate into English:\n\n- ˈka5 ne1\n\n- na4 ˈtʃo̰1 o5 tɨ3\n\n- ˈŋo3 ʔo̰1 ʔɨ5 tʃi1\n\n- ˈto1 o1 ne1\n\n- ˈto̰1 ʔo4 ne1\n\n- ˈtʃau1 ne1\n\n- Translate into Cushillococa Ticuna:\n\n- ‘it is sort of delicious’\n\n- ‘its clothes are really white’\n\n- ‘my husband's entire body’\n\n- ‘my high-starch food’"}
{"id":"book_05_01","context":"Here are some words in Zulu and their English translations:\n\numdwebi | ‘painter’ | abazingeli | ‘hunters’ | umbulali | ‘killer’\nabadwebi | ‘painters’ | zingela | ‘to hunt’ | ababazi | ‘carvers’","query":"- Translate into Zulu: ‘to paint’, ‘hunter’, ‘killers’, ‘to kill’, ‘carver’, ‘to carve’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"We notice that we have three types of words: singular nouns, plural nouns and verbs which are semantically related to the nouns. Therefore, we can create the following table:\n\n| Noun sg | Noun pl | Verb\n‘painter’ | umdwebi | abadwebi |\n‘hunter’ | | abazingeli | zingela\n‘killer’ | umbulali | |\n‘carver’ | | ababazi |\n\nFrom the table, we can easily deduce that the singular noun is formed using the circumfix um- -i, while the plural is formed with the circumfix aba- -i. The verb is formed by adding the suffix -a.\n\nAnother explanation, in order to avoid the idea of a circumfix, is that the singular and plural are formed using the prefixes um- and aba-, respectively, while the verb is formed by replacing the final vowel (i) with the vowel a.\n\nThus, the answers are:\n\n-\n| Noun sg | Noun pl | Verb\n‘painter’ | umdwebi | abadwebi | dweba\n‘hunter’ | umzingeli | abazingeli | zingela\n‘killer’ | umbulali | ababulali | bulala\n‘carver’ | umbazi | ababazi | baza","source":"langsci_420","problem_group_id":"langsci420:5.1","chapter":5,"chapter_title":"Noun and noun phrase","section":2,"section_title":"Basic principle of morphological analysis","topic":"noun morphology and noun phrases","language":"Zulu","author":"Vlad A. Neacșu","competition":"original","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s02_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":107,"source_line_end":121,"solution_line_start":122,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nBasic principle of morphological analysis\nnoun morphology and noun phrases\nThe author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some words in Zulu and their English translations:\n\numdwebi | ‘painter’ | abazingeli | ‘hunters’ | umbulali | ‘killer’\nabadwebi | ‘painters’ | zingela | ‘to hunt’ | ababazi | ‘carvers’\n- Translate into Zulu: ‘to paint’, ‘hunter’, ‘killers’, ‘to kill’, ‘carver’, ‘to carve’."}
{"id":"book_05_02","context":"Here are some words in Swedish and their English translations:\n\nen flaska | ‘a bottle’ | hunden | ‘the dog’ | hyllor | ‘shelves’\nen stol | ‘a chair’ | flaskorna | ‘the bottles’ | kattar | ‘cats’\nen hund | ‘a dog’ | stolarna | ‘the chairs’ | bilen | ‘the car’\nflaskor | ‘bottles’ | hundarna | ‘the dogs’ | hyllan | ‘the shelf’\nstolar | ‘chairs’ | en bil | ‘a car’ | katten | ‘the cat’\nhundar | ‘dogs’ | en hylla | ‘a shelf’ | bilarna | ‘the cars’\nflaskan | ‘the bottle’ | en katt | ‘a cat’ | hyllorna | ‘the shelves’\nstolen | ‘the chair’ | bilar | ‘cars’ | kattarna | ‘the cats’","query":"- Here are some more words in Swedish and their English translations:\nen flicka = ‘a girl’ bussarna = ‘the buses’\n\n- Translate into Swedish: ‘the girl’, ‘girls’, ‘the girls’, ‘a bus’, ‘the bus’, ‘buses’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"Just as in the previous problem, we first notice the forms of the given nouns. We realise that each noun is given in four different forms: definite singular, indefinite singular, definite plural, and indefinite plural. Therefore, in order to facilitate the analysis of the data and notice the similarities between them, we make the following table:\n\nIndef. sg | Def. sg | Indef. pl | Def. pl | Translation\nen flaska | flaskan | flaskor | flaskorna | ‘bottle’\nen stol | stolen | stolar | stolarna | ‘chair’\nen hund | hunden | hundar | hundarna | ‘dog’\nen bil | bilen | bilar | bilarna | ‘car’\nen hylla | hyllan | hyllor | hyllorna | ‘shelf’\nen katt | katten | kattar | kattarna | ‘cat’\n\nBased on this table, we can consider the indefinite singular form as the stem (excluding the procliticThe term proclitic refers to the fact that the definite article is placed in front of the noun. This contrasts with the term enclitic, meaning it is placed after the noun. article en). Moreover, we notice that the definite plural is derived from the indefinite plural by adding the suffix -na. We are left to discover how to form the definite singular and the indefinite plural.\n\nWe notice that the def. sg is formed using the suffixes -n or -en. Therefore, we need to discover in which context each of them is used. It could be either a semantic context, in which the variation is driven by the meaning of the word, or a phonological context, in which the choice of the allomorph is dictated by the phonological structure of the word. In this case, we can easily notice that the suffix -en is used if the base form ends in a consonant, while -n is used if the base form ends in a vowel, thus the distinction is purely phonological. Another explanation for the definite singular endings can include a phonological process, an elision, by considering the suffix -en as the sole suffix for def. sg, with the additional feature that en n / V _.\n\nApplying the same thought process for the indefinite plural, we notice that the two suffixes are -ar and -or, the first being used if the stem ends in a consonant and the latter if the stem ends in a vowel. Moreover, if the stem ends in a vowel, the vowel is dropped when the suffix -or is added (alternatively: the suffix is -ar and -V + -ar -or – i.e., when the suffix -ar is added after a vowel, it merges with it and results in the suffix -or). Thus, we can write the rules that govern the formation of these noun forms in Swedish (we used the abbreviations S = stem, C = consonant, V = vowel):\n\nIndef. sg | Def. sg | Indef. pl | Def. pl\nen S-C | S-C-en | S-C-ar | S-C-arna\nen S-V | S-V-n | S-or | S-orna\n\nThus, the answers to the task are:\n\n-\n\n- ‘the girl’ = flickan\n\n- ‘girls’ = flickor\n\n- ‘the girls’ = flickorna\n\n- ‘a bus’ = en buss\n\n- ‘the bus’ = bussen\n\n- ‘buses’ = bussar","source":"langsci_420","problem_group_id":"langsci420:5.2","chapter":5,"chapter_title":"Noun and noun phrase","section":2,"section_title":"Basic principle of morphological analysis","topic":"noun morphology and noun phrases","language":"Swedish","author":"Vlad A. Neacșu","competition":"original","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s02_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":160,"source_line_end":183,"solution_line_start":184,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nBasic principle of morphological analysis\nnoun morphology and noun phrases\nThe author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some words in Swedish and their English translations:\n\nen flaska | ‘a bottle’ | hunden | ‘the dog’ | hyllor | ‘shelves’\nen stol | ‘a chair’ | flaskorna | ‘the bottles’ | kattar | ‘cats’\nen hund | ‘a dog’ | stolarna | ‘the chairs’ | bilen | ‘the car’\nflaskor | ‘bottles’ | hundarna | ‘the dogs’ | hyllan | ‘the shelf’\nstolar | ‘chairs’ | en bil | ‘a car’ | katten | ‘the cat’\nhundar | ‘dogs’ | en hylla | ‘a shelf’ | bilarna | ‘the cars’\nflaskan | ‘the bottle’ | en katt | ‘a cat’ | hyllorna | ‘the shelves’\nstolen | ‘the chair’ | bilar | ‘cars’ | kattarna | ‘the cats’\n- Here are some more words in Swedish and their English translations:\nen flicka = ‘a girl’ bussarna = ‘the buses’\n\n- Translate into Swedish: ‘the girl’, ‘girls’, ‘the girls’, ‘a bus’, ‘the bus’, ‘buses’."}
{"id":"book_05_03","context":"Consider the following word forms in Māori:\n\nForm I | Form II | Form III\ninu | inumia | inumaŋa\nhopu | hopukia | hopukaŋa\neke | ekeŋia | ekeŋaŋa\nɸera | ɸerahia | ɸerahaŋa\naɸi | aɸitia | aɸitaŋa\ntupu | tupuria | tupuraŋa","query":"- Explain how the forms are constructed.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"We can easily observe that, in order to obtain Form III from Form II we just replace the suffix -ia with -aŋa. Moreover, we notice that Form II derives from Form I by adding the suffix -Cia, where C is a consonant. The only thing left to do is figure out how the consonant is chosen.\n\nThe first thing we notice is that there are no two examples which use the same consonant; furthermore, the consonant does not seem to be related in any way to the structure of the word (to the phonological characteristics of the other sounds). Finally, we are sure that the choice of the consonant cannot be related to the meaning since the translations are not given in the data. Therefore, since the consonant does not seem to follow any pattern, we can consider it as being part of the stem, thus being a disfix.\n\nIf we consider that consonant as a disfix, we can easily figure out all the rules that generate the three forms:\n\n-\n\n- Form I: elision of the last consonant of the stem;\n\n- Form II: add suffix -ia;\n\n- Form III: add suffix -aŋa.","source":"langsci_420","problem_group_id":"langsci420:5.3","chapter":5,"chapter_title":"Noun and noun phrase","section":2,"section_title":"Basic principle of morphological analysis","topic":"noun morphology and noun phrases","language":"Māori","author":"Vlad A. Neacșu","competition":"original","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s02_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":235,"source_line_end":255,"solution_line_start":256,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nBasic principle of morphological analysis\nnoun morphology and noun phrases\nThe author places this worked example under “Basic principle of morphological analysis” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nConsider the following word forms in Māori:\n\nForm I | Form II | Form III\ninu | inumia | inumaŋa\nhopu | hopukia | hopukaŋa\neke | ekeŋia | ekeŋaŋa\nɸera | ɸerahia | ɸerahaŋa\naɸi | aɸitia | aɸitaŋa\ntupu | tupuria | tupuraŋa\n- Explain how the forms are constructed."}
{"id":"book_05_04","context":"Here are some sentences in Bulgarian (written in Latin script) and their English translations in random order:\n\n. | Veshterǎt nahrani maymunata. | . | ‘Your son watched you.’\n. | Kamilata vǎrvya. | . | ‘The girl hugged the cat.’\n. | Momicheto pregǎrna kotkata. | . | ‘You dressed yourself.’\n. | Veshtitsata prokle kotkata. | . | ‘The cat scratched you.’\n. | Kotkata prokle tvoya sin. | . | ‘You fed the son.’\n. | Ti nahrani sina. | . | ‘The witch cursed the cat.’\n. | Kotkata te odraska. | . | ‘The camel walked.’\n. | Ti skochi. | . | ‘The cat cursed your son.’\n. | Tvoyat sin te gleda. | . | ‘The wizard fed the monkey.’\n. | Veshterǎt pregǎrna edna kamila. | . | ‘The son dressed your baby.’\n. | Ti se obleche. | . | ‘You jumped.’\n. | Sinǎt obleche tvoeto bebe. | . | ‘The wizard hugged a camel.’\n\nǎ ‘u’ in ‘but’.","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- Maymunata gleda tvoyata veshtitsa.\n\n- Tvoyata kamila obleche edno momiche.\n\n- Veshterǎt se prokle.\n\n- Ti pregǎrna bebeto.\n\n- Ti vǎrvya.\n\n- Ti prokle edin veshter.\n\n- Translate into Bulgarian:\n\n- ‘The witch dressed you.’\n\n- ‘The baby watched the girl.’\n\n- ‘The monkey jumped.’\n\n- ‘You hugged a son.’\n\n- ‘Your son dressed a baby.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"There are multiple possible starting points when approaching this problem, but one of the most common (and generally applicable) is to notice that there are only two sentences in Bulgarian which have two words (2 and 8). Therefore, we can assume that these are the simplest sentences and, most likely, correspond to the shortest sentences in English, i.e., those that have only a subject and a verb. Among all the English sentences, the only ones that follow this pattern are K and G. We have different ways to figure out which is which: we can use the similarity between the Bulgarian and English words (kamilata – ‘camel’) or we can notice that ti appears in two other sentences and kamilata does not occur in any other sentence, while in English we have got two other sentences that begin with ‘you’, but none that begin with ‘camel’. Since neither of the two verbs ever occurs again in the data and the first word does, we discover that this one is the subject and the last word is the verb. Hence, we deduce that 2-G and 8-K and the word order is S-V (Subject-Verb).\n\nFrom here, we can continue with the other two sentences which contain the subject ti = ‘you’, which are 6, 11 and C, E. In order to match them, we can notice that the last word in sentence 6 occurs (in a slightly changed form) as the first word of sentence 12, so we can deduce it is a noun (since it is a subject in sentence 12), thus it cannot mean ‘myself’. Therefore, 6-E and 11-C. Moreover, we understand that sina = ‘son’, nahrani = ‘to feed’, obleche = ‘to dress’. Since obleche and nahrani occur one more time in another sentence, it follows that 1-I and 12-J (we can notice again the similar words bebe – ‘baby’). Based on this information, we can easily match all the other sentences. We get:\n\n. | #1 | #2. | ‘#3’\n\n. | Veshterǎt nahrani maymunata. | . | ‘I’The wizard fed the monkey.\n. | Kamilata vǎrvya. | . | ‘G’The camel walked.\n. | Momicheto pregǎrna kotkata. | . | ‘B’The girl hugged the cat.\n. | Veshtitsata prokle kotkata. | . | ‘F’The witch cursed the cat.\n. | Kotkata prokle tvoya sin. | . | ‘H’The cat cursed your son.\n. | Ti nahrani sina. | . | ‘E’You fed the son.\n. | Kotkata te odraska. | . | ‘D’The cat scratched you.\n. | Ti skochi. | . | ‘K’You jumped.\n. | Tvoyat sin te gleda. | . | ‘A’Your son watched you.\n. | Veshterǎt pregǎrna edna kamila. | . | ‘L’The wizard hugged a camel.\n. | Ti se obleche. | . | ‘C’You dressed yourself.\n. | Sinǎt obleche tvoeto bebe. | . | ‘J’The son dressed your baby.\n\n. | #1 | . | ‘#2’\n\nBased on these correspondences, we can establish the structure of Bulgarian sentences. The word order is SVO (Subject-Verb-Object, if the object is a noun) or SOV (Subject-Object-Verb, if the object is a pronoun). Moreover, the determiner always precedes the noun (Det-Noun).\n\nNext, we notice that the verb is invariable in these examples. The only phenomenon that we have not analysed yet is the structure of the noun phrase. We notice from the examples above that the noun can receive a suffix (equivalent to the definite article in the English examples) which can be -ăt, -ta, -to or -a or it can get a modifier which precedes it: indefinite article (edin, edna, edno) or 2sg possessive (tvoyata, tvoyat, tvoya, tvoeto).\n\nTherefore, we can make a table with the different forms of each noun. Moreover, in order to get more data, we will also use the examples in task (b), which we can easily translate into English solely based on the word order and dictionary (we do not need to know the rules of noun declension). In order to cover all possibilities, we separate the subject and the object.\n\nNoun | Subject | Object\n‘wizard’ | -ăt | edin\n‘monkey’ | -ta | -ta\n‘camel’ | -ta / tvoyata | edna\n‘girl’ | -to | edno\n‘cat’ | -ta | -ta\n‘witch’ | -ta | tvoyata\n‘son’ | tvoyat / -ăt | tvoya / -a\n‘baby’ | | tvoeto / -to\n\nFrom the table, we notice that the definite suffix (the definite article, which is marked as a suffix) has only three forms, and the nouns meaning ‘camel’ and ‘witch’, which use the suffix -ta, use the same form of 2sg possessive (tvoyata). Therefore, we can assume that there are three noun classes (in reality, they correspond to three genders: feminine, masculine, and neuter): Class 1 (using the definite suffix -ăt for the subject; it contains the nouns ‘wizard’, ‘son’), Class 2 (-ta: ‘camel’, ‘cat’, ‘witch’, ‘monkey’) and Class 3 (-to: ‘girl’). Based solely on the definite suffix, we cannot classify the noun bebe ‘baby’, but we notice that the object uses the same definite suffix. Therefore, we can assume that it also belongs to class 3. Now we can make a new table based on the noun class in order to see how different determiners are formed.\n\nClass | Def. suff. | Indef. art. | 2sg poss.\n1 | S | -ăt | | tvoyat\n1 | O | -a | edin | tvoya\n2 | S | -ta | | tvoyata\n2 | O | -ta | edna | tvoyata\n3 | S | -to | |\n3 | O | -to | edno | tvoeto\n\nWe can notice that for Classes 2 and 3 the definite suffix is the same for subject and object, and Class 2 uses the same possessive for subject and object as well. We can assume that for both Class 2 and Class 3 there is no difference between subject and object (thus deducing the Class 3 definite suffix for subject which we need for task 20). Moreover, we can notice some similarities between the definite suffix and the form of the possessive: it seems that the 2sg possessive is formed by adding the form of the definite suffix to the morpheme tvoya (with the additional feature that if the definite suffix begins with a vowel, it gets dropped and that Class 3 is an exception, since tvoya becomes tvoe). Nevertheless, in order to solve the problem, we need not understand how the possessive is formed and the table above is enough. Therefore, we can write the official solution and solve the tasks.\n\nAnother important thing to notice is that we have not attempted to find any rules based on which the nouns are split into the three classes. This should be done only if new nouns are given in the tasks and we need to classify them into one of the three classes.\n\nRules:\n\n- Word order: SOV (O = pronoun) or SVO (O = noun), Det-Noun.\n\n- Noun is divided into three classes: Class 1 (‘wizard’, ‘son’), Class 2 (‘camel’, ‘cat’, ‘witch’, ‘monkey’), Class 3 (‘girl’, ‘baby’).\n\n- Determiners:\n\nClass | Def. suff. | Indef. art. | 2sg poss.\n1 | S | -ăt | | tvoyat\n1 | O | -a | edin | tvoya\n2 | S | -ta | | tvoyata\n2 | O | -ta | edna | tvoyata\n3 | S | -to | |\n3 | O | -to | edno | tvoeto\n\n-\n\n- I.\n\n- G.\n\n- B.\n\n- F.\n\n- H.\n\n- E.\n\n- D.\n\n- K.\n\n- A.\n\n- L.\n\n- C.\n\n- J.\n\n-\n\n- ‘The monkey watched your witch.’\n\n- ‘Your camel dressed a girl.’\n\n- ‘The wizard cursed himself.’\n\n- ‘You hugged the baby.’\n\n- ‘You walked.’\n\n- ‘You cursed a wizard.’\n\n-\n\n- Veshtitsata te obleche.\n\n- Bebeto gleda momicheto.\n\n- Maymunata skochi.\n\n- Ti pregărna edin sin.\n\n- Tvoyat sin obleche edno bebe.\n\n-","source":"langsci_420","problem_group_id":"langsci420:5.4","chapter":5,"chapter_title":"Noun and noun phrase","section":3,"section_title":"Variables of the noun","topic":"noun morphology and noun phrases","language":"Bulgarian","author":"Kai Low Rui Hao & Martin Vasev","competition":"NACLO","year":2017,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s03_p01","book_method_c05_s03_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Variables of the noun” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":295,"source_line_end":339,"solution_line_start":340,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nVariables of the noun\nnoun morphology and noun phrases\nThe author places this worked example under “Variables of the noun” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some sentences in Bulgarian (written in Latin script) and their English translations in random order:\n\n. | Veshterǎt nahrani maymunata. | . | ‘Your son watched you.’\n. | Kamilata vǎrvya. | . | ‘The girl hugged the cat.’\n. | Momicheto pregǎrna kotkata. | . | ‘You dressed yourself.’\n. | Veshtitsata prokle kotkata. | . | ‘The cat scratched you.’\n. | Kotkata prokle tvoya sin. | . | ‘You fed the son.’\n. | Ti nahrani sina. | . | ‘The witch cursed the cat.’\n. | Kotkata te odraska. | . | ‘The camel walked.’\n. | Ti skochi. | . | ‘The cat cursed your son.’\n. | Tvoyat sin te gleda. | . | ‘The wizard fed the monkey.’\n. | Veshterǎt pregǎrna edna kamila. | . | ‘The son dressed your baby.’\n. | Ti se obleche. | . | ‘You jumped.’\n. | Sinǎt obleche tvoeto bebe. | . | ‘The wizard hugged a camel.’\n\nǎ ‘u’ in ‘but’.\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- Maymunata gleda tvoyata veshtitsa.\n\n- Tvoyata kamila obleche edno momiche.\n\n- Veshterǎt se prokle.\n\n- Ti pregǎrna bebeto.\n\n- Ti vǎrvya.\n\n- Ti prokle edin veshter.\n\n- Translate into Bulgarian:\n\n- ‘The witch dressed you.’\n\n- ‘The baby watched the girl.’\n\n- ‘The monkey jumped.’\n\n- ‘You hugged a son.’\n\n- ‘Your son dressed a baby.’"}
{"id":"book_05_05","context":"Here are some phrases in Japanese and their English translations:\n\nisha kyūnin | ‘9 doctors’\ngakusei sannin | ‘3 students’\nhon yonsatsu | ‘4 books’\ninu kyūhiki | ‘9 dogs’\nkami hachimai | ‘8 sheets of paper’\nmagajin nanasatsu | ‘7 magazines’\nneko nihiki | ‘2 cats’\npurēto yonmai | ‘4 plates’\nratto gohiki | ‘5 rats’\numa rokutō | ‘6 horses’\nzō rokutō | ‘6 elephants’","query":"- Translate into English:purēto rokumai, isha gonin, uma yontō.\n\n- Here are some more Japanese words:\n\nmangabon | ‘comic books’ | piza | ‘pizzas’\nkaeru | ‘frogs’ | ushi | ‘cows’\n\n- Translate into Japanese: ‘2 comic books’, ‘5 pizzas’, ‘7 frogs’, ‘9 cows’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"Comparing examples ‘9 doctors’ and ‘9 dogs’, we notice that the only part that is repeated is the morpheme kyū- from the beginning of the second word. We can deduce that the number is represented by the first part of the second word. Moreover, comparing the last two examples, (‘6 horses’, ‘6 elephants’), we notice that only the first word is different, so we can assume that this one represents the noun. Therefore, the phrase structure is Noun Number-X.\n\nBased on this structure, we can infer all the numbers and nouns in Japanese, as follows:\n\nJapanese numbers are:\n\n- ni-\n\n- san-\n\n- yon-\n\n- go-\n\n- roku-\n\n- nana-\n\n- hachi-\n\n- kyū-\n\n-\n\nNote that in order to figure out the morpheme for ‘6’, we need to check the examples in task (a) in order to figure out which part corresponds to the number and which to the particle X.\n\nNouns are:\n\n- isha = ‘doctor’\n\n- hon = ‘book’\n\n- kami = ‘sheet of paper’\n\n- neko = ‘cat’\n\n- ratto = ‘rat’\n\n- zō = ‘elephant’\n\n- gakusei = ‘student’\n\n- inu = ‘dog’\n\n- magajin = ‘magazine’\n\n- purēto = ‘plate’\n\n- uma = ‘horse’\n\n-\n\nThe only morpheme left to analyse is X. We notice that it can have five different forms: -nin (in the phrases ‘9 doctors’, ‘5 students’), -satsu (‘4 books’, ‘7 magazines’), -mai (‘8 sheets of paper’, ‘4 plates’), -hiki (‘9 dogs’, ‘2 cats’, ‘5 rats’), and -tō (‘6 horses’, ‘6 elephants’). Therefore, we deduce that they represent classifiers and correspond to: -nin for humans, -satsu for bound materials, -mai for flat objects, -hiki for small animals and -tō for large animals. Now we can write the rules and answer the tasks.\n\nRules:\n\n- Structure: Noun Number–Class\n\n- Class:\n\n- -nin humans\n\n- -satsu prints\n\n- -mai flat objects\n\n- -hiki small animals\n\n- -tō large animals\n\n-\n\n-\n\n- purēto rokumai = ‘6 plates’\n\n- isha gonin = ‘5 doctors’\n\n- uma yontō = ‘4 horses’\n\n-\n\n- ‘2 comic books’ = mangabon nisatsu\n\n- ‘5 pizzas’ = piza gomai\n\n- ‘7 frogs’ = kaeru nanahiki\n\n- ‘9 cows’ = ushi kyūtō","source":"langsci_420","problem_group_id":"langsci420:5.5","chapter":5,"chapter_title":"Noun and noun phrase","section":4,"section_title":"Classifiers","topic":"noun morphology and noun phrases","language":"Japanese","author":"Vlad A. Neacșu","competition":"RoLO","year":2017,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s04_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Classifiers” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":477,"source_line_end":507,"solution_line_start":508,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nClassifiers\nnoun morphology and noun phrases\nThe author places this worked example under “Classifiers” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some phrases in Japanese and their English translations:\n\nisha kyūnin | ‘9 doctors’\ngakusei sannin | ‘3 students’\nhon yonsatsu | ‘4 books’\ninu kyūhiki | ‘9 dogs’\nkami hachimai | ‘8 sheets of paper’\nmagajin nanasatsu | ‘7 magazines’\nneko nihiki | ‘2 cats’\npurēto yonmai | ‘4 plates’\nratto gohiki | ‘5 rats’\numa rokutō | ‘6 horses’\nzō rokutō | ‘6 elephants’\n- Translate into English:purēto rokumai, isha gonin, uma yontō.\n\n- Here are some more Japanese words:\n\nmangabon | ‘comic books’ | piza | ‘pizzas’\nkaeru | ‘frogs’ | ushi | ‘cows’\n\n- Translate into Japanese: ‘2 comic books’, ‘5 pizzas’, ‘7 frogs’, ‘9 cows’."}
{"id":"book_05_06","context":"Here are some phrases in Fijian and their English translations:\n\n. | na uluqu | ‘my head’\n. | na nona wau | ‘her weapon (she owns)’\n. | na memunī bia | ‘yourpl beer’\n. | na kemudrau itukutuku | ‘yourdu story (about you two)’\n. | na nona motokaa | ‘her car’\n. | na meda tī | ‘ourincl tea’\n. | na kelemu | ‘yoursg belly’\n. | na nona dio | ‘her oyster (she'll sell)’\n. | na kequ uvi | ‘my yam’\n. | na noqu itukutuku | ‘my story (I tell)’\n. | na watiqu | ‘my spouse’\n. | na kemunī vuaka | ‘yourpl pig (you'll eat)’\n. | na nomu kato | ‘yoursg basket’\n. | na tamana | ‘her father’\n. | na memudrau dio | ‘yourdu oyster (you'll slurp)’\n. | na nodra vuaka | ‘their pig (they raise)’\n. | na keda wau | ‘ourincl weapon (we'll be hit with)’\n. | na kedra raisi | ‘their rice’\n\n‘Weapon’ refers to a club-like tool. A ‘yam’ is an edible starchy root. ‘Kava’ is a ceremonial drink.\n\nThe subscripts sg, du, pl refer to singular (one person), dual (two persons), and plural (more than two persons), respectively. The subscript incl means inclusive (‘ourincl’ = belonging to me, you, and them, in contrast with ‘ourexcl’ = belonging to me and them, but not you).","query":"- Now the Fijian words are given to you. Your task is to translate the phrase in the table into Fijian:\n\n| Fijian | English | English phrase to translate\n\n. | uto | ‘heart’ | ‘my heart’\n. | yaqona | ‘kava’ | ‘her kava (she's drinking)’\n. | yaqona | ‘kava’ | ‘her kava (drunk in her honour)’\n. | draunikau | ‘witchcraft’ | ‘my witchcraft (used on/against me)’\n. | draunikau | ‘witchcraft’ | ‘yourdu witchcraft (you're making)’\n. | dali | ‘rope’ | ‘yoursg rope (you own)’\n. | dali | ‘rope’ | ‘yourpl rope (restraining you)’\n. | ika | ‘fish’ | ‘yourdu fish’\n. | wai | ‘water’ | ‘yourpl water’\n. | luve | ‘child’ | ‘her child’\n. | waqa | ‘canoe’ | ‘ourincl canoe’\n. | yapolo | ‘apple’ | ‘their apple (they'll sell)’\n. | maqo | ‘mango’ | ‘their mango (for drinking)’\n\n- Explain your translation 21. (Why did you translate it this way?)\n\n- The word for ‘coconut’ is niu. List all the ways to say ‘my coconut’ and explain what they could mean.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"The first step we need to take is to determine the structure of the Fijian phrases. We can easily notice that all examples start with the word na followed by either one or two words. Separating the structures that contain a single word (i.e., the Fijian words for ‘my head’, ‘yoursg belly’, ‘my husband’, ‘her father’), we notice that all of them represent inalienable possessions. We therefore expect them to have the possessor marked directly on the noun, as an affix.\n\nIndeed, comparing the structures ‘my head’ = na uluqu and ‘my husband’ = na watiqu, we discover that they both share the suffix -qu, which we then can deduce to mean 1sg possession. Therefore, for the inalienable possession, the phrase structure is na Noun–Poss.\n\nIn order to determine the structure of the rest of the phrases, we compare examples that contain the same noun (for example, 8 and 15, both containing the noun which means ‘oyster’). We notice that both of them have the last word in common (dio), so the last word represents the noun, the possessed. Moreover, comparing examples 9 and 10 (both containing the possessive ‘my’), we notice that they have in common the suffix -qu attached to the second word. Consequently, we can deduce that the structure of the alienable possession in Fijian is na X–Poss Noun. From here, we can easily determine the possession suffixes (applying similar processes as in Problem 5.5 where we had to separate the number from the classifier). We obtain:\n\n- 1sg = -qu\n\n- 2sg = -mu\n\n- 3sg = -na\n\n- 1pl incl. = -da\n\n- 2du = -mudrau\n\n- 2pl = -munī\n\n- 3pl = -dra\n\nMoreover, we understand that we have only three possession classes, marked by no-, -me-, and ke- (excluding the inalienable possession). In order to see how each classifier is used, we split the given phrases according to the classifier they use:\n\nke- | me- | no-\n‘my yam’ | ‘yourpl beer’ | ‘her weapon (she owns)’\n‘their rice’ | ‘our tea’ | ‘her car’\n`our weapon (we'll be | `yourdu oyster | ‘her oyster (she'll sell)’\nhit with)' | (you'll slurp)'\n‘yourpl pig (you'll eat)’ | | ‘my story (I tell)’\n`yourdu story (about you | | ‘yoursg basket’\ntwo)' |\n\nWe can easily notice that the morpheme me- is used for things that are to be drunk. Moreover, it seems that no- represents the class for owned objects, in general. The last class is ke- and, based on the fact that we already have a class for things that are drunk, we expect to also have a class for things that are eaten.\n\nIndeed, the class ke- includes ‘my yam’, ‘yourpl pig (for eating)’, and ‘their rice’, all of them being edible and meant to be eaten. On the other hand, we have two more structures (‘ourincl weapon (we'll be hit with)’ and ‘yourdu story (about you two)’).\n\nIn order to figure out what these two have in common, we can also notice the pair of examples that contain the noun weapon: class ke- ‘we'll be hit with’, but class no- for ‘she owns’. Based on these, we realise that class ke- includes not only food, but also things that do not belong to us directly, but affect us (the weapon is not ours, but will be used against us; the story is not yours, but it is about you two, etc.).\n\nThus, we can write the rules and solve the tasks.\n\nRules:\n\nStructure:\n\n- Inalienable possession (kinship, body parts): na Noun–Poss\n\n- Alienable possession: na C–Poss Noun\n\nPoss = possessive (suffix):\n\n- 1sg = -qu\n\n- 2sg = -mu\n\n- 3sg = -na\n\n- 1pl incl. = -da\n\n- 2du = -mudrau\n\n- 2pl = -munī\n\n- 3pl = -dra\n\nC = class:\n\n- ke- = food and objects we do not own, but affect us.\n\n- me- = drinks\n\n- no- = otherwise (owned objects)\n\n-\n\n- na utoqu\n\n- na mena yaqona\n\n- na kena yaqona\n\n- na kequ draunikau\n\n- na nomudrau draunikau\n\n- na nomu dali\n\n- na kemunī dali\n\n- na kemudrau ika\n\n- na memunī wai\n\n- na luvena\n\n- na noda waqa\n\n- na nodra yapolo\n\n- na medra maqo\n\n-\n\n- In example 21 we used the classifier ke-, since the action is indirectly reflected towards the person. It is not she who drinks the kava, but someone else drinks it in her honour.\n\n- Since a coconut can clearly not be an inalienable possession, there are three different possible translations:\nIndentna kequ niu = ‘my coconut’ (for eating / I'll be hit with)\nIndentna mequ niu = ‘my coconut’ (for drinking)\nIndentna noqu niu = ‘my coconut’ (I own / I sell)","source":"langsci_420","problem_group_id":"langsci420:5.6","chapter":5,"chapter_title":"Noun and noun phrase","section":7,"section_title":"Expressing possession","topic":"noun morphology and noun phrases","language":"Fijian","author":"Viktoria Papp","competition":"UKLO","year":2018,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s07_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Expressing possession” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":620,"source_line_end":674,"solution_line_start":675,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nExpressing possession\nnoun morphology and noun phrases\nThe author places this worked example under “Expressing possession” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some phrases in Fijian and their English translations:\n\n. | na uluqu | ‘my head’\n. | na nona wau | ‘her weapon (she owns)’\n. | na memunī bia | ‘yourpl beer’\n. | na kemudrau itukutuku | ‘yourdu story (about you two)’\n. | na nona motokaa | ‘her car’\n. | na meda tī | ‘ourincl tea’\n. | na kelemu | ‘yoursg belly’\n. | na nona dio | ‘her oyster (she'll sell)’\n. | na kequ uvi | ‘my yam’\n. | na noqu itukutuku | ‘my story (I tell)’\n. | na watiqu | ‘my spouse’\n. | na kemunī vuaka | ‘yourpl pig (you'll eat)’\n. | na nomu kato | ‘yoursg basket’\n. | na tamana | ‘her father’\n. | na memudrau dio | ‘yourdu oyster (you'll slurp)’\n. | na nodra vuaka | ‘their pig (they raise)’\n. | na keda wau | ‘ourincl weapon (we'll be hit with)’\n. | na kedra raisi | ‘their rice’\n\n‘Weapon’ refers to a club-like tool. A ‘yam’ is an edible starchy root. ‘Kava’ is a ceremonial drink.\n\nThe subscripts sg, du, pl refer to singular (one person), dual (two persons), and plural (more than two persons), respectively. The subscript incl means inclusive (‘ourincl’ = belonging to me, you, and them, in contrast with ‘ourexcl’ = belonging to me and them, but not you).\n- Now the Fijian words are given to you. Your task is to translate the phrase in the table into Fijian:\n\n| Fijian | English | English phrase to translate\n\n. | uto | ‘heart’ | ‘my heart’\n. | yaqona | ‘kava’ | ‘her kava (she's drinking)’\n. | yaqona | ‘kava’ | ‘her kava (drunk in her honour)’\n. | draunikau | ‘witchcraft’ | ‘my witchcraft (used on/against me)’\n. | draunikau | ‘witchcraft’ | ‘yourdu witchcraft (you're making)’\n. | dali | ‘rope’ | ‘yoursg rope (you own)’\n. | dali | ‘rope’ | ‘yourpl rope (restraining you)’\n. | ika | ‘fish’ | ‘yourdu fish’\n. | wai | ‘water’ | ‘yourpl water’\n. | luve | ‘child’ | ‘her child’\n. | waqa | ‘canoe’ | ‘ourincl canoe’\n. | yapolo | ‘apple’ | ‘their apple (they'll sell)’\n. | maqo | ‘mango’ | ‘their mango (for drinking)’\n\n- Explain your translation 21. (Why did you translate it this way?)\n\n- The word for ‘coconut’ is niu. List all the ways to say ‘my coconut’ and explain what they could mean."}
{"id":"book_05_07","context":"Here are some phrases in Ancient Greek (in a Latin-based transcription) and their English translations in random order:\n\n. | ho tōn hyiōn dulos | . | ‘the donkey of the master’\n. | hoi tōn dulōn cyrioi | . | ‘the brothers of the merchant’\n. | hoi tu emporu adelphoi | . | ‘the merchants of the donkeys’\n. | hoi tōn onōn emporoi | . | ‘the sons of the masters’\n. | ho tu cyriu onos | . | ‘the slave of the sons’\n. | ho tu oicu cyrios | . | ‘the masters of the slaves’\n. | ho tōn adelphōn oicos | . | ‘the house of the brothers’\n. | hoi tōn cyriōn hyioi | . | ‘the master of the house’\n\n-\nō denotes a long o.","query":"- Determine the correct correspondences.\n\n- Translate into Ancient Greek: ‘the houses of the merchants’, ‘the donkeys of the slave’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"- Step 1. We notice that all Ancient Greek phrases have the structure [ho/hoi] [tu/tōn] X Y, where X and Y represent the two nouns (the possessor and the possessed). Moreover, we notice that these nouns change their form. Furthermore, the first two words (which probably represent articles or possession markers) each have two forms. Checking the English translations, we notice that nouns appear both as singular and plural. Therefore, we can assume that the two markers from the beginning of the phrase change form, agreeing with the number of the noun.\n\n- Step 2. We make a frequency table based on the stem of the nouns (for now, we disregard the endings, which are variable).\n\nGreek | Freq. | English | Freq.\n(lr)1-2 (lr)3-4\nhyi- | 2 | ‘donkey’ | 2\ndul- | 2 | ‘master’ | 4\ncyri- | 4 | ‘brother’ | 2\nempor- | 2 | ‘merchant’ | 2\nadelph- | 2 | ‘son’ | 2\non- | 2 | ‘slave’ | 2\noic- | 2 | ‘house’ | 2\n\nSince both in Greek and in English we have only one noun that appears four times (all the rest appearing only two times each), we infer that cyri- = ‘master’.\n\n- Step 3. We separate all phrases which contain the noun master:\n\n2. | hoi tōn dulōn cyrioi | Indent | A. | ‘the donkey of the master’\n5. | ho tu cyriu onos | | D. | ‘the sons of the masters’\n6. | ho tu oicu cyrios | | F. | ‘the masters of the slaves’\n8. | hoi tōn cyriōn hyioi | | H. | ‘the master of the house’\n\nIn Greek, the nouns that appear together with ‘master’ are dul-, on-, oic-, hyi-, while in English they are ‘donkey’, ‘son’, ‘slave’, ‘house’. The only two nouns that do not appear here are ‘merchant’ and ‘brother’, so these must correspond to the two Greek nouns that do not occur: empor- and adelph-. Moreover, we notice that phrase 3 in Greek and phrase B in English contain both of these nouns. Therefore, we deduce the correspondence 3-B.\n\n- Step 4. We separate the sentences that contain the nouns ‘brother’ or ‘merchant’.\n\n3. | hoi tu emporu adelphoi | Ind | | ‘the brothers of the merchant’\n4. | hoi tōn onōn emporoi | | C. | ‘the merchants of the donkeys’\n7. | ho tōn adelphōn oicos | | G. | ‘the house of the brothers’\n\nNotebulbonThe fact that we didn't mention the letter in front of structure B. means that this phrase is already matched, its Greek correspondence being phrase 3.\n\nSeparating again the nouns which appear in these structures, we deduce that ‘donkey’ and ‘house’ are on- and oic- though we do not know which is which, and similarly with other word pairs.\n\n- Step 5. Recap.\n\nBased on the information above, we know that:\n\n- cyri- = ‘master’\n\n- {on-/oic-} = {‘donkey’/‘house’}\n\n- {empor-/adelph-} = {‘merchant’/‘brother’}\n\n- {dul-/hyi-} = {‘son’/‘slave’}.\n\nMoreover, we notice that there is one phrase in which the nouns ‘slave’ and ‘son’ co-occur, therefore 1-E.\n\n- Step 6. Based on this information, we split the phrases into subgroups:\n\n1. | ho tōn hyiōn dulos | | ‘the slave of the sons’\n3. | hoi tu emporu adelphoi | | ‘the brothers of the merchant’\n4. | hoi tōn onōn emporoi | C. | ‘the merchants of the donkeys’\n7. | ho tōn adelphōn oicos | G. | ‘the house of the brothers’\n5. | ho tu cyriu onos | A. | ‘the donkey of the master’\n6. | ho tu oicu cyrios | H. | ‘the master of the house’\n2. | hoi tōn dulōn cyrioi | D. | ‘the sons of the masters’\n8. | hoi tōn cyriōn hyioi | F. | ‘the masters of the slaves’\n\nWe know that phrases 1 and 3 are already matched and that phrases 4 and 7 correspond to C and G (although not necessarily in this order), phrases 5/6 with A/H, and 2/8 with D/F.\n\nMoreover, we notice that phrases 5/6 use the same articles (the first two words are identical), while in the English translations, all nouns are singular. Therefore, we deduce that ho and tu represent the singular form, while the other two (hoi and tōn) represent the plural form (which is confirmed by phrases 2 and 8 which use these articles, and in their English translations all nouns are plural).\n\n- Step 7. We create a new frequency table for the four articles, knowing that they need to correspond to a combination of singularplural and possessorpossessed.\n\nGreek | Freq. | English | Freq\n1-2 3-4\nho | 4 | sg, possessor | 3\nhoi | 4 | pl, possessor | 5\ntu | 3 | sg, possessed | 4\ntōn | 5 | pl, possessed | 4\n\nFrom the table, we can immediately deduce that tu is used for a singular possessor, and tōn when the possessor is plural. We are left with ho/hoi for the possessed. On the other hand, we already know that ho is used for the singular (from step 6). Therefore, we can make a table with all the forms of the article:\n\n| sg | pl\npossessor | tu | tōn\npossessed | ho | hoi\n\nFurthermore, knowing this, we can finish matching the phrases. Looking back at the table in step 6, in the pair 4-7 we have a singular possessed and a plural possessed (based on the articles), therefore 4 corresponds to C and 7-G. We get:\n\n1. | ho tōn hyiōn dulos | | ‘the slave of the sons’\n3. | hoi tu emporu adelphoi | | ‘the brothers of the merchant’\n4. | hoi tōn onōn emporoi | | ‘the merchants of the donkeys’\n7. | ho tōn adelphōn oicos | | ‘the house of the brothers’\n5. | ho tu cyriu onos | A. | ‘the donkey of the master’\n6. | ho tu oicu cyrios | H. | ‘the master of the house’\n2. | hoi tōn dulōn cyrioi | D. | ‘the sons of the masters’\n8. | hoi tōn cyriōn hyioi | F. | ‘the masters of the slaves’\n\nNow we can deduce, from 3 and 4, that empor- = ‘merchant’ and then we can easily make the rest of the correspondences. Moreover, we deduce that the possessed is placed after the possessor. Therefore, the word order in the Ancient Greek phrase is:\n\n[Art. possessor] Possessor Possessed\n\nWe notice an interesting phenomenon, that the word order between the noun and its corresponding article is “enclosed” (the possessor together with its article are placed in the middle and enclosed/surrounded by the possessor and its article).\n\n- Step 8. The last step is to figure out noun declension in Ancient Greek. To do so, we can make a table with the different forms of all nouns, based on number (singular/plural) and its role (possessor/possessed):\n\n| Possessor | Possessed\n(lr)2-3(lr)4-5\nNoun | sg | pl | sg | pl\n‘master’ | cyriu | cyriōn | cyrios | cyrioi\n‘donkey’ | | onōn | onos |\n‘brother’ | | adelphōn | | adelphoi\n‘merchant’ | emporu | | | emporoi\n‘son’ | | hyiōn | | hyioi\n‘slave’ | | dulōn | dulos |\n‘house’ | oicu | | oicos |\n\nFrom this table, we can easily notice that each form has its own characteristic suffix:\n\n| sg | pl\npossessor | -u | -ōn\npossessed | -os | -oi\n\nNotebulbonNote that this approach is a basic one: it is based strictly on logical observations and not necessarily on linguistic intuition. Another more solid starting point would have been to notice the fact that there are similarities between the article and the noun suffix (tōn – -ōn, hoi – -oi, tu – -u). This directly points towards the word order, which is the core phenomenon of the problem.\n\nBased on these, we can write the rules and solve the task.\nRules:\n\n- Structure: [Art. possessed] [Art. possessor] Possessor Possessed\n\n- Articles:\n\n| sg | pl\npossessor | tu | tōn\npossessed | ho | hoi\n\n- Noun endings:\n\n| sg | pl\npossessor | -u | -ōn\npossessed | -os | -oi\n\n-\n\n- E.\n\n- F.\n\n- B.\n\n- C.\n\n- A.\n\n- H.\n\n- G.\n\n- D.\n\n- ‘the houses of the merchants’ = hoi tōn emporōn oicoi\n‘the donkeys of the slave’ = hoi tu dulu onoi","source":"langsci_420","problem_group_id":"langsci420:5.7","chapter":5,"chapter_title":"Noun and noun phrase","section":7,"section_title":"Expressing possession","topic":"noun morphology and noun phrases","language":"Ancient Greek","author":"Todor Tchervenkov","competition":"NACLO","year":2007,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s07_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Expressing possession” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":784,"source_line_end":808,"solution_line_start":809,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nExpressing possession\nnoun morphology and noun phrases\nThe author places this worked example under “Expressing possession” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nHere are some phrases in Ancient Greek (in a Latin-based transcription) and their English translations in random order:\n\n. | ho tōn hyiōn dulos | . | ‘the donkey of the master’\n. | hoi tōn dulōn cyrioi | . | ‘the brothers of the merchant’\n. | hoi tu emporu adelphoi | . | ‘the merchants of the donkeys’\n. | hoi tōn onōn emporoi | . | ‘the sons of the masters’\n. | ho tu cyriu onos | . | ‘the slave of the sons’\n. | ho tu oicu cyrios | . | ‘the masters of the slaves’\n. | ho tōn adelphōn oicos | . | ‘the house of the brothers’\n. | hoi tōn cyriōn hyioi | . | ‘the master of the house’\n\n-\nō denotes a long o.\n- Determine the correct correspondences.\n\n- Translate into Ancient Greek: ‘the houses of the merchants’, ‘the donkeys of the slave’."}
{"id":"book_05_08","context":"Brent Berlin and Paul Kay have studied colour terms of more than 100 languages by travelling the world and asking the locals to describe photos of different colours (BerlinandKay1969). After examining the results, they concluded that colour perception in all of these languages is governed by the same law.\n\nHere are the colour terms in 12 of the languages the two scientists examined:Source: Adapted from a problem by Ksenia Gilyarova (Elementy).\n\n| Fitzroy | | Upper | | |\nEnglish | River | Nupe | Pyramid | Ibo | Tzeltal | Hanunó'o\n‘white’ | bura | bókùṇ | [blank] | nzu | sak | (ma)biru\n‘blue’ | guru | dòfa | [blank] | [blank] | yaš | [blank]\n‘yellow’ | kalmur | wọṇjiṇ | [blank] | odo | k'an | (ma)raraʔ\n‘brown’ | [blank] | dzúfú | mola | uhie | [blank] | (ma)raraʔ\n‘black’ | [blank] | ẓìkò | [blank] | oji | ʔihk' | (ma)lagtiʔ\n‘red’ | kiran | dzúfú | [blank] | [blank] | cah | [blank]\n‘green’ | [blank] | álígà | muli | oji | yaš | (ma)latuy\n\nEnglish | Bari | Jalé | Hausa | Nasioi | Daza | Ibibio\n‘white’ | -kwe | hóló | fări | kakara | cuo | àfíá\n‘blue’ | -murye | siŋ | shuḍi | mutaŋa | zẹdẹ | [blank]\n‘yellow’ | -forong | [blank] | nawaya | [blank] | mini | ńdàídàt\n‘brown’ | -jere | [blank] | ja | [blank] | maaḍo | [blank]\n‘black’ | -rnö | siŋ | bāḳi | [blank] | yasko | έbubit\n‘red’ | -tor | hóló | [blank] | erereŋ | [blank] | ńdàídàt\n‘green’ | -ngem | [blank] | algashi | [blank] | [blank] | àwàwà","query":"- Fill in the blanks.\n\n- Below are some colour terms in three other languages that follow the hypothesis of Berlin & Kay:\n\n- Urhobo: ‘black’ = ɔbyibi, ‘brown’ = ɔBaBare, ‘green’ = ɔbyibi, ‘yellow’ = 5do;\n\n- N'gombe: ‘white’ = bopu, ‘red’ = bopu;\n\n- Tanna Island: ‘yellow’ = laulau, ‘black’ = rapen, ‘brown’ = laulau, ‘blue’ = ramimera.\n\n- For each language, specify which of the 12 languages above it most resembles. Explain your answer.\n\n- Here are some colour terms in two more languages:\n\n- Acehnese: ‘white’ = iĵu, ‘red’ = pirã, ‘green’ = prãna, ‘yellow’ = iĵu, ‘blue’ = prãna;\n\n- Alabama: ‘green’ = okchakko, ‘red’ = homma, ‘brown’ = laana, ‘blue’ = okchakko, ‘yellow’ = laana.\n\n- Explain why they do not follow the hypothesis of Berlin & Kay.\n\n- Formulate the hypothesis of Berlin & Kay.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"- Step 1. Looking closely at the table, we notice that almost all the languages in the table (save for English and Bari) have some colour terms which share the same name. Therefore, we deduce that, in order to fill in the blanks, we need to reuse some of the words in that language which are already given; in other words, we need to figure out which colour terms are translated identically in that language. This is also signalled by the fact that there does not seem to be any morphological process going on which allows us to derive some colour terms from others and there are few or no common morphemes.\n\nIn order to do so, we classify each language based on the number of distinct colour terms (i.e., colour terms which have different names in that language) and reorder the table in descending order based on the number of distinct colour terms.\n\n| 7 terms | 6 terms | 5 terms\n(lr)2-2(lr)3-4(lr)5-6\nEnglish | Bari | Nupe | Hausa | Tzeltal | Daza\n‘white’ | -kwe | bókùṇ | fări | sak | cuo\n‘blue’ | -murye | dòfa | shuḍi | yaš | zẹdẹ\n‘yellow’ | -forong | wọṇjiṇ | nawaya | k'an | mini\n‘brown’ | -jere | dzúfú | ja | | maaḍo\n‘black’ | -rnö | ẓìkò | bāḳi | ʔihk' | yasko\n‘red’ | -tor | dzúfú | | cah |\n‘green’ | -ngem | álígà | algashi | yaš |\n\n| 4 terms\n(lr)2-5\nEnglish | Fitzroy River | Ibo | Hanunó'o | Ibibio\n‘white’ | bura | nzu | (ma)biru | àfíá\n‘blue’ | guru | | |\n‘yellow’ | kalmur | odo | (ma)raraʔ | ńdàídàt\n‘brown’ | | uhie | (ma)raraʔ |\n‘black’ | | oji | (ma)lagtiʔ | έbubit\n‘red’ | kiran | | | ńdàídàt\n‘green’ | | oji | (ma)latuy | àwàwà\n\n| 3 terms | 2 terms\n(lr)2-2 (lr)3-4\nEnglish | Nasioi | Jalé | Upper Pyramid\n‘white’ | kakara | hóló |\n‘blue’ | mutaŋa | siŋ |\n‘yellow’ | | |\n‘brown’ | | | mola\n‘black’ | | siŋ |\n‘red’ | erereŋ | hóló |\n‘green’ | | | muli\n\n- Step 2. In Nupe (which has six distinct colours), we notice that the same word is used for both ‘brown’ and ‘red’. In Tzeltal (which has five terms), the same word is used for both ‘blue’ and ‘green’, etc.\n\nWe can assume that languages with the same number of colour terms will behave identically. We conclude that:\n\n- if a language has six colour terms, ‘red’ = ‘brown’\n\n- if a language has five colour terms, ‘red’ = ‘brown’ and ‘blue’ = ‘green’\n\n- Step 3. Checking the languages with four colour terms, we notice that we have two options:\n\n- for Fitzroy River and Ibo: ‘red’ = ‘brown’, ‘green’ = ‘blue’ = ‘black’\n\n- for Ibobo and Hanunóo: ‘red’ = ‘brown’ = ‘yellow’, ‘green’ = ‘blue’\n\nSo, in the case of languages with only four colour terms, we have two alternatives: ‘black’ is named identically with ‘blue’ and ‘green’, or ‘yellow’ is named identically with ‘red’ and ‘brown’.\n\n- Step 4. The rest of the problem becomes trivial and we deduce that:\n\n- for languages with three colour terms: ‘black’ = ‘green’ = ‘blue’, ‘yellow’ = ‘brown’ = ‘red’\n\n- for languages with two terms: ‘black’ = ‘green’ = ‘blue’, ‘yellow’ = ‘brown’ = ‘red’ = ‘white’\n\nTherefore, we can solve the tasks:\n\n-\n\n- mola\n\n- muli\n\n- oji\n\n- (ma)latuy\n\n- mola\n\n- kiran\n\n- cah\n\n- guru\n\n- muli\n\n- mola\n\n- uhie\n\n- (ma)raraʔ\n\n- guru\n\n- àwàwà\n\n- hóló\n\n- erereŋ\n\n- hóló\n\n- erereŋ\n\n- ńdàídàt\n\n- mutaŋa\n\n- ja\n\n- maaḍo\n\n- siŋ\n\n- mutaŋa\n\n- zẹdẹ\n\n-\n\n- Urhobo is similar to Fitzroy River and Ibo.\n\n- N'Gombe is similar to Upper Pyramid and Jalé.\n\n- Tanna Island is similar to Hanunó'o and Ibibo.\n\n-\n\n- If the same word is used for both ‘white’ and ‘yellow’, there should only be two colour terms in that language, so ‘red’ should also be translated like ‘white’ and ‘yellow’.\n\n- If ‘green’ and ‘blue’ use the same word, the language must have five terms, so ‘brown’ and ‘red’ should be translated identically.\n\n- Berlin & Kay hypothesised that the name of the colour terms in each language can be deduced by the number of colour terms each language has.\n\nIf we use the notation W = ‘white’, Bk = ‘black’, Br = ‘brown’, R = ‘red’, G = ‘green’, Y = ‘yellow’, Bl = ‘blue’, Berlin & Kay proposed six stages of evolution of colour terms in a language.\n\nIn the scheme below, the underlined colour terms exist in each language's vocabulary, while those following are perceived as being identical to the one underlined. For example, the notation G: Bl, Bk means that in the respective language, there is a word for ‘green’, while blue and black share the same term and are perceived as shades of green.","source":"langsci_420","problem_group_id":"langsci420:5.8","chapter":5,"chapter_title":"Noun and noun phrase","section":8,"section_title":"Colour terms","topic":"noun morphology and noun phrases","language":"Colours","author":"Vlad A. Neacșu","competition":"RoLO","year":2018,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s08_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Colour terms” in the Noun and noun phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1017,"source_line_end":1070,"solution_line_start":1071,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nColour terms\nnoun morphology and noun phrases\nThe author places this worked example under “Colour terms” in the Noun and noun phrase chapter, so it illustrates that method or topic.\nBrent Berlin and Paul Kay have studied colour terms of more than 100 languages by travelling the world and asking the locals to describe photos of different colours (BerlinandKay1969). After examining the results, they concluded that colour perception in all of these languages is governed by the same law.\n\nHere are the colour terms in 12 of the languages the two scientists examined:Source: Adapted from a problem by Ksenia Gilyarova (Elementy).\n\n| Fitzroy | | Upper | | |\nEnglish | River | Nupe | Pyramid | Ibo | Tzeltal | Hanunó'o\n‘white’ | bura | bókùṇ | [blank] | nzu | sak | (ma)biru\n‘blue’ | guru | dòfa | [blank] | [blank] | yaš | [blank]\n‘yellow’ | kalmur | wọṇjiṇ | [blank] | odo | k'an | (ma)raraʔ\n‘brown’ | [blank] | dzúfú | mola | uhie | [blank] | (ma)raraʔ\n‘black’ | [blank] | ẓìkò | [blank] | oji | ʔihk' | (ma)lagtiʔ\n‘red’ | kiran | dzúfú | [blank] | [blank] | cah | [blank]\n‘green’ | [blank] | álígà | muli | oji | yaš | (ma)latuy\n\nEnglish | Bari | Jalé | Hausa | Nasioi | Daza | Ibibio\n‘white’ | -kwe | hóló | fări | kakara | cuo | àfíá\n‘blue’ | -murye | siŋ | shuḍi | mutaŋa | zẹdẹ | [blank]\n‘yellow’ | -forong | [blank] | nawaya | [blank] | mini | ńdàídàt\n‘brown’ | -jere | [blank] | ja | [blank] | maaḍo | [blank]\n‘black’ | -rnö | siŋ | bāḳi | [blank] | yasko | έbubit\n‘red’ | -tor | hóló | [blank] | erereŋ | [blank] | ńdàídàt\n‘green’ | -ngem | [blank] | algashi | [blank] | [blank] | àwàwà\n- Fill in the blanks.\n\n- Below are some colour terms in three other languages that follow the hypothesis of Berlin & Kay:\n\n- Urhobo: ‘black’ = ɔbyibi, ‘brown’ = ɔBaBare, ‘green’ = ɔbyibi, ‘yellow’ = 5do;\n\n- N'gombe: ‘white’ = bopu, ‘red’ = bopu;\n\n- Tanna Island: ‘yellow’ = laulau, ‘black’ = rapen, ‘brown’ = laulau, ‘blue’ = ramimera.\n\n- For each language, specify which of the 12 languages above it most resembles. Explain your answer.\n\n- Here are some colour terms in two more languages:\n\n- Acehnese: ‘white’ = iĵu, ‘red’ = pirã, ‘green’ = prãna, ‘yellow’ = iĵu, ‘blue’ = prãna;\n\n- Alabama: ‘green’ = okchakko, ‘red’ = homma, ‘brown’ = laana, ‘blue’ = okchakko, ‘yellow’ = laana.\n\n- Explain why they do not follow the hypothesis of Berlin & Kay.\n\n- Formulate the hypothesis of Berlin & Kay."}
{"id":"book_05_09","context":"Here are some words in Ulwa and their English translations in random order:\n\nsuulu, suukilu, suumanalu, mismatu, miskatu, onkinayan, onkayan, onyan\n\n‘bow’, ‘yoursg cat’, ‘my dog’, ‘our bow’, ‘his cat’, ‘dog’, ‘his bow’, ‘yourpl dog’","query":"- Determine the correct correspondences.\n\n- Translate into English: suumalu and miskanatu.\n\n- Translate into Ulwa: ‘cat’, ‘my cat’, ‘yoursg bow’, ‘their bow’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.9. Ulwa\n\n-\n\n- suulu = ‘dog’\n\n- suukilu = ‘my dog’\n\n- suumanalu = ‘yourpl dog’\n\n- onyan = ‘bow’\n\n- miskatu = ‘his cat’\n\n- onkinayan = ‘our bow’\n\n- mismatu = ‘yoursg cat’\n\n- onkayan = ‘his bow’\n\n-\n\n- suumalu = ‘yoursg dog’\n\n- miskanatu = ‘their cat’\n\n-\n\n- ‘cat’ = mistu\n\n- ‘my cat’ = miskitu\n\n- ‘yoursg bow’ = onmayan\n\n- ‘their bow’ = onkanayan\n\nRules:\n\n- The possessive is marked by an infix placed before the last syllable. The structure of the infix is Person–Number.\n\n- Person: -ki- = 1 i -ma- = 2 -ka- = 3\n\n- Number: = sg -na- = pl","source":"langsci_420","problem_group_id":"langsci420:5.9","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Ulwa","author":"Peter Arkadiev","competition":"TurLom","year":2003,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1247,"source_line_end":1263,"solution_line_start":1651,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Ulwa and their English translations in random order:\n\nsuulu, suukilu, suumanalu, mismatu, miskatu, onkinayan, onkayan, onyan\n\n‘bow’, ‘yoursg cat’, ‘my dog’, ‘our bow’, ‘his cat’, ‘dog’, ‘his bow’, ‘yourpl dog’\n- Determine the correct correspondences.\n\n- Translate into English: suumalu and miskanatu.\n\n- Translate into Ulwa: ‘cat’, ‘my cat’, ‘yoursg bow’, ‘their bow’."}
{"id":"book_05_10","context":"Here are some phrases in Palauan and their English translations:\n\neru ęl buil | ‘2 months’ | kltiu ęl hong | ‘9 books’\n\nede ęl sils | ‘3 days’ | kllolem ęl lius | ‘6 coconuts’\n\ntede ęl chad | ‘3 people’ | teai ęl ngalęk | ‘8 children’\n\nkllolem ęl malk | ‘6 chickens’ | ongeru ęl buil | ‘February’\n\nteim ęl sensei | ‘5 teachers’ | ongede ęl ureor | ‘Wednesday’\n\neim ęl rak | ‘5 years’ | etiu ęl klębęse | ‘9 nights’\n\ntęruich me a tede ęl buik | ‘13 boys’\n\ntęruich me a euid ęl sikang | ‘17 hours’","query":"- Translate into English:\n\n- telolem ęl sensei\n\n- tęruich me a etiu ęl buil\n\n- tęruich me a ongeru ęl buil\n\n- ongeim ęl ureor\n\n- Translate into Palauan:\n\n- ‘8 days’\n\n- ‘19 people’\n\n- ‘7 teachers’\n\n- ‘June’\n\n- ‘August’\n\n- For each of the following, write the Palauan word that would be used to translate the word ‘3’:\n\n- ‘3 hours’\n\n- ‘3 girls’\n\n- ‘3 dolphins’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.10. Palauan\n\n-\n\n- ‘6 teachers’\n\n- ‘19 months’\n\n- ‘December’\n\n- ‘Friday’\n\n-\n\n- eai e̜l sils\n\n- te̜ruich me a tetiu e̜l chad\n\n- teuid e̜l sensei\n\n- ongelolem e̜l buil\n\n- ongeai e̜l buil\n\n-\n\n-\n\n- ede\n\n- tede\n\n- klde\n\nRules:\n\n- Structure: Numeral + e̜l + Noun\n\n- Numerals have the following prefixes:\n\n- e- = time periods (days, months, years)\n\n- te- = people\n\n- kl- = non-human nouns (which do not refer to persons)\n\n- onge- = ordinal numerals\n\n- For numbers higher than 10, the prefix is attached to the units.\n\n- 10 + X = tęruich me a X","source":"langsci_420","problem_group_id":"langsci420:5.10","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Palauan","author":"Michael Salter","competition":"NACLO","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1265,"source_line_end":1310,"solution_line_start":1697,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some phrases in Palauan and their English translations:\n\neru ęl buil | ‘2 months’ | kltiu ęl hong | ‘9 books’\n\nede ęl sils | ‘3 days’ | kllolem ęl lius | ‘6 coconuts’\n\ntede ęl chad | ‘3 people’ | teai ęl ngalęk | ‘8 children’\n\nkllolem ęl malk | ‘6 chickens’ | ongeru ęl buil | ‘February’\n\nteim ęl sensei | ‘5 teachers’ | ongede ęl ureor | ‘Wednesday’\n\neim ęl rak | ‘5 years’ | etiu ęl klębęse | ‘9 nights’\n\ntęruich me a tede ęl buik | ‘13 boys’\n\ntęruich me a euid ęl sikang | ‘17 hours’\n- Translate into English:\n\n- telolem ęl sensei\n\n- tęruich me a etiu ęl buil\n\n- tęruich me a ongeru ęl buil\n\n- ongeim ęl ureor\n\n- Translate into Palauan:\n\n- ‘8 days’\n\n- ‘19 people’\n\n- ‘7 teachers’\n\n- ‘June’\n\n- ‘August’\n\n- For each of the following, write the Palauan word that would be used to translate the word ‘3’:\n\n- ‘3 hours’\n\n- ‘3 girls’\n\n- ‘3 dolphins’"}
{"id":"book_05_11","context":"Here are some sentences in Norwegian and their English translations in random order:\n. | #1 | . | ‘#2’\n\n. | Bussen stanser her. | . | ‘A woman has the apple.’\n. | Jeg har en bil. | . | ‘I have an apple.’\n. | Bilen stanser her. | . | ‘The bus stops here.’\n. | Jeg har eplet. | . | ‘The woman has cars.’\n. | Jeg har et eple. | . | ‘The car stops here.’\n. | En kvinne har eplet. | . | ‘I have buses.’\n. | Kvinna har biler. | . | ‘The woman has the cars.’\n. | Kvinna har bilene. | . | ‘I have the apple.’\n. | Jeg har busser. | . | ‘The women stop here.’\n. | Kvinnene stanser her. | . | ‘I have a car.’","query":"- Determine the correct correspondences.\n\n- Nouns in Norwegian can belong to one of three classes: masculine, feminine, or neuter. The class determines how the noun can be used with determiners (words such as ‘the’, ‘a’, ‘an’) and be made plural. The nouns you encountered above are all regular and feature examples of all three classes:\n\nkvinne – feminine, bil – masculine, eple – neuter\n\n- Here are three more regular Norwegian nouns and their translations:\njente (feminine) = ‘girl’, hund (masculine) = ‘dog’, hotell (neuter) = ‘hotel’\n\n- Translate into Norwegian:\n\n- ‘The girl stops here.’\n\n- ‘A girl has a hotel.’\n\n- ‘I have the dogs.’\n\n- ‘The girl has dogs.’\n\n- Here are some more Norwegian words without any information about the classes the slightly irregular nouns belong to: sko = ‘shoe’, mann = ‘man’, ikke = ‘not’\n\n- Translate into English:\n\n- Mennene har epler.\n\n- Kvinna har ikke skoene.\n\n- Jeg har ikke eplene.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.11. Norwegian\n\n-\n\n- C.\n\n- J.\n\n- E.\n\n- H.\n\n- B.\n\n- A.\n\n- D.\n\n- G.\n\n- F.\n\n- I.\n\n-\n\n- Jenta stanser her.\n\n- En jente har et hotell.\n\n- Jeg har hundene.\n\n- Jenta har hunder.\n\n-\n\n- ‘The men have apples.’\n\n- ‘The woman does not have the shoes.’\n\n- ‘I do not have the apples.’\n\nRules:\n\nSentence structure: SOV (Subject-Object-Verb)\n\n| Last | sg indef. | sg def. | pl def. | pl indef.\n| letter | ‘a dog’ | ‘the dog’ | ‘the dogs’ | ‘dogs’\nNeuter | e | et X-e | X-et | X-ene | X-er\n| e | et X | X-et | X-ene | X-er\nFeminine | e | en X-e | X-a | X-ene |\n| e | en X | X-a | X-ene |\nMasculine | e | en X-e | X-en | X-ene | X-er\n| e | en X | X-en | X-ene | X-er\n\nNeuter | Feminine | Masculine\n‘apple’ | ‘woman’ | ‘bus’\n‘hotel’ | ‘girl’ | ‘car’\n| | ‘dog’\n\nNotebulbonThe nouns for ‘man’ and ‘shoe’ are not included in the table, since their gender cannot be determined.","source":"langsci_420","problem_group_id":"langsci420:5.11","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Norwegian","author":"Babette Verhoeven-Newsome","competition":"NACLO","year":2017,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1312,"source_line_end":1372,"solution_line_start":1750,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Norwegian and their English translations in random order:\n. | #1 | . | ‘#2’\n\n. | Bussen stanser her. | . | ‘A woman has the apple.’\n. | Jeg har en bil. | . | ‘I have an apple.’\n. | Bilen stanser her. | . | ‘The bus stops here.’\n. | Jeg har eplet. | . | ‘The woman has cars.’\n. | Jeg har et eple. | . | ‘The car stops here.’\n. | En kvinne har eplet. | . | ‘I have buses.’\n. | Kvinna har biler. | . | ‘The woman has the cars.’\n. | Kvinna har bilene. | . | ‘I have the apple.’\n. | Jeg har busser. | . | ‘The women stop here.’\n. | Kvinnene stanser her. | . | ‘I have a car.’\n- Determine the correct correspondences.\n\n- Nouns in Norwegian can belong to one of three classes: masculine, feminine, or neuter. The class determines how the noun can be used with determiners (words such as ‘the’, ‘a’, ‘an’) and be made plural. The nouns you encountered above are all regular and feature examples of all three classes:\n\nkvinne – feminine, bil – masculine, eple – neuter\n\n- Here are three more regular Norwegian nouns and their translations:\njente (feminine) = ‘girl’, hund (masculine) = ‘dog’, hotell (neuter) = ‘hotel’\n\n- Translate into Norwegian:\n\n- ‘The girl stops here.’\n\n- ‘A girl has a hotel.’\n\n- ‘I have the dogs.’\n\n- ‘The girl has dogs.’\n\n- Here are some more Norwegian words without any information about the classes the slightly irregular nouns belong to: sko = ‘shoe’, mann = ‘man’, ikke = ‘not’\n\n- Translate into English:\n\n- Mennene har epler.\n\n- Kvinna har ikke skoene.\n\n- Jeg har ikke eplene."}
{"id":"book_05_12","context":"Here are some words in Afrihili and their English translations:\n\nmmmmmm texttrtoothadu ‘tooth’\nafidi ‘machine’\najamuri ‘republic’\nakalini ‘pen’\namadu ‘dentist’\namkate ‘bread’\namola ‘children’\namukamo ‘kingdom’\naturesine ‘bouquet’\nemelisini ‘fleet’\nemeli ‘ship’\nenti ‘date tree’\neshuli ‘principal’\neture ‘flowers’\nijamura ‘president’\nikalini ‘pens’\nilengi ‘horses’\nimukazi ‘girls’\nisabamatu ‘cobbler’\nishule ‘school’\nolengi ‘horse’\noluganda ‘dialect’\nomola ‘child’\nomukazi ‘girl’\nomuntundu ‘dwarf’\nomuntu ‘man’\nuruzindi ‘stream’\nuruzi ‘river’","query":"- Translate into English: ajamura, amkamate, oluga.\n\n- Translate into Afrihili: ‘machinist’, ‘ships’, ‘flower’, ‘group of girls’, ‘date fruit’, ‘shoe’, ‘king’.\n\n- Below are three more Afrihili words and three options for a likely translation of the word:\n\nimulenzi | a. ‘fruit’ | b. ‘boys’ | c. ‘bridge’\n\naposino | a. ‘baggage’ | b. ‘classroom’ | c. ‘parent’\n\niwelemase | a. ‘book’ | b. ‘library’ | c. ‘librarian’\n\n- Pick the translation most likely to be correct and explain your choice.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.12. Afrihili\n\n-\n\n- ajamura = ‘presidents’\n\n- amkamate = ‘baker’\n\n- oluga = ‘language’\n\n-\n\n- ‘machinist’ = afimadi\n\n- ‘ships’ = imeli\n\n- ‘flower’ = ature\n\n- ‘group of girls’ = omukazisini\n\n- ‘date fruit’ = entindi\n\n- ‘shoe’ = isabatu\n\n- ‘king’ = omukama\n\n- [t]llQ\nimulenzi | = b. | ‘boys’ (first and last vowels are identical plural)\naposino | = a. | ‘baggage’ (affix -sin- collective noun)\niwelemase | = c. | ‘librarian’ (affix -ma- profession)\n\nRules:\n\n- All nouns begin and end with a vowel (V_1RV_2)\n\n- Singular: V_1 V_2, plural: V_1 V_2 (V_1 becomes V_2 V_2RV_2)\n\n- Derived nouns (from a basic noun V_1RV_2):\n\n- head of an organisation: V_2RV_1 (first and last vowels switch places);\n\n- profession: infix -ma- is inserted before the last syllable of the stem (V_1C...CV_2 V_1C...maCV_2);\n\n- collective noun: V_1RV_2sinV_2 (add suffix -sinV, where V is the last vowel of the stem);\n\n- diminutive: V_1RV_2ndV_2","source":"langsci_420","problem_group_id":"langsci420:5.12","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Afrihili","author":"Michael Salter & Aleka Blackwell","competition":"UKLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1376,"source_line_end":1425,"solution_line_start":1821,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Afrihili and their English translations:\n\nmmmmmm texttrtoothadu ‘tooth’\nafidi ‘machine’\najamuri ‘republic’\nakalini ‘pen’\namadu ‘dentist’\namkate ‘bread’\namola ‘children’\namukamo ‘kingdom’\naturesine ‘bouquet’\nemelisini ‘fleet’\nemeli ‘ship’\nenti ‘date tree’\neshuli ‘principal’\neture ‘flowers’\nijamura ‘president’\nikalini ‘pens’\nilengi ‘horses’\nimukazi ‘girls’\nisabamatu ‘cobbler’\nishule ‘school’\nolengi ‘horse’\noluganda ‘dialect’\nomola ‘child’\nomukazi ‘girl’\nomuntundu ‘dwarf’\nomuntu ‘man’\nuruzindi ‘stream’\nuruzi ‘river’\n- Translate into English: ajamura, amkamate, oluga.\n\n- Translate into Afrihili: ‘machinist’, ‘ships’, ‘flower’, ‘group of girls’, ‘date fruit’, ‘shoe’, ‘king’.\n\n- Below are three more Afrihili words and three options for a likely translation of the word:\n\nimulenzi | a. ‘fruit’ | b. ‘boys’ | c. ‘bridge’\n\naposino | a. ‘baggage’ | b. ‘classroom’ | c. ‘parent’\n\niwelemase | a. ‘book’ | b. ‘library’ | c. ‘librarian’\n\n- Pick the translation most likely to be correct and explain your choice."}
{"id":"book_05_13","context":"Here are some phrases in Maltese and their English translations:\nserp aħdar | ‘green snake’ | mogħża sewda | ‘[blank] [blank]’\n\nmogħżiet bojod | ‘white goats’ | ktieb aħmar | ‘[blank] [blank]’\n\nkowt blu | ‘blue coat’ | mejda bajda | ‘[blank] [blank]’\n\nmejda kannella | ‘brown chair’ | baqra [blank] | ‘blue cow’\n\nżiemel iswed | ‘black horse’ | fjuri [blank] | ‘red flowers’\n\nfjura vjola | ‘purple flower’ | kelb [blank] | ‘brown dog’\n\nkarozza ħamra | ‘red car’ | kotba [blank] | ‘yellow books’\n\nrħula ħodor | ‘green settlments’ | siġra [blank] | ‘green tree’\n\nkowtijiet roża | ‘pink coats’ | mwejjed [blank] | ‘purple chairs’\n\nqomos blu | ‘blue shirts’ | tuffieħa [blank] | ‘yellow apple’\n\nfenek isfar | ‘yellow rabbit’ | [blank] [blank] | ‘red snake’\n\nqomos sowod | ‘black shirts’ |","query":"- Fill in the blanks. Each blank corresponds to a single word.\n\n- Based on the data given, one cannot translate ‘white book’. Why not?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.13. Maltese\n\n-\n\n- ‘goat’\n\n- ‘black’\n\n- ‘book’\n\n- ‘red’\n\n- ‘chair’\n\n- ‘white’\n\n- blu\n\n- ħomor\n\n- kannella\n\n- sofor\n\n- ħadra\n\n- vjola\n\n- safra\n\n- serp\n\n- aħmar\n\n- We do not know the first vowel of the stem for ‘white’ (V_1).\n\nRules:\nThere are two types of colours: invariable (‘pink’, ‘purple’, ‘brown’, ‘blue’) – which have the same form in all contexts – and variable (‘green’, ‘white’, ‘black’, ‘red’, ‘yellow’).\n\nNouns are divided into three categories:\n\n- Singular, end in a consonant;\n\n- Singular, end in a;\n\n- Plural.\n\nBased on these categories, the adjective is declined as follows:\n\n- V_1C_1C_2V_2C_3\n\n- C_1V_2C_2C_3a\n\n- C_1oC_2oC_3\n\nwhere C and V refer to a consonant and a vowel, respectively.\n\nWe notice here that V_1 appears only for Cat. I. Therefore, knowing the forms for Cat. II and III is not sufficient to deduce the form for Cat. I; similarly, only knowing the form for Cat. III is not enough to deduce the forms for Cat. I and II.","source":"langsci_420","problem_group_id":"langsci420:5.13","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Maltese","author":"Simona Strizhevskaya","competition":"LLO","year":2020,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1427,"source_line_end":1449,"solution_line_start":1870,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some phrases in Maltese and their English translations:\nserp aħdar | ‘green snake’ | mogħża sewda | ‘[blank] [blank]’\n\nmogħżiet bojod | ‘white goats’ | ktieb aħmar | ‘[blank] [blank]’\n\nkowt blu | ‘blue coat’ | mejda bajda | ‘[blank] [blank]’\n\nmejda kannella | ‘brown chair’ | baqra [blank] | ‘blue cow’\n\nżiemel iswed | ‘black horse’ | fjuri [blank] | ‘red flowers’\n\nfjura vjola | ‘purple flower’ | kelb [blank] | ‘brown dog’\n\nkarozza ħamra | ‘red car’ | kotba [blank] | ‘yellow books’\n\nrħula ħodor | ‘green settlments’ | siġra [blank] | ‘green tree’\n\nkowtijiet roża | ‘pink coats’ | mwejjed [blank] | ‘purple chairs’\n\nqomos blu | ‘blue shirts’ | tuffieħa [blank] | ‘yellow apple’\n\nfenek isfar | ‘yellow rabbit’ | [blank] [blank] | ‘red snake’\n\nqomos sowod | ‘black shirts’ |\n- Fill in the blanks. Each blank corresponds to a single word.\n\n- Based on the data given, one cannot translate ‘white book’. Why not?"}
{"id":"book_05_14","context":"Here are some phrases in Latvian and their English translations:\n\n. | augsts ozols | ‘tall oak’\n. | vecs grāmatu veikals | ‘old bookstore’\n. | veca meža | ‘of the old wood’\n. | stikla galds | ‘glass table’\n. | bruņinieka cimds | ‘knight's glove’\n. | sudraba ābols | ‘silver apple’\n. | autora teksts | ‘author's text’\n. | operāciju galds | ‘surgery table’\n. | pretīgu piena ēdienu | ‘of disgusting dairy products’\n. | labs institūts | ‘good institute’\n. | laba bērnu ārsta | ‘of the good paediatrician’\n. | grāmatu veikala | ‘[blank]’\n. | [blank] kolektīvs | ‘authors' group’\n. | [blank] turnīrs | ‘knight tournament’\n. | pretīgs [blank] | ‘[blank] child’\n. | balts [blank] | ‘white silver’\n. | [blank] zara | ‘of the oak branch’\n. | [blank] | ‘of the oak wood’\n. | [blank] ārstu | ‘of the institute's doctors’","query":"- Fill in the blanks. Some blanks may correspond to multiple words. If you think some blanks can be filled in different ways, write all possibilities and explain the difference between them.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"5.14. Latvian\n\n-\n\n- ‘of the bookshop’\n\n- autoru\n\n- bruņinieku\n\n- bērns\n\n- ‘disgusting’\n\n- sudrabs\n\n- ozola\n\n- ozolu\n\n- institūta or institūtu (the former is used if we refer to the doctors from a single institute, while the latter is used to refer to the doctors from different institutes)\n\n- Suffixes of the noun head:\n\n-s = nominative -a = genitive sg -u = genitive pl\n\n- Determiners can be split into three groups:\n\n- Those which agree with the noun head (receive the same suffix). In this category, we include all the qualifying adjectives (‘tall’, ‘old’, ‘good’, ‘disgusting’).\n\n- Those which receive the ending -a – they are represented by Latvian nouns in genitive singular (‘dairy products’ = products of milk).\n\n- Those receiving the ending -u – they are Latvian nouns in genitive plural (‘paediatrician’ = doctor of children, ‘bookshop’ = shop of books).\n\nThe difference between the last two groups is purely semantic, depending on whether they refer to a singular or a plural noun (a ‘surgery table’ is a table for surgeries since multiple surgeries are performed on the same table; a ‘paediatrician’ is a doctor of children because they treat more children, not a single one, etc.)","source":"langsci_420","problem_group_id":"langsci420:5.14","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Latvian","author":"Maria Rubinstein","competition":"MSK","year":1999,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1451,"source_line_end":1481,"solution_line_start":1924,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some phrases in Latvian and their English translations:\n\n. | augsts ozols | ‘tall oak’\n. | vecs grāmatu veikals | ‘old bookstore’\n. | veca meža | ‘of the old wood’\n. | stikla galds | ‘glass table’\n. | bruņinieka cimds | ‘knight's glove’\n. | sudraba ābols | ‘silver apple’\n. | autora teksts | ‘author's text’\n. | operāciju galds | ‘surgery table’\n. | pretīgu piena ēdienu | ‘of disgusting dairy products’\n. | labs institūts | ‘good institute’\n. | laba bērnu ārsta | ‘of the good paediatrician’\n. | grāmatu veikala | ‘[blank]’\n. | [blank] kolektīvs | ‘authors' group’\n. | [blank] turnīrs | ‘knight tournament’\n. | pretīgs [blank] | ‘[blank] child’\n. | balts [blank] | ‘white silver’\n. | [blank] zara | ‘of the oak branch’\n. | [blank] | ‘of the oak wood’\n. | [blank] ārstu | ‘of the institute's doctors’\n- Fill in the blanks. Some blanks may correspond to multiple words. If you think some blanks can be filled in different ways, write all possibilities and explain the difference between them."}
{"id":"book_05_15","context":"Below are 12 Ilocano words written in the Baybayin script, as well as their English translations given in random order:\n\n1. | \"1703\"1712\"1706 |\n7. | \"170D\"1713\"170D\"1713\"1704\"1714\n\n2. | \"1703\"1712\"1706\"1714\"1703\"1712\"1706 |\n8. | \"170D\"1713\"170D\"1714\"170D\"1713\"170D\"1713\"1704\"1714\n\n3. | \"1703\"1713\"170B\"1712\"1706 |\n9. | \"170D\"1713\"170B\"1713\"170D\"1714\"170D\"1713\"170D\"1713\"1704\"1714\n\n4. | \"1703\"1713\"170B\"1712\"1706\"1714\"1703\"1712\"1706 |\n10. | \"1704\"1713\"170B\"1706\"1705\"1714\n\n5. | \"170D\"1704\"1714\"1710\"1703\"1714 |\n11. | \"1710\"1709\"1706\"1714\n\n6. | \"170D\"1713\"170B\"1704\"1714\"170D\"1704\"1714\"1710\"1703\"1714 |\n12. | \"1710\"1713\"170B\"1709\"1706\"1714\n\n‘to look’, ‘is skipping with joy’, ‘is becoming a skeleton’, ‘a skeleton’, ‘to buy’, ‘various skeletons’, ‘various appearances’, ‘to reach the top’, ‘is looking’, ‘appearance’, ‘summit’, ‘happiness’, ‘skeleton’","query":"- Determine the correct correspondences.\n\n- Fill in the blanks.\n\n\"170D\"1713\"170B\"1713\"170D\"1713\"1704\"1714 | ‘[blank]’\n\n\"1710\"1709\"1714\"1710\"1709\"1706\"1714 | ‘[blank]’\n\n\"1710\"1713\"170B\"1709\"1714\"1710\"1709\"1706\"1714 | ‘[blank]’\n\n[blank] | ‘(a) purchase’\n\n[blank] | ‘is buying’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"5.15. Ilocano\n\n-\n\n- ‘appearance’\n\n- ‘various appearances’\n\n- ‘to look’\n\n- ‘is looking’\n\n- ‘happiness’\n\n- ‘is skipping for joy’\n\n- ‘skeleton’\n\n- ‘various skeletons’\n\n- ‘is becoming a skeleton’\n\n- ‘to buy’\n\n- ‘summit’\n\n- ‘to reach the top’\n\n-\n\n- ‘to become a skeleton’\n\n- ‘various summits’\n\n- ‘is reaching the top’\n\n- \"1704\"1706\"1705\"1714\n\n- \"1704\"1713\"170B\"1706\"1714\"1704\"1706\"1705\"1714\n\nRules:\n\n- Stems:\n\n- ‘appearance’ = \"1703\"1712\"1706\n\n- ‘skeleton’ = \"170D\"1713\"170D\"1713\"1704\"1714\n\n- ‘purchase’ = \"1704\"1706\"1705\"1714\n\n- ‘happiness’ = \"170D\"1704\"1714\"1710\"1703\"1714\n\n- ‘summit / top’ = \"1710\"1709\"1706\"1714\n\n-\n\n- Derivation processes:\n\n- Partial reduplication: copy the first two symbols and add them to the beginning of the word. The first symbol retains its diacritic, while the diacritic of the second symbol is replaced by a plus (\"25CC\"1714).\n\n- Epenthesis: insert \"170B after the first symbol. The diacritic of the first symbol moves to this one and the first symbol receives an underdot (\"25CC\"1713).\n\nWith these two processes, we can obtain three different transformations starting from the singular noun:\n\n- Plural noun (‘various...’) (process a)\n\n- Infinitive verb (process b)\n\n- 3sg present cont. verb (process a, followed by b)","source":"langsci_420","problem_group_id":"langsci420:5.15","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Ilocano","author":"Patrick Littell","competition":"NACLO","year":2008,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1483,"source_line_end":1526,"solution_line_start":1961,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow are 12 Ilocano words written in the Baybayin script, as well as their English translations given in random order:\n\n1. | \"1703\"1712\"1706 |\n7. | \"170D\"1713\"170D\"1713\"1704\"1714\n\n2. | \"1703\"1712\"1706\"1714\"1703\"1712\"1706 |\n8. | \"170D\"1713\"170D\"1714\"170D\"1713\"170D\"1713\"1704\"1714\n\n3. | \"1703\"1713\"170B\"1712\"1706 |\n9. | \"170D\"1713\"170B\"1713\"170D\"1714\"170D\"1713\"170D\"1713\"1704\"1714\n\n4. | \"1703\"1713\"170B\"1712\"1706\"1714\"1703\"1712\"1706 |\n10. | \"1704\"1713\"170B\"1706\"1705\"1714\n\n5. | \"170D\"1704\"1714\"1710\"1703\"1714 |\n11. | \"1710\"1709\"1706\"1714\n\n6. | \"170D\"1713\"170B\"1704\"1714\"170D\"1704\"1714\"1710\"1703\"1714 |\n12. | \"1710\"1713\"170B\"1709\"1706\"1714\n\n‘to look’, ‘is skipping with joy’, ‘is becoming a skeleton’, ‘a skeleton’, ‘to buy’, ‘various skeletons’, ‘various appearances’, ‘to reach the top’, ‘is looking’, ‘appearance’, ‘summit’, ‘happiness’, ‘skeleton’\n- Determine the correct correspondences.\n\n- Fill in the blanks.\n\n\"170D\"1713\"170B\"1713\"170D\"1713\"1704\"1714 | ‘[blank]’\n\n\"1710\"1709\"1714\"1710\"1709\"1706\"1714 | ‘[blank]’\n\n\"1710\"1713\"170B\"1709\"1714\"1710\"1709\"1706\"1714 | ‘[blank]’\n\n[blank] | ‘(a) purchase’\n\n[blank] | ‘is buying’"}
{"id":"book_05_16","context":"Below are some number phrases in Irish and their English equivalents:\n\n. | garra amháin | ‘1 garden’\n. | gasúr déag | ‘11 boys’\n. | ocht mballa is dhá fichid | ‘48 walls’\n. | dhá gharra déag is ceithre fichid | ‘92 gardens’\n. | trí bhád | ‘3 boats’\n. | seacht ndoras déag | ‘17 doors’\n. | seacht mbád déag is dhá fichid | ‘57 boats’\n. | naoi nduine déag is fiche | ‘39 people’\n. | ceithre fichid doras | ‘80 doors’\n. | cúig bhalla | ‘5 walls’\n. | sé ghasúr is trí fichid | ‘66 boys’\n. | deich mbád | ‘10 boats’\n. | sé dhuine | ‘6 people’\n. | trí dhoras is dhá fichid | ‘43 doors’\n. | garra is ceithre fichid | ‘81 gardens’","query":"- Translate into English:\n\n- naoi mbád déag is ceithre fichid\n\n- sé dhuine déag\n\n- naoi nduine\n\n- fiche gasúr\n\n- garra déag is fiche\n\n- Translate into Irish:\n\n- ‘2 boys’\n\n- ‘38 walls’\n\n- ‘14 walls’\n\n- ‘71 doors’\n\n- ‘21 boats’\n\n- ‘90 people’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.16. Irish\n\n-\n\n- ‘99 boats’\n\n- ‘16 people’\n\n- ‘9 people’\n\n- ‘20 boys’\n\n- ‘31 gardens’\n\n-\n\n-\n\n- dhá ghasúr\n\n- ocht mballa déag is fiche\n\n- ceithre bhalla déag\n\n- doras déag is trí fichid\n\n- bád is fiche\n\n- deich nduine is ceithre fichid\n\nRules:\n\nIrish uses base 20; numbers are written as:\n\n(U) + (10) + (20X) (U) (déag) (is X fichid)\n\n- U is between 2 and 9\n\n- number 10 has two forms: déag – used if there is a unit number (from 2 to 9) – and deich – used only for 10 and multiples of 10 (30, 50, etc.)\n\n- if X = 1, is X fichid becomes is fiche\n\nPhrase structure: we can consider each structure to have four parts: I + II + III + IV.\n\n- Part I is for the units (or deich).\n\n- Part II is always the noun.\n\n- Part III can only be filled by two words: amháin (meaning 1, only for a singular noun) or déag (but not deich).\n\n- Part IV is always a multiple of 20 (structures is X fichidis fiche).\n\nThe only exception takes place when the number of objects is a multiple of 20 (20, 40, etc.). In this case, Part I is occupied by X fichidfiche and the noun is placed at the end (in this case the particle is is not used). Therefore, the examples in the problem (and task (a)) can be analysed as follows:\n\n| I | II | III | IV | Translation\n| I | II | III | IV | Translation\n1. | | garra | amháin | | ‘1 garden’\n2. | | gasúr | déag | | ‘11 boys’\n3. | ocht | mballa | | is dhá fichid | ‘48 walls’\n4. | dhá | gharra | déag | is ceithre fichid | ‘92 gardens’\n5. | trí | bhád | | | ‘3 boats’\n6. | seacht | ndoras | déag | | ‘17 doors’\n7. | seacht | mbád | déag | is dhá fichid | ‘57 boats’\n8. | naoi | nduine | déag | is fiche | ‘39 people’\n10. | cúig | bhalla | | | ‘5 walls’\n11. | sé | ghasúr | | is trí fichid | ‘66 boys’\n12. | deich | mbád | | | ‘10 boats’\n13. | sé | dhuine | | | ‘6 people’\n14. | trí | dhoras | | is dhá fichid | ‘43 doors’\n15. | | garra | | is ceithre fichid | ‘81 gardens’\n16. | naoi | mbád | déag | is ceithre fichid | ‘99 boats’\n17. | sé | dhuine | déag | | ‘16 people’\n18. | naoi | nduine | | | ‘9 people’\n20. | | garra | déag | is fiche | ‘31 gardens’\n9. | ceithre fichid | doras | | | ‘80 doors’\n19. | fiche | gasúr | | | ‘20 boys’\n\nWe separated examples 9 and 19 to highlight the case in which the number of objects is a multiple of 20.\n\nMoreover, we can notice from the table that the difference between, for example, 20 and 21 (or 40/41, 60/61 etc.) is only based on the position of the noun.\n\nLastly, we notice that the noun has a variable form. In this case, it undergoes an initial consonant mutation. We notice three types of initial consonants:\n\n- simple consonants (b, d, g) – used if the number of units is 1 or if the number of objects is a multiple of 20 (in other words, if position I is empty or occupied by a multiple of 20);\n\n- consonants followed by h (bh, dh, gh) – used if the number of units is between 2 and 6 (or if position I is occupied by 2–6);\n\n- consonants preceded by a nasal (mb, nd) – used if the unit number is 7–10 (10 refers only to the form deich, which appears in the first position). In the problem, there are no examples and we are not asked to write what happens with the consonant g in this context, but we can notice that the nasal added before assimilates to the place of articulation.","source":"langsci_420","problem_group_id":"langsci420:5.16","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Irish","author":"Tom Payne","competition":"UKLO","year":2011,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1528,"source_line_end":1575,"solution_line_start":2027,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow are some number phrases in Irish and their English equivalents:\n\n. | garra amháin | ‘1 garden’\n. | gasúr déag | ‘11 boys’\n. | ocht mballa is dhá fichid | ‘48 walls’\n. | dhá gharra déag is ceithre fichid | ‘92 gardens’\n. | trí bhád | ‘3 boats’\n. | seacht ndoras déag | ‘17 doors’\n. | seacht mbád déag is dhá fichid | ‘57 boats’\n. | naoi nduine déag is fiche | ‘39 people’\n. | ceithre fichid doras | ‘80 doors’\n. | cúig bhalla | ‘5 walls’\n. | sé ghasúr is trí fichid | ‘66 boys’\n. | deich mbád | ‘10 boats’\n. | sé dhuine | ‘6 people’\n. | trí dhoras is dhá fichid | ‘43 doors’\n. | garra is ceithre fichid | ‘81 gardens’\n- Translate into English:\n\n- naoi mbád déag is ceithre fichid\n\n- sé dhuine déag\n\n- naoi nduine\n\n- fiche gasúr\n\n- garra déag is fiche\n\n- Translate into Irish:\n\n- ‘2 boys’\n\n- ‘38 walls’\n\n- ‘14 walls’\n\n- ‘71 doors’\n\n- ‘21 boats’\n\n- ‘90 people’"}
{"id":"book_05_17","context":"Here are some phrases spoken by two speakers of Iaai and their English translations, in random order:\n\n*Speaker 1 (male, 50 years old):\n\n. | hoom hu | . | ‘your fire’\n. | belem mââng | . | ‘my water’\n. | waau haalee Aiawa | . | ‘my bus’\n. | uutap taben than | . | ‘your mango’\n. | tabik kar | . | ‘your boat’\n. | anyik sawakiny | . | ‘the chief's chair’\n. | anyim meic | . | ‘my necklace’\n. | belik köiö | . | ‘Aiawa's cat’\n\n*Speaker 2 (male, 12 years old):\n\n. | belen koka | . | ‘your goat’\n. | anyik tang | . | ‘his yam’\n. | anyim karopëë | . | ‘Kua's mother’\n. | haaleem nani | . | ‘his watermelon’\n. | an koko | . | ‘his car’\n. | hinyö anyi Kua | . | ‘my basket’\n. | belik nu | . | ‘his Coke’\n. | anyin loto | . | ‘my coconut’\n. | an waajem | . | ‘your dugout’\n\nâ, ë, ö are vowels. A ‘dugout’ is a long, narrow canoe made of a tree trunk. A ‘yam’ is a starchy vegetable, similar to a sweet potato. ‘Coke’ is a carbonated beverage sold by The Coca-Cola Company, an American multinational company. ‘Aiawa’ and ‘Kua’ are names of people.","query":"- For each speaker, determine the correct correspondences.\n\n- Translate into English:\n\n- belem waajem\n\n- karopëë hoon hinyö\n\n- Mention any meaning that is not reflected in the literal translation.\n\n- Given below are some English words and their Iaai translations:\n\n- ‘dog’ = kuli\n\n- ‘tea’ = trii\n\n- ‘canoe’ = ok\n\n- Translate into Iaai in all possible ways:\n\n- ‘the cat's tea’\n\n- ‘Kua's coconut’\n\n- ‘his canoe’\n\n- ‘my dog’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"5.17. Iaai\n\n-\n\n- E.\n\n- D.\n\n- H.\n\n- F.\n\n- C.\n\n- G.\n\n- A.\n\n- B.\n\n- O.\n\n- N.\n\n- Q.\n\n- I.\n\n- J.\n\n- K.\n\n- P.\n\n- M.\n\n- L.\n\n-\n\n- ‘your watermelon (for drinking)’\n\n- ‘the mother's dugout’\n\n-\n\n- trii belen waau\n\n- nu a Kua or nu bele Kua\n\n- hoon ok or anyin ok\n\n- haaleik kuli\n\nRules:\n\nStructure:\n\n- X's Y =\n\nC–Poss Y | (X = pronoun)\nY C–Poss X | (X = common noun)\nY C X | (X = proper noun)\n\n- Poss:\n\n-k | (X = 1sg) e i / _ k\n-m | (X = 2sg)\n-n | (X = 3sg)\n\n- C:\n\na | Y = food*\nbele | Y = drinks*\nhaalee | Y = animals\nhoo | Y = boats\ntabe | Y = things you can sit on/in\nanyi | otherwise\n\n* Fruits can be either ‘food’ or ‘drink’ depending on how the speaker intends them to be consumed.\n\nIn the case of younger generations (Speaker 2), these types of noun also fall into the anyi category (new generations tend to simplify the classifier system and give up on very specific classifiers, preferring to use the general classifier).","source":"langsci_420","problem_group_id":"langsci420:5.17","chapter":5,"chapter_title":"Noun and noun phrase","section":9,"section_title":"Practice problems","topic":"noun morphology and noun phrases","language":"Iaai","author":"Rujul Gandhi","competition":"APLO","year":2020,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c05_s01_p01","book_method_c05_s01_p02","book_method_c05_s02_p01","book_method_c05_s03_p01","book_method_c05_s03_p02","book_method_c05_s04_p01","book_method_c05_s05_p01","book_method_c05_s06_p01","book_method_c05_s07_p01","book_method_c05_s08_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/05-Noun.tex","source_line_start":1577,"source_line_end":1646,"solution_line_start":2114,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Noun and noun phrase\nPractice problems\nnoun morphology and noun phrases\nThis practice problem belongs to the book's Noun and noun phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some phrases spoken by two speakers of Iaai and their English translations, in random order:\n\n*Speaker 1 (male, 50 years old):\n\n. | hoom hu | . | ‘your fire’\n. | belem mââng | . | ‘my water’\n. | waau haalee Aiawa | . | ‘my bus’\n. | uutap taben than | . | ‘your mango’\n. | tabik kar | . | ‘your boat’\n. | anyik sawakiny | . | ‘the chief's chair’\n. | anyim meic | . | ‘my necklace’\n. | belik köiö | . | ‘Aiawa's cat’\n\n*Speaker 2 (male, 12 years old):\n\n. | belen koka | . | ‘your goat’\n. | anyik tang | . | ‘his yam’\n. | anyim karopëë | . | ‘Kua's mother’\n. | haaleem nani | . | ‘his watermelon’\n. | an koko | . | ‘his car’\n. | hinyö anyi Kua | . | ‘my basket’\n. | belik nu | . | ‘his Coke’\n. | anyin loto | . | ‘my coconut’\n. | an waajem | . | ‘your dugout’\n\nâ, ë, ö are vowels. A ‘dugout’ is a long, narrow canoe made of a tree trunk. A ‘yam’ is a starchy vegetable, similar to a sweet potato. ‘Coke’ is a carbonated beverage sold by The Coca-Cola Company, an American multinational company. ‘Aiawa’ and ‘Kua’ are names of people.\n- For each speaker, determine the correct correspondences.\n\n- Translate into English:\n\n- belem waajem\n\n- karopëë hoon hinyö\n\n- Mention any meaning that is not reflected in the literal translation.\n\n- Given below are some English words and their Iaai translations:\n\n- ‘dog’ = kuli\n\n- ‘tea’ = trii\n\n- ‘canoe’ = ok\n\n- Translate into Iaai in all possible ways:\n\n- ‘the cat's tea’\n\n- ‘Kua's coconut’\n\n- ‘his canoe’\n\n- ‘my dog’"}
{"id":"book_06_01","context":"Here are some verbal forms in Swahili and their English translations:\n\n. | Ninasema. | ‘I speak.’\n. | Wunasema. | ‘You speak.’\n. | Anasema. | ‘She speaks.’\n. | Wanasema. | ‘They speak.’\n. | Ninaona. | ‘I see.’\n. | Niliona. | ‘I saw.’\n. | Ninawaona. | ‘I see them.’\n. | Niliwuona. | ‘I saw you.’\n. | Ananiona. | ‘She sees me.’\n. | Wutakaniona. | ‘You will see me.’\n. | [blank] | ‘She saw them.’\n. | [blank] | ‘I will see you.’\n. | [blank] | ‘She saw me.’","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"We notice that all English examples containing the verb ‘to see’ end in ona in Swahili. Similarly, all English examples which contain the subject ‘I’ start with ni in Swahili. Separating these two morphemes, we obtain:\n\n. | Ni-nasema. | ‘I speak.’\n. | Wunasema. | ‘You speak.’\n. | Anasema. | ‘She speaks.’\n. | Wanasema. | ‘They speak.’\n. | Ni-na-ona. | ‘I see.’\n. | Ni-li-ona. | ‘I saw.’\n. | Ni-nawa-ona. | ‘I see them.’\n. | Ni-liwu-ona. | ‘I saw you.’\n. | Anani-ona. | ‘She sees me.’\n. | Wutakani-ona. | ‘You will see me.’\n\nIn examples 5 and 6 we are left with only one unidentified morpheme (na and li, respectively). The two sentences differ only in terms of their tense (past vs. present); therefore, we infer that na is the present-tense marker, while li is the past-tense marker. Separating these two morphemes, we obtain:\n\n. | Ni-na-sema. | ‘I speak.’\n. | Wu-na-sema. | ‘You speak.’\n. | A-na-sema. | ‘She speaks.’\n. | Wa-na-sema. | ‘They speak.’\n. | Ni-na-ona. | ‘I see.’\n. | Ni-li-ona. | ‘I saw.’\n. | Ni-na-wa-ona. | ‘I see them.’\n. | Ni-li-wu-ona. | ‘I saw you.’\n. | A-na-ni-ona. | ‘She sees me.’\n. | Wutakani-ona. | ‘You will see me.’\n\nNow it is easy to identify that the morpheme order is Subject – Tense – Object – Stem (we can abbreviate it as S-Tense-O-V). Moreover, we notice that the subject and object markers are identical. Therefore, we can segment example 10 as well (knowing that ‘you’ is -wu-, and ‘I/me’ is -ni-) and we get Wu-taka-ni-ona. Therefore, the future marker is taka.\n\nOnce all the rules are discovered, it is time to structure them neatly. Usually, in this type of problem, we start by writing down the morpheme order, followed by explaining each of the morphemes.\n\n*Rules: Option 1\n\n- Structure: S–Tense–O–V\n\n- S: 1sg = ni, 2sg = wu, 3sg = a, 3pl = wa\n\n- Tense: present = na, past = li, future = taka\n\n- O: 1sg = ni, 2sg = wu, 3sg = a, 3pl = wa\n\n- Verb: ‘speak’ = sema, ‘see’ = ona\n\nAnother option is combining the order of the morphemes with their structure, in a single table.\n\n*Rules: Option 2\n\nS | Tense | O | V\n\nni | 1sg\nwu | 2sg\na | 3sg\nwa | 3pl\n|\n\nli | past\nna | present\ntaka | future\n|\n\nni | 1sg\nwu | 2sg\na | 3sg\nwa | 3pl\n|\n\nsema | speak\nona | see\n\nThe main disadvantage of these two options (in the case of this problem) is that we have to write the pronoun markers twice (once for S and once for O), although they are identical.\n\nUsually, when we work with pronoun markers, it is favourable to structure them in a table in which we write the person in columns and the number in rows (or vice versa). Therefore, the subject markers become:\n\n| 1 | 2 | 3\nsg | ni | wu | a\npl | | | wa\n\nIn this way, we can show the fact that the subject is identical to the object.\n\n*Rules: Option 3\n\n- Structure: S–Tense–O–V\n\n- S = O\n| 1 | 2 | 3\nsg | ni | wu | a\npl | | | wa\n\n- Tense: present = na, past = li, future = taka\n\n- Verb: ‘speak’ = sema, ‘see’ = ona\n\nAll these options for writing out the rules are correct and complete, and they would all receive the maximum score. But, depending on the problem, one of them fits better in the sense that it is more succinct and helps save some time.\n\nOnce the rules are written, we can start solving the tasks.\n\n11. | 3sg–past–3pl–‘see’ | ‘She saw them.’\n12. | 1sg–future–2sg–‘see’ | ‘I will see you.’\n13. | 3sg–past–1sg–‘see’ | ‘She saw me.’\n\nThus, the answers are: 11. aliwaona 12. nitakawuona 13. aliniona\n\nSegmenting\n\nSegmenting is probably the most important part for this type of problem. It refers to dividing the verb into all its component morphemes, as we did in the previous problem (we divided the word wutakaniona into wu-taka-ni-ona, so we segmented it into its components).\n\nFor simple problems, once the verbs are fully (and correctly) segmented, it is just a matter of making the correspondences and figuring out the meaning of each morpheme. Sometimes segmentation can be complicated due to morphemes that undergo phonological changes.\n\nIn the case of chaos-and-order problems (those in which the data are given in random order), the general approach includes: 1) segmenting the verb, 2) deducing the verb structure (in the given language), 3) showing a frequency table.","source":"langsci_420","problem_group_id":"langsci420:6.1","chapter":6,"chapter_title":"Verb and verb phrase","section":4,"section_title":"Arguments","topic":"verb morphology and argument structure","language":"Swahili","author":"Ronnie Sim","competition":"Princeton","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s04_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":145,"source_line_end":167,"solution_line_start":169,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nArguments\nverb morphology and argument structure\nThe author places this worked example under “Arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Swahili and their English translations:\n\n. | Ninasema. | ‘I speak.’\n. | Wunasema. | ‘You speak.’\n. | Anasema. | ‘She speaks.’\n. | Wanasema. | ‘They speak.’\n. | Ninaona. | ‘I see.’\n. | Niliona. | ‘I saw.’\n. | Ninawaona. | ‘I see them.’\n. | Niliwuona. | ‘I saw you.’\n. | Ananiona. | ‘She sees me.’\n. | Wutakaniona. | ‘You will see me.’\n. | [blank] | ‘She saw them.’\n. | [blank] | ‘I will see you.’\n. | [blank] | ‘She saw me.’\n- Fill in the blanks."}
{"id":"book_06_02","context":"Here are some verbal forms in Dabida and their English translations in random order:\n\ndichakaδana, βichanirasha, kuchanikunda, dichakurasha, dicharashana,\nβichamukunda, muchadikaδa, βichakaδana\n‘we will argue’, ‘youpl will beat us’, ‘we will curse yousg’, ‘they will fight’, ‘they will curse me’,\n‘they will fall in love with youpl’, ‘we will fight’, ‘yousg will fall in love with me’","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- nichakukaδa\n\n- βichakundana\n\n- Translate into Dabida:\n\n- ‘youpl will argue’\n\n- ‘yousg will curse them’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"- Step 1. Segmenting: when segmenting the verbs, we are not yet too concerned with the English translations. For this problem, we can start with the special characters since they are the easiest to follow. If we start with the letter β, we notice that it appears in three examples and in each of these examples we can separate the morpheme βicha. Nevertheless, we need to notice that the morpheme -cha- appears in every single given example. Therefore, it most likely represents a separate morpheme. Separating the morphemes -cha- and -βi- we get:\n\ndi-cha-kaδana, βi-cha-nirasha, ku-cha-nikunda, di-cha-kurasha, di-cha-rashana,\nβi-cha-mukunda, mu-cha-dikaδa, βi-cha-kaδana\n\nNext, we notice the repeated strings -rasha-, -kunda-, and -kaδa-, obtaining:\n\ndi-cha-kaδa-na, βi-cha-ni-rasha, ku-cha-ni-kunda, di-cha-ku-rasha, di-cha-rasha-na,\nβi-cha-mu-kunda, mu-cha-di-kaδa, βi-cha-kaδa-na\n\n- Step 2. Now we can deduce the Dabida verb structure:\n\ndi\nβi\nku\nmu\n|\ncha\n|\ndi\nni\nku\nmu\n\n|\nkaδa\nrasha\nkunda\n|\nna\n\nRememberbulbIn case of morphemes 3 and 5, it is important to also mark (the null morpheme), meaning that the morpheme is optional and it does not appear in all examples.\n\n- Step 3. Checking the English examples, we notice only three variables: subject (‘yousg’, ‘we’, ‘youpl’, ‘they’), object (, ‘me’, ‘yousg’, ‘us’, ‘youpl’) and verb (‘to fight’, ‘to argue’, ‘to beat’, ‘to curse’, ‘to fall in love’). The tense is not a variable since all examples are in the future tense. We can probably assume that the morpheme -cha-, which appears in every single example, is the mark of the future.\n\nRememberbulbFor a correct and complete set of rules, we do not need to write the meaning of that morpheme, since it appears in all examples. Actually, we have no proof that it indicates future tense; we have no evidence as to what its function is as there are no contrasting examples without it.\n\nMoreover, we can make some preliminary observations in order to help deduce what is the purpose of each morpheme. We notice that morphemes 1 and 3 are extremely similar (both of them can be -di-, -ku-, -mu-). Therefore, we can guess that these mark the subject and the object (both have the same markers, similar to the previous problem). Moreover, the long morpheme is, usually, the stem (morpheme 4). Nevertheless, we notice that in Dabida we have only three stems, while in English we have five.\n\nWe make a frequency table for morphemes 1 and 3 (which we presumed correspond to the pronouns):\n\n| Dabida\n2-3\nMorpheme | 1st | 3rd\ndi | 3 | 1\nβi | 3 |\nku | 1 | 1\nmu | 1 | 1\nni | | 2\n| | 3\n\n| English\n2-3\nPronoun | S | O\n1sg | | 2\n2sg | 1 | 1\n1pl | 3 | 1\n2pl | 1 | 1\n3pl | 3 |\n| | 3\n\nIn other words, this table shows, for example, that the morpheme di in Dabida appears in three examples in the first position and in a single example in the third position. In English, we have only one pronoun which matches this 3-and-1 pattern, namely the second person singular (2sg, ‘yousg’).\n\nWe can easily notice that the first morpheme in Dabida corresponds to the subject in English while the third morpheme corresponds to the object. Moreover, we can infer that -di- = 1pl, -ni- = 1sg, and -βi- = 3pl. From the table, we cannot match the 2sg and 2pl since they both appear only once as a subject and once as an object. We can sum up what we have gathered so far as follows:\n\n: S-cha-O-?-?\n= O: -di- = 1pl, -ni- = 1sg, and -βi- = 3pl, {-ku-, -mu-} = {2sg, 2pl}.\n\nIn order to deduce the markers for 2sg and 2pl, we can make a bidimensional frequency table in which we mark the combinations of subject and object:\n\nO / S | 2sg | -di- | 2pl | -βi-\n∅ | | XX | | X\n-ni- | X | | | X\n2sg | | X | |\n-di- | | | X | X\n2pl | | | |\nO / S | 2sg | 1pl | 2pl | 3pl\n∅ | | XX | | X\n1sg | X | | | X\n2sg | | X | |\n1pl | | | X | X\n2pl | | | |\n\nFor instance, this table shows that we have only one example in which 1pl is subject and 2sg is object, and two examples in which 1pl is subject and there is no object. Since we already know the morphemes for 1sg, 1pl and 3pl, we notice that 2sg is the only person which appears as an object in an example in which 1pl is subject. Therefore we deduce that -ku- = 2sg and -mu- = 2pl. Based on these results, we can make almost all the correspondences (save for the two examples which both have 1pl as subject and have no object).\n\nβichanirasha | = | ‘They will curse me.’\nkuchanikunda | = | ‘Yousg will fall in love with me.’\ndichakurasha | = | ‘We will curse yousg.’\nβichamukunda | = | ‘They will fall in love with youpl.’\nmuchadikaδa | = | ‘Youpl will beat us.’\nβichakaδana | = | ‘They will fight.’\n\nThe two remaining examples are {dicharashana, dichakaδana} = {‘We will fight.’, ‘We will argue.’}\n\nIt is time to analyse the fourth morpheme (which we previously assumed represents the stem):\n\nrasha | kunda | kaδa\n‘They will curse me.’ | ‘Yousg will fall in love with me.’ | ‘Youpl will beat us.’\n‘We will curse yousg.’ | ‘They will fall in love with youpl.’ | ‘They will fight.’\n\nWe notice that -kunda- = ‘to fall in love’, and -rasha- = ‘to curse’. On the other hand, -kaδa- seems to mean both ‘to fight’ and ‘to beat’, which, we notice, have similar meanings in English. Since one of the remaining examples contains the verb ‘to fight’, it will certainly correspond to the phrase containing -kaδa-.\n\nTherefore, we can make the correspondences:\n\nβichanirasha | = | ‘They will curse me.’\nkuchanikunda | = | ‘Yousg will fall in love with me.’\ndichakurasha | = | ‘We will curse yousg.’\nβichamukunda | = | ‘They will fall in love with youpl.’\nmuchadikaδa | = | ‘Youpl will beat us.’\nβichakaδana | = | ‘They will fight.’\ndicharashana | = | ‘We will argue.’\ndichakaδana | = | ‘We will fight.’\n\nBased on these, we notice that the stem -rasha- can have two translations: ‘to argue’ and ‘to curse’. In order to understand when to use one and when to use the other, we carefully analyse the examples containing -rasha-. We notice that sentences which do not have a direct object are translated with ‘to argue’, while those which have an object use ‘to curse’. Similarly, -kaδa- means ‘to fight’ if there is no direct object, or ‘to beat’ if there is one. Therefore, the meaning of the stem depends on the transitivity of the verb. We can write:\n\nrasha = ‘to argue’ (intransitive), ‘to curse’ (transitive)\nkunda = ‘to fall in love’\nkaδa = ‘to fight’ (intransitive), ‘to beat’ (transitive)\n\nWe come back to the only morpheme left, the fifth one. In order to figure out its function, we make a table in which we separate the structures which contain it from those which do not:\n\n-na\nβichakaδana | ‘They will fight.’\ndicharashana | ‘We will argue.’\ndichakaδana | ‘We will fight.’\n\nβichanirasha | ‘They will curse me.’\nkuchanikunda | ‘Yousg will fall in love with me.’\ndichakurasha | ‘We will curse yousg.’\nβichamukunda | ‘They will fall in love with youpl.’\nmuchadikaδa | ‘Youpl will beat us.’\n\nTaking into account the previous observation (that the transitivity of the verb is relevant in this language), we easily notice that -na occurs only if the verb is intransitive. Therefore, we can call the marker -na an intransitivity marker.\n\nNotebulbonAn alternative is to combine the intransitivity marker with the verb stem (hence saying that rasha = ‘to beat’ and rashana = ‘to fight’). Although this is true and would not impede the correct solution of the tasks, the rules would probably not be awarded full marks, since we failed to identify the specific marker -na, which serves a precise and general purpose, independent of the stem.\n\nSince we have discovered all the morphemes and other phenomena, we can sum up our findings.\n\nRules:\n\n- Structure: S-cha-O-V-(na)\n\n- S = O:\n| 1 | 2 | 3\nsg | ni | ku |\npl | di | mu | βi\n\n- Verb:\n\n- rasha = ‘to argue’ (intransitive), ‘to curse’ (transitive)\n\n- kunda = ‘to fall in love’\n\n- kaδa = ‘to fight’ (intransitive), ‘to beat’ (transitive)\n\n- -na = intransitivity marker\n\n-\nβichanirasha | = | ‘They will curse me.’\nkuchanikunda | = | ‘Yousg will fall in love with me.’\ndichakurasha | = | ‘We will curse yousg.’\nβichamukunda | = | ‘They will fall in love with youpl.’\nmuchadikaδa | = | ‘Youpl will beat us.’\nβichakaδana | = | ‘They will fight.’\ndicharashana | = | ‘We will argue.’\ndichakaδana | = | ‘We will fight.’\n\n-\n1. | ‘I will beat yousg.’\n2. | ‘They will fall in love.’\n\n-\n3. | mucharashana\n4. | kuchaβirasha","source":"langsci_420","problem_group_id":"langsci420:6.2","chapter":6,"chapter_title":"Verb and verb phrase","section":5,"section_title":"Segmenting","topic":"verb morphology and argument structure","language":"Dabida","author":"Ksenia Gilyarova","competition":"TurLom","year":2006,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":[],"method_link_type":"author_placement","method_description":"The author places this worked example under “Segmenting” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":308,"source_line_end":332,"solution_line_start":334,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nSegmenting\nverb morphology and argument structure\nThe author places this worked example under “Segmenting” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Dabida and their English translations in random order:\n\ndichakaδana, βichanirasha, kuchanikunda, dichakurasha, dicharashana,\nβichamukunda, muchadikaδa, βichakaδana\n‘we will argue’, ‘youpl will beat us’, ‘we will curse yousg’, ‘they will fight’, ‘they will curse me’,\n‘they will fall in love with youpl’, ‘we will fight’, ‘yousg will fall in love with me’\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- nichakukaδa\n\n- βichakundana\n\n- Translate into Dabida:\n\n- ‘youpl will argue’\n\n- ‘yousg will curse them’"}
{"id":"book_06_03","context":"Here are some verbal forms in Ge'ez and their English translations:\n\ntawalada | ‘He was born.’\ntawaladu | ‘They were born.’\ntawaladna | ‘We were born.’\ntawaladkəmu | ‘Youpl were born.’\nqatalkəwo | ‘I killed him.’\nqatalkomu | ‘Yousg killed themm.’\nqatalomu | ‘He killed themm.’\nqatalon | ‘He killed themf.’\nqatalnon | ‘We killed themf.’\nqatalkəməwon | ‘Youpl killed themf.’\nqataləwo | ‘Theym killed him.’\nqataləwomu | ‘Theym killed themm.’\n\nThe subscripts m and f refer to masculine and feminine, respectively.","query":"- Translate into English:\n\n- tawaladku\n\n- qatalkəwon\n\n- qatalo\n\n- [blank]\n\n- Translate into Ge'ez:\n\n- ‘Yousg were born.’\n\n- ‘Youpl killed him.’\n\n- ‘We killed themm.’\n\n- ‘Theym killed themf.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"We easily notice the verb stem: tawalad- = ‘to be born’ and qatal- = ‘to kill’. Moreover, checking the English translations, we notice that the remaining morpheme needs to mark the subject and the object (all the other parameters are constant – tense, aspect, mood, etc.).\n\nSince, at first glance, we cannot identify any patterns, we include all these morphemes in a table in which we mark the combinations:\n\nO/S | 1sg | 2sg | 3sg.m | 1pl | 2pl | 3pl.m\n| | | -a | -na | -kǝmu | -u\n3sg.m | -kǝwo | | | | | -ǝwo\n3pl.m | | -komu | -omu | | | -ǝwomu\n3pl.f | | | -on | -non | -kǝmǝwon |\n\nLooking at the row in which the object is 3pl.m (‘themm’), we notice that all the entries end in -omu. Therefore, we can assume that this morpheme marks the 3pl.m object. Similarly, we can separate the object marker for 3pl.f = -on. If we separate these markers, the table becomes:\n\nO/S | 1sg | 2sg | 3sg.m | 1pl | 2pl | 3pl.m\n| | | -a | -na | -kǝmu | -u\n3sg.m | -kǝwo | | | | | -ǝwo\n3pl.m | | -k-omu | -omu | | | -ǝw-omu\n3pl.f | | | -on | -n-on | -kǝmǝw-on |\n\nIf we look at the column 3sg.m, we notice that the subject marker is null if there is an object, and it is -a if there is no object (if the verb is intransitive). Therefore, we can assume that, when an object marker is added, a.\n\nSimilarly, looking at the columns 2pl and 3pl.m, we deduce that when an object marker is added, u ǝw. Based on these two phonological rules, we can fill in the table with all the other combinations of subject and object:\n\nO/S | 1sg | 2sg | 3sg.m | 1pl | 2pl | 3pl.m\n| -ku | -ka | -a | -na | -kǝmu | -u\n3sg.m | -kǝwo | -ko | -o | -no | -kǝmǝwo | -ǝwo\n3pl.m | -kǝwomu | -komu | -omu | -nomu | -kǝmǝwomu | -ǝwomu\n3pl.f | -kǝwon | -kon | -on | -non | -kǝmǝwon | -ǝwon\n\nThus, we can write the rules and solve the tasks:\n\nRules:\n\n- Structure: V-S-O\n\n- Verb: tawalad- = ‘to be born’, qatal- = ‘to kill’\n\n- S and O:\n\n| 1 | 2 | 3M | 3F\nsg | S: -ku | S: -ka | S: -a, O: -o |\npl | S: -na | S: -kǝmu | S: -u, O: -omu | O: -on\n\nWhen an object morpheme is added, the final vowel of the subject changes: a and u ǝw.\n\n-\n\n- ‘I was born.’\n\n- ‘I killed themf.’\n\n- ‘He killed him.’\n\n-\n\n- tawaladka\n\n- qatalkǝmǝwo\n\n- qatalnomu\n\n- qatalǝwon","source":"langsci_420","problem_group_id":"langsci420:6.3","chapter":6,"chapter_title":"Verb and verb phrase","section":6,"section_title":"Patterns for arguments","topic":"verb morphology and argument structure","language":"Ge'ez","author":"Peter Arkadiev","competition":"TurLom","year":2007,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s06_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Patterns for arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":574,"source_line_end":611,"solution_line_start":612,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPatterns for arguments\nverb morphology and argument structure\nThe author places this worked example under “Patterns for arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Ge'ez and their English translations:\n\ntawalada | ‘He was born.’\ntawaladu | ‘They were born.’\ntawaladna | ‘We were born.’\ntawaladkəmu | ‘Youpl were born.’\nqatalkəwo | ‘I killed him.’\nqatalkomu | ‘Yousg killed themm.’\nqatalomu | ‘He killed themm.’\nqatalon | ‘He killed themf.’\nqatalnon | ‘We killed themf.’\nqatalkəməwon | ‘Youpl killed themf.’\nqataləwo | ‘Theym killed him.’\nqataləwomu | ‘Theym killed themm.’\n\nThe subscripts m and f refer to masculine and feminine, respectively.\n- Translate into English:\n\n- tawaladku\n\n- qatalkəwon\n\n- qatalo\n\n- [blank]\n\n- Translate into Ge'ez:\n\n- ‘Yousg were born.’\n\n- ‘Youpl killed him.’\n\n- ‘We killed themm.’\n\n- ‘Theym killed themf.’"}
{"id":"book_06_04","context":"Here are some verbal forms in Itelmen and their English translations:\n\naniaķzоvŏmnen | ‘He was asking me.’\n\nnk'aniaķzozvŏmnen | ‘They would ask me.’\n\nnaniaķzoneʔn | ‘They were asking them.’\n\nk'añchpnen | ‘He would have taught him.’\n\nnañchpvŏmnеʔn | ‘They have taught us.’\n\nañchpķzoznеʔn | ‘He teaches them.’","query":"- Translate into English:\n\n- аñchpnеʔn\n\n- nk'аniаķzovŏmnеn\n\n- nanianen\n\n- Translate into Itelmen:\n\n- ‘He has asked them.’\n\n- ‘They ask us.’\n\n- ‘They would have taught me.’\n\n- ‘He would ask him.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"The first step is to segment the verbs. In this process, two of the morphemes can be a bit problematic:\n\n- The final morpheme (-nen / -neʔn): perhaps, at first sight, we would be tempted to say that -ne- is a separate morpheme which appears in all examples, followed by the morpheme -ʔ-, which is optional, and finally followed by -n which appears in all examples. Although this explanation is correct and is applicable to all examples, it unnecessarily overcomplicates the verb structure, for which reason it is more convenient to treat the whole structure as if it was a single morpheme.\n\n- A similar problem appears in the case of the morpheme -z- which is sometimes placed after the morpheme -ķzo-. Although we would perhaps be tempted to analyse it as a separate morpheme, we notice that it always appears after -ķzo- and nowhere else. Therefore, we will analyse -ķzoz- as a whole, not treating -z- as a separate morpheme.\n\nOf course, these observations are preliminary. If it turns out that this hypothesis does not work, we can come back and re-segment the verbs.\n\nBased on this, the verb segmentation is:\n\nania-ķzо-vŏm-nen | ‘He was asking me.’\n\nn-k'-ania-ķzoz-vŏm-nen | ‘They would ask me.’\n\nn-ania-ķzo-neʔn | ‘They were asking them.’\n\nk'-añchp-nen | ‘He would have taught him.’\n\nn-añchp-vŏm-nеʔn | ‘They have taught us.’\n\nañchp-ķzoz-nеʔn | ‘He teaches them.’\n\nAnd the Itelmen verb structure can be written as:\n\nI | II | III | IV | V | VI\nn- | -k'- | -ania- | -ķzо- | -vŏm- | -nen\n| | -añchp- | -ķzоz- | | neʔn\n| | | | |\n\nSince only morphemes III and VI are pervasive, it is very likely that one of these is the stem. Morpheme VI has only two forms, which are highly similar to one another, so, most likely, morpheme III is the stem. Indeed, based on the given examples, we can suggest that -ania- = ‘to ask’ and -añchp- = ‘to teach’.\n\nMoreover, looking at the examples that contain morpheme I (n-), we notice that it marks the 3pl subject.\n\nNotebulbonWe cannot know for sure whether this morpheme marks the subject 3pl or only that the subject is plural (not necessarily 3rd person), since, in all examples, the subject is 3rd person.\n\nMorpheme II occurs only in the structures ‘They would ask me’ and ‘He would have taught him’, and these two have in common the (conditional) mood. Moreover, we notice that there are no other examples in this mood.\n\nTherefore, we can summarise our findings:\n\nI | II | III | IV | V | VI\nn- = S3pl | -k'- = Cond. | -ania- = ‘to ask’ | -ķzо- | -vŏm- | -nen\n= S3sg | = Ind. | -añchp- = ‘to teach’ | -ķzоz- | | neʔn\n| | | | |\n\nFor the morpheme V, we can make a table in which we compare the examples that contain that morpheme, and those which do not:\n\n-vŏm- |\n‘He was asking me.’ | ‘They were asking them.’\n‘They would ask me.’ | ‘He would have taught him.’\n‘They have taught us.’ | ‘He teaches them.’\n\nThe only difference we can notice is that the morpheme occurs every time the object is in the 1st person (singular or plural). Therefore, we deduce that morpheme V marks the person of the object (-vŏm- = O1 and = O3). Moreover, since this morpheme only marks the person (not the number), we expect that one of the remaining morphemes marks the number. Looking at morpheme VI, we indeed notice that it marks the object's number: -nen = Osg, -neʔn = Opl.\n\nI | II | III | IV | V | VI\nn- = S3pl | -k'- = Cond. | -ania- = ‘to ask’ | -ķzо- | -vŏm- = O1 | -nen = Osg\n= S3sg | = Ind. | -añchp- = ‘to teach’ | -ķzоz- | = O3 | neʔn = Opl\n| | | | |\n\nThe only unidentified morpheme is morpheme IV and, again, we can make a table in order to notice where each form occurs:\n\n-ķzо- | -ķzоz- |\n‘He was asking me.’ | ‘They would ask me.’ | ‘He would have taught him.’\n‘They were asking them.’ | ‘He teaches them.’ | ‘They have taught us.’\n\nBased on what we have discovered so far (subject, object, mood), we expect that this morpheme will mark something related to tense and/or aspect. Therefore, we can easily notice that the morpheme -ķzоz- marks the present tense. The other two morphemes both mark a past tense, but they discriminate two different aspects: -ķzо- marks the imperfective (or the continuous aspect), while the null morpheme marks the perfective (or the perfect aspect).\n\nBased on this, we can fill in the table above with all the meanings of the morphemes. When writing the rules, we propose a different version, which, although longer, is preferred in this situation since the table can become extremely wide, thus needing to be split into multiple rows.\n\nRules:\n\nstructure\n\n- Subject: n- = 3pl, = 3sg\n\n- Mood: -k'- = Conditional, = Indicative\n\n- Stem: -ania- = ‘to ask’, -añchp- = ‘to teach’\n\n- Tense/Aspect: -ķzо- = Imperfective, -ķzоz- = Present, = Perfective\n\n- Object – person: -vŏm- = 1, = 3\n\n- Object – number: -nen = sg, -neʔn = pl\n\n-\n\n- ‘He has taught them.’\n\n- ‘They would have been asking me.’\n\n- ‘They have asked him.’\n\n-\n\n- anianeʔn\n\n- naniaķzоzvŏmneʔn\n\n- nk'añchpvŏmnen\n\n- k'aniaķzоznen\n\nIn this way, we can start noticing some common patterns in this type of problem. We can have split patterns, in which a single concept or grammatical category in English is expressed using two or more morphemes (for example the person and number of an argument or the tense and mood) or combined patterns, in which two or more concepts in English are fused into a single morpheme for example, subject and object or tense and negation.","source":"langsci_420","problem_group_id":"langsci420:6.4","chapter":6,"chapter_title":"Verb and verb phrase","section":6,"section_title":"Patterns for arguments","topic":"verb morphology and argument structure","language":"Itelmen","author":"Yakov Testelets","competition":"MSK","year":1998,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s06_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Patterns for arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":693,"source_line_end":722,"solution_line_start":724,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPatterns for arguments\nverb morphology and argument structure\nThe author places this worked example under “Patterns for arguments” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Itelmen and their English translations:\n\naniaķzоvŏmnen | ‘He was asking me.’\n\nnk'aniaķzozvŏmnen | ‘They would ask me.’\n\nnaniaķzoneʔn | ‘They were asking them.’\n\nk'añchpnen | ‘He would have taught him.’\n\nnañchpvŏmnеʔn | ‘They have taught us.’\n\nañchpķzoznеʔn | ‘He teaches them.’\n- Translate into English:\n\n- аñchpnеʔn\n\n- nk'аniаķzovŏmnеn\n\n- nanianen\n\n- Translate into Itelmen:\n\n- ‘He has asked them.’\n\n- ‘They ask us.’\n\n- ‘They would have taught me.’\n\n- ‘He would ask him.’"}
{"id":"book_06_05","context":"Here are some verbal forms in Proto-Algonquian (in a simplified transcription) and their English translations:\n\n. | kewa:pameθehm | ‘I see yousg.’\n. | kewa:pameθehmwa: | ‘I see youpl.’\n. | newa:pama:ehma | ‘I see him.’\n. | newa:pama:ehmaki | ‘I see them.’\n. | kewa:pameθehmwa:ena:n | ‘We see youpl.’\n. | newa:pama:ehmena:na | ‘We see him.’\n. | kewa:pamiehm | ‘Yousg see me.’\n. | kewa:pama:ehma | ‘Yousg see him.’\n. | kewa:pamiehmwa: | ‘Youpl see me.’\n. | kewa:pamiehmwa:ena:n | ‘Youpl see us.’\n. | newa:pamekwehmena:naki | ‘They see us.’\n\nThe mark : after a vowel denotes length. θ = ‘th’ in ‘thin’. All ‘we’ pronouns in this problem refer to ‘weexcl’ (‘we exclusive’, meaning ‘me’ and ‘them’, not including the listener).","query":"- Translate into English: kewa:pamiehmena:n.\n\n- Translate into Proto-Algonquian: ‘We see them’ and ‘They see me’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"After segmentation, we obtain the following verb structure in Proto-Algonquian:\n\nI | II | III | IV | V\nk- | ewa:pam | -eθ- | -ehm- | -a\nn- | | -a:- | | -aki\n| | -i- | | -wa:ena:n\n| | -ekw- | | -ena:na\n| | | | -ena:naki\n| | | |\n\nMorphemes II and IV are constant, so we do not need to offer a translation for them. Nevertheless, we can easily assume that one of them represents the stem (‘to see’) and the other one the tense (present). As mentioned at the beginning of this chapter, the stem tends to be the longest morpheme, so we can assume that morpheme II is the stem (of the verb), while morpheme IV represents the tense (present indicative).\n\nMorpheme I: we make a table in order to highlight the contrast between the two possible forms:\n\nk- | n-\n‘I see yousg.’ | ‘I see him.’\n‘I see youpl.’ | ‘I see them.’\n‘We see youpl.’ | ‘We see him.’\n‘Yousg see him.’ | ‘They see us.’\n‘Yousg see me.’ |\n‘Youpl see me.’ |\n‘Youpl see us.’ |\n\nWe infer that k- marks the presence of the 2nd person (either as a subject or as an object), while n- marks the absence thereof.\n\nAnalysing morpheme V, we infer that -ena:n- = 1pl, -wa:- = 2pl, -a- = 3sg, -aki- = 3pl. Moreover, we notice that persons 1sg and 2sg are unmarked. One of the interesting elements is that these morphemes have a specific order, independent of their role as a subject or object, namely -wa:- is always the first, followed by -ena:n- and, finally, by -a- or -aki-. In other words, it seems as if these morphemes are placed following a pronominal hierarchy: 2 > 1 > 3. The fact that this hierarchy is focused on the listener (2nd person) is also supported by the fact that the first morpheme refers strictly to the 2nd person.\n\nThe only morpheme left to analyse is morpheme III. In order to figure out its function (although we expect it to be the additional morpheme pointing towards whether the hierarchy is respected or not), we make the following table:\n\n-eθ- | -a:- | -i- | -ekw-\n‘I see yousg.’ | ‘I see him.’ | ‘Yousg see me.’ | ‘They see us.’\n‘I see youpl.’ | ‘I see them.’ | ‘Youpl see me.’ |\n‘We see youpl.’ | ‘We see him.’ | ‘Youpl see us.’ |\n| ‘Yousg see him.’ | |\n\nSince in the case of pronominal hierarchies the number is usually not relevant, but only the person, we can reduce the table above to only the essential data, i.e., the person of the subject and the object:\n\n-eθ- | -a:- | -i- | -ekw-\nS1 O2 | S1 O3 | S2 O1 | S3 O1\n| S2 O3 | |\n\nEven if the concept of pronoun hierarchy is unknown, the table above can help us solve most of the problem. Nevertheless, if, for example, we were asked to translate an example like S3 O2, we would not know which form of morpheme III to use.\n\nAnother possible explanation for these data is that morpheme -a:- is used if the object is in the 3rd person (independent of the subject) and -ekw- is used for S3 (independent of the object). This rule would force the example S3 O2 to use the morpheme -ekw-.\n\nA more thorough approach would be to use the notion of pronominal hierarchy. We already know that this language has a 2 > 1 > 3 hierarchy, so the morphemes -eθ- and -a:- show that the object is superior to the subject (S < O), while morphemes -i- and -ekw- show that S > O. In order to discriminate between the two, we can add another parameter, namely the presence of the 3rd person (as either subject or object), in a similar way to how morpheme I works.\n\nThus, morpheme III can be explained in the following table:\n\n| 3 | 3\nS > O | -a:- | -i-\nS < O | -ekw- | -eθ-\n\n-.5NotebulbonThe symbols and are equivalent to ``there is, there exists'' and ``there isn't, there does not exist'' respectively. These symbols do not need an explanation/legend when used. Now we can structure all the rules:\n\n*Rules (Option 1).\n\n- Verb structure: A–ewa:pam–B–ehm–C\n\n- A: n-, if there is no 2nd person; k-, if there is 2nd person.\n\n- B: info about the hierarchy of subject and object (considering 2 > 1 > 3), as well as the presence of 3rd person.\n\n| 3 | 3\nS > O | -a:- | -i-\nS < O | -ekw- | -eθ-\n\n- C: pronoun markers: -ena:n- = 1pl, -wa:- = 2pl, -a- = 3sg, -aki- = 3pl. These are added hierarchically (2 > 1 > 3). Persons 1sg and 2sg are unmarked.\n\n*Rules (Option 2). A more succinct way of writing the rules is as a table:\n\nk- (2)\nn- (2)\n|\newa:pam\n|\n-eθ- (3, S<O)\n-i- (3, S>O)\n-ekw- (3, S<O)\n-a:- (3, S>O)\n|\n-ehm-\n|\n-wa:-\n(2pl)\n|\n-ena:n-\n(1pl)\n|\n-a (3sg)\n-aki (3pl)\n\n(lr)5-7\nI | II | III | IV | V\n\nNotebulbonWe divided morpheme V into three positions in order to show that 2nd person needs always to be before 1st person, which needs always to be before 3rd person.\n\nBased on these rules, we can solve the tasks:\n\n- ‘Yousg see us.’\n\n- ‘We see them.’ = newa:pama:ehmena:naki\n‘They see me.’ = newa:pamekwehmaki","source":"langsci_420","problem_group_id":"langsci420:6.5","chapter":6,"chapter_title":"Verb and verb phrase","section":7,"section_title":"Pronoun hierarchy","topic":"verb morphology and argument structure","language":"Proto-Algonquian","author":"Heather Newell","competition":"UKLO","year":2017,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s07_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Pronoun hierarchy” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":882,"source_line_end":909,"solution_line_start":911,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPronoun hierarchy\nverb morphology and argument structure\nThe author places this worked example under “Pronoun hierarchy” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Proto-Algonquian (in a simplified transcription) and their English translations:\n\n. | kewa:pameθehm | ‘I see yousg.’\n. | kewa:pameθehmwa: | ‘I see youpl.’\n. | newa:pama:ehma | ‘I see him.’\n. | newa:pama:ehmaki | ‘I see them.’\n. | kewa:pameθehmwa:ena:n | ‘We see youpl.’\n. | newa:pama:ehmena:na | ‘We see him.’\n. | kewa:pamiehm | ‘Yousg see me.’\n. | kewa:pama:ehma | ‘Yousg see him.’\n. | kewa:pamiehmwa: | ‘Youpl see me.’\n. | kewa:pamiehmwa:ena:n | ‘Youpl see us.’\n. | newa:pamekwehmena:naki | ‘They see us.’\n\nThe mark : after a vowel denotes length. θ = ‘th’ in ‘thin’. All ‘we’ pronouns in this problem refer to ‘weexcl’ (‘we exclusive’, meaning ‘me’ and ‘them’, not including the listener).\n- Translate into English: kewa:pamiehmena:n.\n\n- Translate into Proto-Algonquian: ‘We see them’ and ‘They see me’."}
{"id":"book_06_06","context":"Here are some verbal forms in Tabasaran and their English translations. The verb endings have been separated from the verb root with a hyphen.\n\nbisun-čačwu | ‘we caught youpl’ | ilbicun-za | ‘I turned’\nʁapun-čwa | ‘youpl said’ | kčwuχun-vu | ‘yousg slipped’\nʁarʁun-zu | ‘I froze’ | kčwuχun-za | ‘I sleighed’\nʁiliχun-čwa | ‘youpl worked’ | uldugun-zu | ‘I got lost’\nʁip'un-za | ‘I ate’ | ursun-čwa | ‘youpl jumped’\nʁurč:wun-vazu | ‘yousg beat me’ | qergun-zu | ‘I woke up’\ndaqun-za | ‘I stretched’ | šadʁaxun-čwu | ‘youpl got happy’\nduʁmišʁaxun-zu | ‘I was born’ | ergun-vu | ‘yousg got tired’","query":"- You are given some additional verb roots:\naqun = ‘to fall’, ʁilirq'un = ‘to get scared’, uč'wun = ‘to enter’\n\n- Translate into English:\n\n- aqun-za\n\n- aqun-zu\n\n- bisun-čwazu\n\n- ʁilirq'un-ču\n\n- uč'wun-va\n\n- [blank]\n\n- You are given some additional verb roots:\nʁalrʁun = ‘to inflate’, dusun = ‘to stay’, ʁergun = ‘to escape’\n\n- Translate into Tabasaran:\n\n- ‘yousg escaped’\n\n- ‘I got scared’\n\n- ‘I beat yousg’\n\n- ‘we inflated’\n\n- ‘we stayed’\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"It is easy to notice that the arguments are marked at the end by the morphemes č (1pl), čw (2pl), z (1sg), v (2sg). The only challenge in this problem is figuring out the choice between the vowels a and u which follow them.\n\nWe notice that in transitive phrases (which have both subject and object), the subject always has the vowel a, while the object has the vowel u. Therefore, for transitive verbs, the structure of the phrase is V-SaOu.\n\nFor intransitive verbs, we notice the examples kčwuχun-vu and kčwuχun-za, which have the same verbal stem in Tabasaran, but are translated as ‘to slip’ and ‘to sleigh’. Moreover, they differ only in the final vowel a vs. u. We notice that the difference between the two verbs is the degree of volition: ‘to slip’ is an involuntary or accidental action, while ‘to sleigh’ is used to describe a voluntary action, done on purpose, over which we have control. We therefore notice that the vowel a is used if the action is done on purpose (it represents an agentive marker), while u is used if the action is done by mistake or unintentionally (patientive marker). Moreover, this reasoning also explains the choice of vowels in the case of transitive constructions, since, in these, the subject is the same as the agent and the object is the same as the patient.\n\nTherefore, the rules are:\n\n- Structure: V-Sx(Ox)\n\n- x: a = agent marker, u = patient marker\n\n- S = O: z = 1sg, v = 2sg, č = 1pl, čw = 2pl, or as a table:\n\n| 1 | 2\nsg | z | v\npl | č | čw\n\n*Answers:\n\n1. and 2.: in both cases, the stem is ‘to fall’, but one is marked as agentive, while the other is marked as patientive. The action of falling is accidental, so example 2 is translated as ‘I fell’. In order to find the right verb for the agentive marking, we need to think of the signification of falling: you are standing and then you end up sitting or lying. Therefore, a suitable verb for it is ‘to sit’, ‘to lie’. Thus:\n\n-\n\n- ‘I sat’\n\n- ‘I fell’\n\n- ‘youpl caught me’\n\n- ‘we got scared’\n\n- ‘yousg entered’\n\n-\n\n- ʁergun-va\n\n- ʁilirq'un-zu\n\n- ʁurč:wun-zavu\n\n- ʁalrʁun-ča\n\n- dusun-ča","source":"langsci_420","problem_group_id":"langsci420:6.6","chapter":6,"chapter_title":"Verb and verb phrase","section":8,"section_title":"Verb semantics","topic":"verb morphology and argument structure","language":"Tabasaran","author":"Yakov Testelets","competition":"MSK","year":1998,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Verb semantics” in the Verb and verb phrase chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1085,"source_line_end":1133,"solution_line_start":1135,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nVerb semantics\nverb morphology and argument structure\nThe author places this worked example under “Verb semantics” in the Verb and verb phrase chapter, so it illustrates that method or topic.\nHere are some verbal forms in Tabasaran and their English translations. The verb endings have been separated from the verb root with a hyphen.\n\nbisun-čačwu | ‘we caught youpl’ | ilbicun-za | ‘I turned’\nʁapun-čwa | ‘youpl said’ | kčwuχun-vu | ‘yousg slipped’\nʁarʁun-zu | ‘I froze’ | kčwuχun-za | ‘I sleighed’\nʁiliχun-čwa | ‘youpl worked’ | uldugun-zu | ‘I got lost’\nʁip'un-za | ‘I ate’ | ursun-čwa | ‘youpl jumped’\nʁurč:wun-vazu | ‘yousg beat me’ | qergun-zu | ‘I woke up’\ndaqun-za | ‘I stretched’ | šadʁaxun-čwu | ‘youpl got happy’\nduʁmišʁaxun-zu | ‘I was born’ | ergun-vu | ‘yousg got tired’\n- You are given some additional verb roots:\naqun = ‘to fall’, ʁilirq'un = ‘to get scared’, uč'wun = ‘to enter’\n\n- Translate into English:\n\n- aqun-za\n\n- aqun-zu\n\n- bisun-čwazu\n\n- ʁilirq'un-ču\n\n- uč'wun-va\n\n- [blank]\n\n- You are given some additional verb roots:\nʁalrʁun = ‘to inflate’, dusun = ‘to stay’, ʁergun = ‘to escape’\n\n- Translate into Tabasaran:\n\n- ‘yousg escaped’\n\n- ‘I got scared’\n\n- ‘I beat yousg’\n\n- ‘we inflated’\n\n- ‘we stayed’\n\n- [blank]"}
{"id":"book_06_07","context":"Here are two sets of Swahili verbs and their English translations, in random order:\n. | #1 | . | ‘#2’\n\n*Set I.\n\n. | Alikula. | . | ‘He ate.’\n. | Atacheza. | . | ‘He will play.’\n. | Mlifahamu. | . | ‘I eat.’\n. | Mnapika. | . | ‘I played.’\n. | Nilicheza. | . | ‘I cook.’\n. | Ninakula. | . | ‘I will cook.’\n. | Ninapika. | . | ‘They understand.’\n. | Nitapika. | . | ‘They will cook.’\n. | Tulifahamu. | . | ‘They played.’\n. | Unacheza. | . | ‘We understood.’\n. | Utapika. | . | ‘Youpl understood.’\n. | Wanafahamu.Htuku | . | ‘Youpl cook.’\n. | Watapika. | . | ‘Yousg play.’\n. | Walicheza. | . | ‘Yousg will cook.’\n\n*Set II.\n\n. | Hakucheza. | . | ‘He did not play.’\n. | Hamkupika. | . | ‘He will not cook.’\n. | Hamli. | . | ‘He will not play.’\n. | Hatacheza. | . | ‘I did not play.’\n. | Hatapika. | . | ‘I do not eat.’\n. | Hatukufahamu.Wna | . | ‘I will not fear.’\n. | Hatupiki. | . | ‘They do not fear.’\n. | Hawachi. | . | ‘They do not understand.’\n. | Hawafahamu. | . | ‘We did not understand.’\n. | Huchezi. | . | ‘We do not cook.’\n. | Sikucheza. | . | ‘Youpl do not eat.’\n. | Sili. | . | ‘Youpl did not cook.’\n. | Sitakucha. | . | ‘Yousg do not play.’","query":"- Determine the correct correspondences for each of the two sets.\n\n- Knowing that Ninatembelea means ‘I visit’ and Ninakufa means ‘I die’, translate into Swahili:\n\n- ‘Yousg visit.’\n\n- ‘Yousg do not visit.’\n\n- ‘Yousg did not visit.’\n\n- ‘Yousg will visit.’\n\n- ‘He dies.’\n\n- ‘He does not die.’\n\n- ‘He died.’\n\n- ‘He will not die.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.7. Swahili\n\n- Set I:\n\n- A.\n\n- B.\n\n- K.\n\n- L.\n\n- D.\n\n- C.\n\n- E.\n\n- F.\n\n- J.\n\n- M.\n\n- N.\n\n- G.\n\n- H.\n\n- I.\n\n-\n\n- Set II:\n\n- O.\n\n- Z.\n\n- Y.\n\n- Q.\n\n- P.\n\n- W.\n\n- X.\n\n- U.\n\n- V.\n\n- AA.\n\n- R.\n\n- S.\n\n- T.\n\n-\n\n- unatembelea\n\n- hutembelei\n\n- hukutembelea\n\n- utatembelea\n\n- anakufa\n\n- hafi\n\n- alikufa\n\n- hatakufa\n\n- x\n\nRules:\n\n- Negation: ha-\n\n- Subject:\n\n| 1 | 2 | 3\nsg | ni | u | a\npl | tu | m | wa\n\n- Tense/Negation:\n\n| Past | Present | Future\nAffirmative | li | na | ta\nNegative | ku | | ta\n\n- Stem\n\n- Other changes:\n\n- Negative marker can merge with the subject marker:\n\n- ha- + -ni- si-\n\n- ha- + -V- hV- (V = a or u)\n\n- For present negative:\n\n- last vowel of the stem (a) becomes i.\n\n- if the stem starts with the morpheme ku-, it gets dropped.","source":"langsci_420","problem_group_id":"langsci420:6.7","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Swahili","author":"Catherine Sheard","competition":"UKLO","year":2014,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1187,"source_line_end":1247,"solution_line_start":1637,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are two sets of Swahili verbs and their English translations, in random order:\n. | #1 | . | ‘#2’\n\n*Set I.\n\n. | Alikula. | . | ‘He ate.’\n. | Atacheza. | . | ‘He will play.’\n. | Mlifahamu. | . | ‘I eat.’\n. | Mnapika. | . | ‘I played.’\n. | Nilicheza. | . | ‘I cook.’\n. | Ninakula. | . | ‘I will cook.’\n. | Ninapika. | . | ‘They understand.’\n. | Nitapika. | . | ‘They will cook.’\n. | Tulifahamu. | . | ‘They played.’\n. | Unacheza. | . | ‘We understood.’\n. | Utapika. | . | ‘Youpl understood.’\n. | Wanafahamu.Htuku | . | ‘Youpl cook.’\n. | Watapika. | . | ‘Yousg play.’\n. | Walicheza. | . | ‘Yousg will cook.’\n\n*Set II.\n\n. | Hakucheza. | . | ‘He did not play.’\n. | Hamkupika. | . | ‘He will not cook.’\n. | Hamli. | . | ‘He will not play.’\n. | Hatacheza. | . | ‘I did not play.’\n. | Hatapika. | . | ‘I do not eat.’\n. | Hatukufahamu.Wna | . | ‘I will not fear.’\n. | Hatupiki. | . | ‘They do not fear.’\n. | Hawachi. | . | ‘They do not understand.’\n. | Hawafahamu. | . | ‘We did not understand.’\n. | Huchezi. | . | ‘We do not cook.’\n. | Sikucheza. | . | ‘Youpl do not eat.’\n. | Sili. | . | ‘Youpl did not cook.’\n. | Sitakucha. | . | ‘Yousg do not play.’\n- Determine the correct correspondences for each of the two sets.\n\n- Knowing that Ninatembelea means ‘I visit’ and Ninakufa means ‘I die’, translate into Swahili:\n\n- ‘Yousg visit.’\n\n- ‘Yousg do not visit.’\n\n- ‘Yousg did not visit.’\n\n- ‘Yousg will visit.’\n\n- ‘He dies.’\n\n- ‘He does not die.’\n\n- ‘He died.’\n\n- ‘He will not die.’"}
{"id":"book_06_08","context":"On the following page we can see some drawings depicting Jovino's experiences on a summer morning.\n\nLater that day, Jovino met his brother Gracilian and told him what happened (the English sentences correspond to the numbers in the figures above; the Tariana sentences are given in random order):\n\n. | ‘My dog bathed.’ | . | nahã pisanane kuphe nañhasika\n. | ‘The fishpl died.’ | . | tʃãɾi kuphene diyanamahka\n. | ‘The man cooked the fishpl.’ | . | pisana dipitaka\n. | ‘The dog stole his fishsg.’ | . | mawaɾi nuhã tʃinu diwhãmahka\n. | ‘Their cats ate the fishsg.’ | . | duhã tʃãɾi mawaɾine diinusika\n. | ‘The cat bathed.’ | . | mawaɾine nahã pisana nawhãpidaka\n. | ‘The snakes bit their cat.’ | . | nuhã tʃinu dipitasika\n. | ‘The snake bit my dog.’ | . | mawaɾi tʃãɾi diwhãmahka\n. | ‘My dog died.’ | . | kuphene nayãmika\n. | ‘Her husband ate.’ | . | nuhã tʃinu diyãmipidaka\n. | ‘The snake bit the man.’ | . | duhã tʃãɾi diñhaka\n. | ‘Her husband killed the snakes.’ | . | tʃinu dihã kuphe diituka\n\n[VISUAL OMITTED: images/Tariana_main.png]","query":"- Determine the correct correspondences.\n\n- How would Jovino describe the following situations in Tariana?\n\n[VISUAL OMITTED: images/Tariana_13.png] | [VISUAL OMITTED: images/Tariana_15.png]\n13. | ‘Her cat died.’ | 15. | ‘Her husband stole their dog.’\n\n[VISUAL OMITTED: images/Tariana_14.png] | [VISUAL OMITTED: images/Tariana_16.png]\n14. | ‘The fishpl bit my cat.’ | 16. | ‘The men cooked my fishsg.’\n\n- Translate into English the following sentences and explain in which situation might Jovino utter them:\n\n- dihã tʃinune nañhamahka\n\n- pisana nahã kuphene diinuka\n\n- mawaɾi tʃãɾi diwhãsika\n\n- duhã kuphene nañhapidaka","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.8. Tariana\n\n-\n\n- G.\n\n- I.\n\n- B.\n\n- L.\n\n- A.\n\n- C.\n\n- F.\n\n- D.\n\n- J.\n\n- K.\n\n- H.\n\n- E.\n\n-\n\n- duhã pisana diyãmisika\n\n- kuphene nuhã pisana nawhãka\n\n- duhã tʃãɾi nahã tʃinu diitupidaka\n\n- tʃãɾine nuhã kuphe nayanaka\n\n-\n\n- ‘His dogs ate.’ (Jovino heard the dogs eating, tearing the meat.)\n\n- ‘The cat killed their fishpl.’ (Jovino witnessed the action.)\n\n- ‘The snake bit the man.’ (Jovino saw the bleeding wound.)\n\n- ‘Her fishpl ate.’ (Someone told that to Jovino.)\n\nRules:\n\n- Word order: SOV, Possessor-Possessed\n\n- Possessives: nuhã = 1sg, dihã = 3sg masc, duhã = 3sg fem, nahã = 3pl\n\n- -ne = plural (for nouns)\n\n- Verb:\n\n- Subject number (di- = sg, na- = pl)\n\n- Stem\n\n- Evidential markers:\n\n- = visual (Jovino was a witness.)\n\n- -mah- = sensory non-visual (hearing/smell)\n\n- -si- = inferential (Jovino sees the result of the action.)\n\n- -pida- = reportative (Jovino finds out about it from someone else.)\n\n- -ka – Alternatively, this mark can be combined with the evidential markers, resulting in: -ka, -mahka, -sika, -pidaka).","source":"langsci_420","problem_group_id":"langsci420:6.8","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Tariana","author":"Michaela Svatošová","competition":"ČLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/06-Verb.tex","source_line_start":1251,"source_line_end":1296,"solution_line_start":1738,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nOn the following page we can see some drawings depicting Jovino's experiences on a summer morning.\n\nLater that day, Jovino met his brother Gracilian and told him what happened (the English sentences correspond to the numbers in the figures above; the Tariana sentences are given in random order):\n\n. | ‘My dog bathed.’ | . | nahã pisanane kuphe nañhasika\n. | ‘The fishpl died.’ | . | tʃãɾi kuphene diyanamahka\n. | ‘The man cooked the fishpl.’ | . | pisana dipitaka\n. | ‘The dog stole his fishsg.’ | . | mawaɾi nuhã tʃinu diwhãmahka\n. | ‘Their cats ate the fishsg.’ | . | duhã tʃãɾi mawaɾine diinusika\n. | ‘The cat bathed.’ | . | mawaɾine nahã pisana nawhãpidaka\n. | ‘The snakes bit their cat.’ | . | nuhã tʃinu dipitasika\n. | ‘The snake bit my dog.’ | . | mawaɾi tʃãɾi diwhãmahka\n. | ‘My dog died.’ | . | kuphene nayãmika\n. | ‘Her husband ate.’ | . | nuhã tʃinu diyãmipidaka\n. | ‘The snake bit the man.’ | . | duhã tʃãɾi diñhaka\n. | ‘Her husband killed the snakes.’ | . | tʃinu dihã kuphe diituka\n\n[VISUAL OMITTED: images/Tariana_main.png]\n- Determine the correct correspondences.\n\n- How would Jovino describe the following situations in Tariana?\n\n[VISUAL OMITTED: images/Tariana_13.png] | [VISUAL OMITTED: images/Tariana_15.png]\n13. | ‘Her cat died.’ | 15. | ‘Her husband stole their dog.’\n\n[VISUAL OMITTED: images/Tariana_14.png] | [VISUAL OMITTED: images/Tariana_16.png]\n14. | ‘The fishpl bit my cat.’ | 16. | ‘The men cooked my fishsg.’\n\n- Translate into English the following sentences and explain in which situation might Jovino utter them:\n\n- dihã tʃinune nañhamahka\n\n- pisana nahã kuphene diinuka\n\n- mawaɾi tʃãɾi diwhãsika\n\n- duhã kuphene nañhapidaka"}
{"id":"book_06_09","context":"Here are some verbal forms in Gee and their English translations in random order:\n\n. | baipaʔmedo | . | ‘I came first.’\n. | baitenedoleʔ | . | ‘Will youpl not come first?’\n. | biʔʃunerisa | . | ‘Yousg do not go.’\n. | biʔteme | . | ‘Youpl will only talk.’\n. | biʔtemirisadoleʔ | . | ‘I only ran.’\n. | dospaʔmi | . | ‘Will I not go?’\n. | dospaʔmiduʔaleʔ | . | ‘Do youpl only run?’\n. | dosʃuneduʔa | . | ‘Yousg only talked.’\n. | dosʃuneduʔadoleʔ | . | ‘Yousg will not come.’\n. | meʔpaʔmerisaleʔ | . | ‘Do yousg talk first?’\n. | meʔʃumeduʔa | . | ‘Did I not just run?’\n. | meʔtemiduʔa | . | ‘Youpl run.’","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- meʔpaʔmi\n\n- baiʃune\n\n- biʔʃunidoleʔ\n\n- meʔtemeleʔ\n\n- Translate into Gee:\n\n- ‘Do I talk?’\n\n- ‘Yousg will only run.’\n\n- ‘Youpl did not go first.’\n\n- ‘Do we just not come?’\n\n- ‘Yousg talk first.’\n\n- ‘Will I not run first?’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.9. Gee\n\n-\n\n- C.\n\n- F.\n\n- A.\n\n- I.\n\n- B.\n\n- L.\n\n- G.\n\n- E.\n\n- K.\n\n- J.\n\n- H.\n\n- D.\n\n-\n\n- ‘Youpl talk.’\n\n- ‘Did we not come?’\n\n- ‘I went.’\n\n- ‘Will yousg talk?’\n\n-\n\n- meʔpaʔneleʔ\n\n- dostemeduʔa\n\n- baiʃumirisado\n\n- biʔpaʔniduʔadoleʔ\n\n- meʔpaʔmerisa\n\n- dostenerisadoleʔ\n\nRules:\n\n| | Subject | | |\n(lr)3-4\nStem | Tense | Pers. | Number | Adverb | Neg | Q\n\nbiʔ (‘come’)\nbai (‘go’)\ndos (run)\nmeʔ (‘talk’)\n|\n\nʃu (past)\npaʔ (present)\nte (future)\n|\n\nn (1)\nm (2)\n|\n\ne (sg)\ni (pl)\n|\n\nduʔa (‘only’)\nrisa (‘first’)\n|\n\ndo\n|\n\nleʔ","source":"langsci_420","problem_group_id":"langsci420:6.9","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Gee","author":"Paul Helmer","competition":"RoLO","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1298,"source_line_end":1339,"solution_line_start":1797,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some verbal forms in Gee and their English translations in random order:\n\n. | baipaʔmedo | . | ‘I came first.’\n. | baitenedoleʔ | . | ‘Will youpl not come first?’\n. | biʔʃunerisa | . | ‘Yousg do not go.’\n. | biʔteme | . | ‘Youpl will only talk.’\n. | biʔtemirisadoleʔ | . | ‘I only ran.’\n. | dospaʔmi | . | ‘Will I not go?’\n. | dospaʔmiduʔaleʔ | . | ‘Do youpl only run?’\n. | dosʃuneduʔa | . | ‘Yousg only talked.’\n. | dosʃuneduʔadoleʔ | . | ‘Yousg will not come.’\n. | meʔpaʔmerisaleʔ | . | ‘Do yousg talk first?’\n. | meʔʃumeduʔa | . | ‘Did I not just run?’\n. | meʔtemiduʔa | . | ‘Youpl run.’\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- meʔpaʔmi\n\n- baiʃune\n\n- biʔʃunidoleʔ\n\n- meʔtemeleʔ\n\n- Translate into Gee:\n\n- ‘Do I talk?’\n\n- ‘Yousg will only run.’\n\n- ‘Youpl did not go first.’\n\n- ‘Do we just not come?’\n\n- ‘Yousg talk first.’\n\n- ‘Will I not run first?’"}
{"id":"book_06_10","context":"Here are some sentences in Gyarung and their English translations:\n\n. | ŋəñe no tast'on | ‘We will take care of yousg.’\n. | no ŋəñe kəust'oi | ‘Yousg will take care of us.’\n. | wəjonǯəskə ŋəñe wəst'oi | ‘They two will take care of us.’\n. | ŋənǯe ño tast'oñ | ‘We two will take care of youpl.’\n. | wəjoñek nǯo təust'ončh | ‘They will take care of you two.’\n. | wəjok ŋəñe wəst'oi | ‘He will take care of us.’\n. | wəjok no təust'on | ‘He will take care of yousg.’\n. | wəjonǯəskə ño təust'oñ | ‘They two will take care of youpl.’\n. | ŋəñe ño tast'oñ | ‘We will take care of youpl.’\n. | wəjoñek ŋənǯe wəst'očh | ‘They will take care of us two.’\n. | ño ŋa kəust'oŋ | ‘Youpl will take care of me.’\n\n. | #1 | ‘#2’\n\nFor tasks (b) and (c), you are given the following additional sentences:\n\n. | wəjonǯəskə ŋənǯe nɐrə ño t'has wəst'oi\n| ‘They two will take care of us two and youpl together.’\n. | wəjok no nɐrə wəjoñe t'has təust'oñ\n| ‘He will take care of yousg and them together.’\n. | no ŋənǯe nɐrə wəjo t'has kəust'oi\n| ‘Yousg will take care of us two and him together.’\n\nčh, ñ, ŋ, t', t'h and ǯ are consonants; ɐ and ə are vowels.","query":"- Translate into English:\n\n- no ŋa kəust'oŋ\n\n- wəjonǯəskə no təust'on\n\n- ño ŋənǯe kəust'očh\n\n[resume]\n\n- Here is a Gyarung sentence, in which a single word is missing:\n18. ŋəñe _______ nɐrə wəjo t'has tast'ončh\n\n- Fill in the missing word and translate the sentence into English.\n\n- Translate into Gyarung:\n\n- ‘I will take care of you two.’\n\n- ‘They two will take care of me.’\n\n- ‘They will take care of me and you two together.’\n\n- ‘Yousg will take care of me and him together.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.10. Gyarung\n\n-\n\n- ‘Yousg will take care of me.’\n\n- ‘They two will take care of yousg.’\n\n- ‘Youpl will take care of us two.’\n\n- 18. Missing word: no\n18. Translation: ‘We will take care of yousg and him together.’\n\n-\n\n- ŋa nǯo tast'ončh\n\n- wəjonǯəskə ŋa wəst'oŋ\n\n- wəjoñek ŋa nɐrə nǯo t'has wəst'oi\n\n- no ŋa nɐrə wəjo t'has kəust'očh\n\nRules:\n\n- Structure: S O (nɐrə O' t'has) V\nFor complex sentences, V refers to the sum of the objects (yousg + me = us two; yousg + us two = us; him + yousg = you two, etc.)\n\n- Pronouns (S = O):\n\n| sg | du | pl\n1 | ŋa | ŋənǯe | ŋañe\n2 | no | nǯo | ño\n3 | wəjok | wəjonǯəskə | wəjoñek\n\nfinal k is dropped if it's an object\n\n- Verb:\n\n- Information about 2nd person: t = O2, k = S2, w = 2\n\n- Subject and object person: a = S1–O2, ə = S3–O1, ə = S2–O1 or S3–O2\n\nNotebulbonAn alternative (and simpler) explanation can combine the first two morphemes into one. We can write: ta = S1–O2, təu = S3–O2, wə = S3–O1, kəu = S2–O1.\n\n- abc\n\n- st'o – it most likely represents the stem, possibly including the TAM marker\n\n- Information about the subject:\n\n| sg | du | pl\n1 | ŋ | čh | i\n2 | n | nčh | ñ","source":"langsci_420","problem_group_id":"langsci420:6.10","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Gyarung","author":"Svetlana Britova","competition":"MSK","year":1998,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":2,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1341,"source_line_end":1401,"solution_line_start":1866,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Gyarung and their English translations:\n\n. | ŋəñe no tast'on | ‘We will take care of yousg.’\n. | no ŋəñe kəust'oi | ‘Yousg will take care of us.’\n. | wəjonǯəskə ŋəñe wəst'oi | ‘They two will take care of us.’\n. | ŋənǯe ño tast'oñ | ‘We two will take care of youpl.’\n. | wəjoñek nǯo təust'ončh | ‘They will take care of you two.’\n. | wəjok ŋəñe wəst'oi | ‘He will take care of us.’\n. | wəjok no təust'on | ‘He will take care of yousg.’\n. | wəjonǯəskə ño təust'oñ | ‘They two will take care of youpl.’\n. | ŋəñe ño tast'oñ | ‘We will take care of youpl.’\n. | wəjoñek ŋənǯe wəst'očh | ‘They will take care of us two.’\n. | ño ŋa kəust'oŋ | ‘Youpl will take care of me.’\n\n. | #1 | ‘#2’\n\nFor tasks (b) and (c), you are given the following additional sentences:\n\n. | wəjonǯəskə ŋənǯe nɐrə ño t'has wəst'oi\n| ‘They two will take care of us two and youpl together.’\n. | wəjok no nɐrə wəjoñe t'has təust'oñ\n| ‘He will take care of yousg and them together.’\n. | no ŋənǯe nɐrə wəjo t'has kəust'oi\n| ‘Yousg will take care of us two and him together.’\n\nčh, ñ, ŋ, t', t'h and ǯ are consonants; ɐ and ə are vowels.\n- Translate into English:\n\n- no ŋa kəust'oŋ\n\n- wəjonǯəskə no təust'on\n\n- ño ŋənǯe kəust'očh\n\n[resume]\n\n- Here is a Gyarung sentence, in which a single word is missing:\n18. ŋəñe _______ nɐrə wəjo t'has tast'ončh\n\n- Fill in the missing word and translate the sentence into English.\n\n- Translate into Gyarung:\n\n- ‘I will take care of you two.’\n\n- ‘They two will take care of me.’\n\n- ‘They will take care of me and you two together.’\n\n- ‘Yousg will take care of me and him together.’"}
{"id":"book_06_11","context":"Here are some sentences in Hakhun and their English translations:\n\n. | ŋa ka kɤ ne | ‘Do I go?’\n. | nɤ ʒip tuʔ ne | ‘Did yousg sleep?’\n. | ŋabə ati lapkʰi tɤʔ ne | ‘Did I see him?’\n. | nirum kəmə nuʔrum cʰam ki ne | ‘Do we know youpl?’\n. | nɤbə ŋa lapkʰi rɤ ne | ‘Do yousg see me?’\n. | tarum kəmə nɤ lan tʰu ne | ‘Did they beat yousg?’\n. | nuʔrum kəmə ati lapkʰi kan ne | ‘Do youpl see him?’\n. | nɤbə ati cʰam tuʔ ne | ‘Did yousg know him?’\n. | tarum kəmə nirum lapkʰi ri ne | ‘Do they see us?’\n. | ati kəmə ŋa lapkʰi tʰɤ ne | ‘Did he see me?’\n\ncʰ, kʰ, ŋ, tʰ, ʒ and ʔ are consonants; ə and ɤ are vowels.","query":"- Translate into English:\n\n- nɤ ʒip ku ne\n\n- ati kəmə nirum lapkʰi tʰi ne\n\n- tarum kəmə nuʔrum cʰam ran ne\n\n- nirum kəmə tarum lan ki ne\n\n- nirum kəmə nɤ cʰam tiʔ ne\n\n- nirum ka tiʔ ne\n\n- Translate into Hakhun:\n\n- ‘Did I beat yousg?’\n\n- ‘Did they seem me?’\n\n- ‘Does he know yousg?’\n\n- ‘Do youpl sleep?’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.11. Hakhun\n\n-\n\n- ‘Do yousg sleep?’\n\n- ‘Did he see us?’\n\n- ‘Do they know youpl?’\n\n- ‘Do we beat them?’\n\n- ‘Did we know yousg?’\n\n- ‘Did we go?’\n\n-\n\n- ŋabə nɤ lan tɤʔ ne\n\n- tarum kəmə ŋa lapkʰi tʰɤ ne\n\n- ati kəmə nɤ cʰam ru ne\n\n- nuʔrum ʒip kan ne\n\nRules:\n\n- Word order: S O V X ne\n\n- S: in transitive sentences, it receives the suffix -bə (if S is 1sg or 2sg) or the word kəmə placed after the subject (otherwise).\n\n- X: hierarchy 1 > 2 > 3:\n\nt- -ʔ | past, S>O | ɤ | 1sg\ntʰ- | past, S<O | i | 1pl\nk- | present, S>O | u | 1 & 2sg\nr- | present, S>O | an | 1 & 2pl","source":"langsci_420","problem_group_id":"langsci420:6.11","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Hakhun","author":"Peter Arkadiev","competition":"IOL","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1403,"source_line_end":1445,"solution_line_start":1929,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Hakhun and their English translations:\n\n. | ŋa ka kɤ ne | ‘Do I go?’\n. | nɤ ʒip tuʔ ne | ‘Did yousg sleep?’\n. | ŋabə ati lapkʰi tɤʔ ne | ‘Did I see him?’\n. | nirum kəmə nuʔrum cʰam ki ne | ‘Do we know youpl?’\n. | nɤbə ŋa lapkʰi rɤ ne | ‘Do yousg see me?’\n. | tarum kəmə nɤ lan tʰu ne | ‘Did they beat yousg?’\n. | nuʔrum kəmə ati lapkʰi kan ne | ‘Do youpl see him?’\n. | nɤbə ati cʰam tuʔ ne | ‘Did yousg know him?’\n. | tarum kəmə nirum lapkʰi ri ne | ‘Do they see us?’\n. | ati kəmə ŋa lapkʰi tʰɤ ne | ‘Did he see me?’\n\ncʰ, kʰ, ŋ, tʰ, ʒ and ʔ are consonants; ə and ɤ are vowels.\n- Translate into English:\n\n- nɤ ʒip ku ne\n\n- ati kəmə nirum lapkʰi tʰi ne\n\n- tarum kəmə nuʔrum cʰam ran ne\n\n- nirum kəmə tarum lan ki ne\n\n- nirum kəmə nɤ cʰam tiʔ ne\n\n- nirum ka tiʔ ne\n\n- Translate into Hakhun:\n\n- ‘Did I beat yousg?’\n\n- ‘Did they seem me?’\n\n- ‘Does he know yousg?’\n\n- ‘Do youpl sleep?’"}
{"id":"book_06_12","context":"Here are some verbal forms in Cree (in the Plains Cree dialect) and their English translations:\n\n. | kiwīminahitin | ‘I want to make you drink.’\n. | ninanāskomik | ‘He thanks me.’\n. | kiwīminahāw | ‘You want to make him drink.’\n. | kikīwāpamin | ‘You saw me.’\n. | nikīminahikwak | ‘They made me drink.’\n. | nikananāskomāw | ‘I will thank him.’\n. | kikīnanāskomik | ‘He thanked you.’\n. | kikaminahāwak | ‘You will make them drink.’\n\nA bar above a vowel denotes length.","query":"- Translate into English:\n\n- niwīwāpamāwak\n\n- kiminahin\n\n- ninanāskomikwak\n\n- kikawāpamik\n\n- Translate into Cree:\n\n- ‘I saw you.’\n\n- ‘I want to thank him.’\n\n- ‘You will thank me.’\n\n- ‘I make them drink.’\n\n- ‘He wants to see me.’\n\n- ‘They see you.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.12. Cree\n\n-\n\n- ‘I want to see them.’\n\n- ‘You make me drink.’\n\n- ‘They thank me.’\n\n- ‘He will see you.’\n\n-\n\n- kikīwāpamitin\n\n- niwīnanāskomāw\n\n- kikananāskomin\n\n- niminahāwak\n\n- niwīwāpamik\n\n- kiwāpamikwak\n\nRules:\n\n*Option 1 – Detailed\n\n- Existence of 2sg:\n\n- ki = exists (S or O)\n\n- ni = does not exist\n\n- TAM markers:\n\n- wī = volitive (‘to want to’)\n\n- kī = past\n\n- = present\n\n- ka = future\n\n- Stem\n\n- minah = ‘to make drink’\n\n- nanāskom = ‘to thank’\n\n- wāpam = ‘to see’\n\n- Information about 3rd person\n\n- ik = S3sg\n\n- ikwak = S3pl\n\n- āw = O3sg\n\n- āwak = O3pl\n\n- in = 3 & S2sg\n\n- itin = 3 & O2sg\n\n*Option 2 – Condensed\n\n2nd pers. | TAM | Stem | S/O\n\nki\nni\n|\n\n= present\nwī = volitive\nkī = past\nka = future\n|\n\nminah = ‘to make drink’\nnanāskom = ‘to thank’\n\nwāpam = ‘to see’\n|\n\n-ik(wak) = S3sg(pl)\n-āw(ak) = O3sg(pl)\n-in = 3 & S2sg\n-itin = 3 & O2sg","source":"langsci_420","problem_group_id":"langsci420:6.12","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Cree","author":"Ivan Derzhanski","competition":"MSK","year":2008,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1447,"source_line_end":1489,"solution_line_start":1967,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some verbal forms in Cree (in the Plains Cree dialect) and their English translations:\n\n. | kiwīminahitin | ‘I want to make you drink.’\n. | ninanāskomik | ‘He thanks me.’\n. | kiwīminahāw | ‘You want to make him drink.’\n. | kikīwāpamin | ‘You saw me.’\n. | nikīminahikwak | ‘They made me drink.’\n. | nikananāskomāw | ‘I will thank him.’\n. | kikīnanāskomik | ‘He thanked you.’\n. | kikaminahāwak | ‘You will make them drink.’\n\nA bar above a vowel denotes length.\n- Translate into English:\n\n- niwīwāpamāwak\n\n- kiminahin\n\n- ninanāskomikwak\n\n- kikawāpamik\n\n- Translate into Cree:\n\n- ‘I saw you.’\n\n- ‘I want to thank him.’\n\n- ‘You will thank me.’\n\n- ‘I make them drink.’\n\n- ‘He wants to see me.’\n\n- ‘They see you.’"}
{"id":"book_06_13","context":"Here are some sentences in Ainu (in the Shizunai dialect) and their English translations:\n\n. | ikupa as wa isam | ‘We drank.’\n. | inkartek an wa an | ‘I was glancing.’\n. | e inkar wa an | ‘Yousg were seeing.’\n. | inu wa isam | ‘He listened.’\n. | iperepa wa oka | ‘They were feeding.’\n. | e ipe wa an | ‘Yousg were eating.’\n. | eci inuruypa wa oka | ‘Youpl were listening a lot.’\n. | cie koretek wa isam | ‘We lent yousg.’\n. | cieci nukarruypa wa isam | ‘We stared at youpl.’\n. | eun nurepa wa oka | ‘Yousg were telling us.’\n. | un etekpa wa oka | ‘He was tasting us.’\n. | ecien nutek wa an | ‘Youpl were listening to me a little.’\n. | an yaynu wa isam | ‘I thought.’\n. | an eruypa wa oka | ‘I was devouring them.’\n. | inuruypa as wa isam | ‘We listened a lot.’\n. | en e wa an | ‘They were eating me.’\n. | e yaykore wa isam | ‘Yousg gave yourself.’\n. | cieci nurepa wa oka | ‘We were telling youpl.’","query":"- Translate into English in all possible ways:\n\n- e nukarepa wa isam\n\n- e koreruy wa an\n\n- ci yaynukarpa wa oka\n\n- nuruypa wa isam\n\n- iperuy an wa isam\n\n- [blank]\n\n- Translate into Ainu:\n\n- ‘He was listening to youpl.’\n\n- ‘We ate.’\n\n- ‘Yousg were thinking a lot.’\n\n- ‘They were staring.’\n\n- ‘We were borrowing him.’\n\n- ‘I glanced at them.’\n\n- ‘Youpl fed yourselves.’\n\n- ‘Yousg were chattering to us.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.13. Ainu\n\n-\n\n- ‘Yousg showed them.’\n\n- ‘He was giving a lot to yousg.’ / ‘They were giving a lot to yousg.’ / ‘Yousg were giving a lot to him.’\nYou can also use other ways to express ‘give a lot’, such as ‘be generous’ etc.\n\n- ‘We were seeing ourselves.’\n\n- ‘He listened a lot to them.’ / ‘They listened a lot to them.’\n\n- ‘I ate a lot.’\n\n-\n\n- eci nupa wa oka\n\n- ipepa as wa isam\n\n- e yaynuruy wa an\n\n- inkarruypa wa oka\n\n- ci koretekre wa an\n\n- an nukartekpa wa isam\n\n- eci yayerepa wa isam\n\n- eun nureruypa wa oka\n\nRules:\n\n- Tense/Aspect: placed at the end of the structure.\n\n- past simple (perfective): wa isam\n\n- past continuous (imperfective):\n\n- wa an – if the verb is considered singularThe plurality of the verb is determined by the subject (for intransitive verbs) or by the object (for transitive verbs). In other words, the verb plurality follows an ergative marking – see Section morphoalign.\n\n- wa oka – if the verb is considered pluralSee previous footnote.\n\n- Pronoun markers\n\nPerson | S (Intransitive) | S (Transitive) | Object\n1 sg | -an | an- | en-\n2 sg | e- | e- | e-\n3 sg | | |\n1 pl | -as | ci- | un-\n2 pl | eci- | eci- | eci-\n3 pl | | |\n\n- The hyphen that precedes or follows the morpheme shows its position with respect to the verb (before or after). In the case of transitive verbs, if both arguments are placed before the verb, they are placed in the order subject – object and they fuse together into a single word.\n\n- Marker for verb plurality (as defined above): suffix -pa is placed after the verbal affixes (if any).\n\n- Verbal affixes:\n\n- yay- = reflexive (‘to think’ = ‘to hear yourself’)\n\n- -ruy = intensifier (can be translated by ‘a lot’, but it can also be lexicalised in the choice of verb: ‘to eat’ – ‘to devour’, ‘to see’ – ‘to stare’)\n\n- -tek = mitigator (the opposite of -ruy: ‘to eat’ – ‘to taste’, ‘to see’ – ‘to glance’)\n\n- –(r)e: causative (‘to eat’ to make someone eat = ‘to feed’, ‘to see’ to make someone see = ‘to show’). Additionally, -re e / r _\n\n- Verbal stems: Each verb has two different stems, for transitive and intransitive:\n\nEnglish | Intransitive | Transitive\n‘to eat’ | ipe | e\n‘to see’ | inkar | nukar\n‘to listen’ | inu | nu\n‘to drink’ | iku |\n‘to give’ | | koreIn reality, the stem kore (‘to give’) comes from the stem kor (‘to have’) + causative marker (‘to have’ to make someone have = ‘to give’).","source":"langsci_420","problem_group_id":"langsci420:6.13","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Ainu","author":"Vlad A. Neacșu","competition":"RoLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1491,"source_line_end":1540,"solution_line_start":2066,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Ainu (in the Shizunai dialect) and their English translations:\n\n. | ikupa as wa isam | ‘We drank.’\n. | inkartek an wa an | ‘I was glancing.’\n. | e inkar wa an | ‘Yousg were seeing.’\n. | inu wa isam | ‘He listened.’\n. | iperepa wa oka | ‘They were feeding.’\n. | e ipe wa an | ‘Yousg were eating.’\n. | eci inuruypa wa oka | ‘Youpl were listening a lot.’\n. | cie koretek wa isam | ‘We lent yousg.’\n. | cieci nukarruypa wa isam | ‘We stared at youpl.’\n. | eun nurepa wa oka | ‘Yousg were telling us.’\n. | un etekpa wa oka | ‘He was tasting us.’\n. | ecien nutek wa an | ‘Youpl were listening to me a little.’\n. | an yaynu wa isam | ‘I thought.’\n. | an eruypa wa oka | ‘I was devouring them.’\n. | inuruypa as wa isam | ‘We listened a lot.’\n. | en e wa an | ‘They were eating me.’\n. | e yaykore wa isam | ‘Yousg gave yourself.’\n. | cieci nurepa wa oka | ‘We were telling youpl.’\n- Translate into English in all possible ways:\n\n- e nukarepa wa isam\n\n- e koreruy wa an\n\n- ci yaynukarpa wa oka\n\n- nuruypa wa isam\n\n- iperuy an wa isam\n\n- [blank]\n\n- Translate into Ainu:\n\n- ‘He was listening to youpl.’\n\n- ‘We ate.’\n\n- ‘Yousg were thinking a lot.’\n\n- ‘They were staring.’\n\n- ‘We were borrowing him.’\n\n- ‘I glanced at them.’\n\n- ‘Youpl fed yourselves.’\n\n- ‘Yousg were chattering to us.’"}
{"id":"book_06_14","context":"Here are some verbal forms in Rotokas and their English translations in random order:\n\n. | aloravirovo | . | ‘I went’\n. | iparaepa | . | ‘I threw it’\n. | ourovo | . | ‘I just talked’\n. | oraoupaveiepa | . | ‘I just devoured it’\n. | orareoveiepo | . | ‘I just confessed’\n. | reoraepo | . | ‘he moved it’\n. | reoraviroepo | . | ‘he just took it’\n. | rupupaveiepo | . | ‘we two just discussed’\n. | rururova | . | ‘we two were just swimming’\n. | vikirava | . | ‘we two were getting married’","query":"- Determine the correct correspondences, knowing that:\n\noraruruveiepa | = | ‘we two moved ourselves’\n\naloparovo | = | ‘he was just eating it’\n\n- Translate into English:\n\n- rupuraepo\n\n- ouparava\n\n- reoparoepa\n\n- oraruruveviroepa\n\n- Translate into Rotokas:\n\n- ‘I was devouring him’\n\n- ‘he was just getting married’\n\n- ‘we two just jumped’\n\n- ‘we two arrived’\n\n- ‘we two ate it’\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.14. Rotokas\n\n-\n\n- D.\n\n- A.\n\n- G.\n\n- J.\n\n- H.\n\n- C.\n\n- E.\n\n- I.\n\n- F.\n\n- B.\n\n-\n\n- ‘I just swam’\n\n- ‘I was taking him’\n\n- ‘he was talking’\n\n- ‘we two emigrated’\n\n-\n\n- aloparavirova\n\n- oraouparoepo\n\n- oravikiveiepo\n\n- ipaveviroepa\n\n- aloveva\n\nRules:\n\n- ora- = reciprocal / reflexive (‘to move’ ‘to move oneself’; ‘to take’ to take oneself = ‘to marry’; ‘to speak’ ‘to discuss’; ‘to throw’ ‘to jump’);\n\n- Stem: -alo- = ‘to eat’, -ipa- = ‘to go’, -ou- = ‘to take’, -reo- = ‘to speak’, -rupu- = ‘to swim’, -ruru- = ‘to move’, -viki- = ‘to throw’;\n\n- -pa- = imperfect (progressive aspect);\n\n- Subject: -ra- = 1sg, -ro- = 3sg, -ve- = 1d;\n\n- -viro- = intensifier / to do till the end (‘to eat’ ‘to devour’; ‘to talk’ ‘to confess’; ‘to walk’ ‘to arrive’ = to walk till the end; ‘to move oneself’ ‘to emigrate’);\n\n- Transitivity: -v- = transitive, -(i)ep- = intransitive (ep iep / e _);\n\n- -a = far past, -o = recent past (‘just’).\n\nNotebulbonIn this language, the reflexive is considered intransitive (it takes the marker -ep-), while in Ainu (previous problem), the reflexive is considered transitive (it uses the transitive form of the stem).","source":"langsci_420","problem_group_id":"langsci420:6.14","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Rotokas","author":"Theodor Cucu","competition":"RoLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1542,"source_line_end":1585,"solution_line_start":2144,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some verbal forms in Rotokas and their English translations in random order:\n\n. | aloravirovo | . | ‘I went’\n. | iparaepa | . | ‘I threw it’\n. | ourovo | . | ‘I just talked’\n. | oraoupaveiepa | . | ‘I just devoured it’\n. | orareoveiepo | . | ‘I just confessed’\n. | reoraepo | . | ‘he moved it’\n. | reoraviroepo | . | ‘he just took it’\n. | rupupaveiepo | . | ‘we two just discussed’\n. | rururova | . | ‘we two were just swimming’\n. | vikirava | . | ‘we two were getting married’\n- Determine the correct correspondences, knowing that:\n\noraruruveiepa | = | ‘we two moved ourselves’\n\naloparovo | = | ‘he was just eating it’\n\n- Translate into English:\n\n- rupuraepo\n\n- ouparava\n\n- reoparoepa\n\n- oraruruveviroepa\n\n- Translate into Rotokas:\n\n- ‘I was devouring him’\n\n- ‘he was just getting married’\n\n- ‘we two just jumped’\n\n- ‘we two arrived’\n\n- ‘we two ate it’\n\n- [blank]"}
{"id":"book_06_15","context":"Here are some sentences in Dinka (in the Agar dialect) and their English translations:\n\n. | dàam báng | ‘Do I catch the chief?’\n. | báng àdɔ́ɔm jò | ‘It's the chief that the dog catches.’\n. | rów àpíik wèng | ‘It's the hippo that the cow pushes.’\n. | rów àdɔ̀m jó | ‘The hippo catches the dog.’\n. | tɛ̀ɛɛt wéng | ‘Do I curse the cow?’\n. | ghɛ̂ɛn àgèl rów | ‘I protect the hippo.’\n. | tèeet kwàc ghɛ̂ɛn | ‘Does the leopard curse me?’\n. | gèeet bàng jó | ‘Does the chief cook the dog?’\n. | jó àgéeet bàng | ‘It's the dog that the chief cooks.’\n. | gèel jò kwác | ‘Does the dog protect the leopard?’\n. | jó àlɔ̀ɔk ê | ‘The dog washes him.’\n. | gɔ̀ɔɔr kwác | ‘Do I seek the leopard?’\n. | báng àgòor kwác | ‘The chief seeks the leopard.’\n. | rów àwèc wéng | ‘The hippo hits the cow.’\n. | wéng àwèc ê | ‘The cow hits him.’\n\n- ‘I cook the leopard.’\n\n- ‘Do I cook the dog?’\n\n- ‘The leopard washes the hippo.’\n\n- ‘It's the leopard that the chief washes.’\n\n- ‘Do I wash the chief?’\n\n- ‘I hit him.’\n\n- ‘Does the hippo push the dog?’\n\n- ‘Does the cow hit the dog?’\n\n- ‘The chief curses him.’\n\n- ‘It's me that the hippo protects.’\n\nVowel doubling and tripling denotes length (short a, medium aa, long aaa). The marks \"25CC\"300, \"25CC\"301, and \"25CC\"302 above the vowel denote low, high, and falling tones respectively.\n\nɛ and ɔ are vowels similar to e and o respectively, but pronounced with a more open mouth (but less open than a).\n\nThe language features two types of vowel phonation, but they were not included in the problem for simplicity.","query":"- Translate into Dinka:","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"6.15. Dinka\n\n-\n\n- ghɛ̂ɛn àgèet kwác\n\n- gɛ̀ɛɛt jó\n\n- kwác àlɔ̀ɔk rów\n\n- kwác àlɔ́ɔɔk bàng\n\n- làaak báng\n\n- ghɛ̂ɛn àwèc ê\n\n- pìik ròw jó\n\n- wèec wèng jó\n\n- báng àtèet ê\n\n- ghɛ̂ɛn àgéel ròw\n\nRules:\n\n- Sentence structure:\n\n- Active (e.g., ‘The dog catches the hippo.’) – word order S V O\n\n- Active with focused object (e.g., ‘It's the hippo that the dog catches.’) – word order O V S;\nthe tone of the subject becomes low.\n\n- Interrogative (e.g., ‘Does the dog catch the hippo?’) – word order V S O;\nthe tone of the subject becomes low.\n\n- Verb\n\n- Stems:\n\n- dɔ̀m = ‘to catch’\n\n- gèl = ‘to protect’\n\n- gèet = ‘to cook’\n\n- gòor = ‘to seek’\n\n- lɔ̀ɔk = ‘to wash’\n\n- pìk = ‘to push’\n\n- tèet = ‘to curse’\n\n- wèc = ‘to hit’\n\n- Active:\nAdd prefix à-.\n\n- Interrogative:\nVowels lengthen by one degree (short medium long).\nIf the subject is 1sg, vowel opens by one degree (i e ɛ a and u o ɔ a).\n\n- Active (focused object):\nAdd prefix à-.\nThe vowel lengthens by one degree.\nThe tone becomes high.","source":"langsci_420","problem_group_id":"langsci420:6.15","chapter":6,"chapter_title":"Verb and verb phrase","section":9,"section_title":"Practice problems","topic":"verb morphology and argument structure","language":"Dinka","author":"Michal Láznička","competition":"ČLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c06_s01_p01","book_method_c06_s02_p01","book_method_c06_s03_p01","book_method_c06_s03_p02","book_method_c06_s03_p03","book_method_c06_s03_p04","book_method_c06_s04_p01","book_method_c06_s06_p01","book_method_c06_s07_p01","book_method_c06_s08_p01","book_method_c06_s08_p02"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/06-Verb.tex","source_line_start":1587,"source_line_end":1632,"solution_line_start":2194,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Verb and verb phrase\nPractice problems\nverb morphology and argument structure\nThis practice problem belongs to the book's Verb and verb phrase chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Dinka (in the Agar dialect) and their English translations:\n\n. | dàam báng | ‘Do I catch the chief?’\n. | báng àdɔ́ɔm jò | ‘It's the chief that the dog catches.’\n. | rów àpíik wèng | ‘It's the hippo that the cow pushes.’\n. | rów àdɔ̀m jó | ‘The hippo catches the dog.’\n. | tɛ̀ɛɛt wéng | ‘Do I curse the cow?’\n. | ghɛ̂ɛn àgèl rów | ‘I protect the hippo.’\n. | tèeet kwàc ghɛ̂ɛn | ‘Does the leopard curse me?’\n. | gèeet bàng jó | ‘Does the chief cook the dog?’\n. | jó àgéeet bàng | ‘It's the dog that the chief cooks.’\n. | gèel jò kwác | ‘Does the dog protect the leopard?’\n. | jó àlɔ̀ɔk ê | ‘The dog washes him.’\n. | gɔ̀ɔɔr kwác | ‘Do I seek the leopard?’\n. | báng àgòor kwác | ‘The chief seeks the leopard.’\n. | rów àwèc wéng | ‘The hippo hits the cow.’\n. | wéng àwèc ê | ‘The cow hits him.’\n\n- ‘I cook the leopard.’\n\n- ‘Do I cook the dog?’\n\n- ‘The leopard washes the hippo.’\n\n- ‘It's the leopard that the chief washes.’\n\n- ‘Do I wash the chief?’\n\n- ‘I hit him.’\n\n- ‘Does the hippo push the dog?’\n\n- ‘Does the cow hit the dog?’\n\n- ‘The chief curses him.’\n\n- ‘It's me that the hippo protects.’\n\nVowel doubling and tripling denotes length (short a, medium aa, long aaa). The marks \"25CC\"300, \"25CC\"301, and \"25CC\"302 above the vowel denote low, high, and falling tones respectively.\n\nɛ and ɔ are vowels similar to e and o respectively, but pronounced with a more open mouth (but less open than a).\n\nThe language features two types of vowel phonation, but they were not included in the problem for simplicity.\n- Translate into Dinka:"}
{"id":"book_07_01","context":"Here are some sentences in Nung and their English translations:\n\n. | Cáu ca vửhn nhahng kíhn.\n| ‘I was about to continue to eat it.’\n. | Cáu cháhn slờng páy mi?\n| ‘Do I truly want to go?’\n. | Cáu mi slày kíhn.\n| ‘I don't have to eat it.’\n. | Cáu ngám hẻht pehn tế.\n| ‘I did it like that just now.’\n. | Cáu tan đohc hảhn mưhng.\n| ‘I only see you.’\n. | Cáu vửhn nhahng bô sạhm tảhng hẻht hơn.\n| ‘I also continue to build the house alone.’\n. | Da kíhn!\n| ‘Don't eat it!’\n. | Da khải hơn!\n| ‘Don't sell the house!’\n. | Mưhn chớng ca cháhn fải khải.\n| ‘Then she truly was about to have to sell it.’\n. | Mưhn mi cháhn đày non.\n| ‘She truly can't sleep.’\n. | Mưhn náhc-thày chớng bô sạhm kíhn.\n| ‘Then she also just previously ate it.’\n. | Mưhng náhc-thày slờng tảhng páy.\n| ‘You wanted to go alone just previously.’","query":"- Translate into English:\n\n- Cáu cháhn đày non.\n\n- Da páy non!\n\n- Mưhn bô sạhm mi slờng hẻht hơn mi?\n\n- Mưhn ngám bô sạhm páy hơn.\n\n- Translate into Nung:\n\n- ‘I wasn't about to eat it just previously.’\n\n- ‘She didn't have to eat it alone like that just now.’\n\n- ‘The house truly can't eat you.’\n\n- ‘Then were you also about to go just previously?’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"- Step 1. We notice the repetition of the first word, which we can easily correlate with the subject pronoun (cáu = ‘I’, mưhng = ‘you’, mưhn = ‘she’). This is also confirmed by sentence 5 where we notice that the object has the same form (therefore, S = O).\n\nMoreover, we notice that sentences 7 and 8 both start with da and both are in the (negative) imperative mood. We therefore deduce that da is the negative imperative marker.\n\n- Step 2. In sentence 7, we have only one word remaining to be translated (kíhn). This must be the verb (with semantic content), so kíhn = ‘to eat’. This is also confirmed by sentences 1, 3, and 11.\n\nIn sentence 8, we have only two remaining words, so one must be the verb, while the other must represent the noun ‘house’. Comparing with sentence 9, we deduce that khải = ‘to sell’ and hơn = ‘house’. Moreover, we infer that for negative imperative sentences the word order is Da V O. Furthermore, since in sentence 7 ‘it’ is not translated, we infer that the 3sg pronominal object is unmarked.\n\nSince we have already identified two verbs, we continue to focus on the verbs. From sentences 2 and 12, we deduce that pȧy = ‘to go’.\n\n- Step 3. Based on sentence comparison, we can also identify most of the vocabulary, especially the adverbs: chớng = ‘then’, náhc-thày = ‘just previously’, bô sạhm = ‘also’, cháhn = ‘truly’, tảhng = ‘alone’.\n\nBased on the same principle, we can identify some modal verbs: ca = ‘was about to’, vửhn nhahng = ‘continue to’.\n\nLastly, since we already know that cháhn = ‘truly’, we are left with slờng = ‘want to’.\n\n- Step 4. Based on the above words, sentence 6 is left with only one untranslated word, mainly hẻht = ‘to build’. On the other hand, we notice the same word in sentence 4, this time meaning ‘to do’ (we can assume it also represents a verb). Therefore, we deduce that in Nung, similar to many languages derived from Latin, ‘to build a house’ = ‘to do (make) a house’.\n\nComparing sentences 3 and 10, we infer that mi is a negative marker. Nevertheless, the same marker occurs in sentence 2. Since the only thing left undiscovered in sentence 2 is the interrogation, we deduce that mi is also an interrogative marker. Moreover, we notice that if mi marks a question, it will be placed at the very end of the sentence (it is rather common that the interrogative marker is placed at the end of the sentence). Therefore, mi represents two distinct morphemes: an interrogative marker (in which case it is placed last in the sentence) or a negative marker (in which case it is placed directly after the subject).\n\nSentences 3 and 10 have only one untranslated phrase, ‘to have to’. Nevertheless, we notice that in Nung there are two distinct words: slày and fải. The simplest explanation for the variation between the two forms is that one is used in positive (affirmative) sentences, while the other is used in negative sentences. There can be many other explanations, such as one appears if the subject is 1sg, while the other if the subject is 3sg, but this explanation does not make sense linguistically.The linguistic explanation for which the polarity distinction (affirmative vs. negative) is more likely to be the one that is responsible for the different verb form (rather than the subject of the sentence) is that, usually, suppletive forms are driven by intrinsic characteristics of the verb (polarity, TAM, etc.) and not by their interaction with the arguments. Moreover, there are two possible interpretations regarding these two forms: either there are two completely different verbs (e.g., in English the negation of must is usually not have to), or there are two suppletive forms of the same verb, one being used in affirmative sentences and the other in negative ones.\n\n- Step 5. In sentence 10, we are left with two words: đày and non, which mean (not necessarily in this order) ‘to sleep’ and ‘can’. Comparing the examples we have got so far, we notice that the modal verb is always placed before the semantic verb. Thus, we deduce that đày = ‘can’ and non = ‘to sleep’.\n\nUsing a similar thought process in sentence 4, in which we need to identify the words meaning ‘like that’ and ‘just now’, we can assume that ‘just now’ will behave similarly to ‘just previously’ since they both have a similar form and meaning. Since ‘just previously’ appears before the verb (and even immediately after the subject), it is likely that ngám = ‘just now’ and pehn tế = ‘like that’.\n\nThe only words we have not identified yet are ‘only’ and ‘to see’. Since we do not have enough details to determine which is which, we check task (a) to see whether either of them occurs in those examples, offering us additional information. Moreover, we also check task (b) to see whether we need these two words. Since these two words do not occur in any of the tasks, we can just ignore them and not try to assign them to their meaning. If, nevertheless, we would like to take a guess, we would base it on the fact that most of the adverbs are placed before the verb and that the verb is usually a single word. Therefore, we could assume that hảhn = ‘to see’ and tan đohc = ‘only’.\n\n- Step 6. Since we have identified all the vocabulary, we can solve task (a). For each of the sentences, we will first write the translation of each word (in the order in which they appear in Nung) and afterwards we write the English translation. Thus:\n\n- I – truly – can – sleep ‘I truly can sleep.’\n\n- negative imperative – go – sleep ‘Don't go to sleep!’\n\n- She – also – not – want – do – house – question ‘Does she also not want to build the house?’\n\nWe take into account that ‘to do a house’ is translated as ‘to build a house’. Moreover, we notice two things: the negation mi does not appear immediately after the subject as we assumed (but it still does appear before the verb). Moreover, another possible translation (and more adequate, grammatically) is ‘Doesn't she want to build a house either?’, since the meaning of the adverb ‘also’ is changed in English when in the negative (compare: She also came – She didn't come either).\n\n- she – just now – also – go – house ‘She also goes home just now’.\n\nIn this case as well, the sentence could have been translated more literally as ‘She also goes to the house just now’ (and still be awarded full marks), but, generally, it is preferable to use the more natural translation.\n\n- Step 7. The only thing left to do is figure out the word order. We already know that the subject comes first. Considering the verb has a fixed position, we notice that after the verb there are only three possible morphemes: the object, the question marker, and the adverb ‘like that’. We can hypothesise that the question marker is always last. Since we do not have any example in which the object and ‘like that’ coexist, we cannot determine the order between them; therefore, we can assume that they occupy the same position. Consequently, we can consider the Nung word order:\n\n- Negative imperative: Da V O\n\n- Indicative: S [...] V O/‘like that’ Question\n\nBy ``[...]'' we mean all the adverbs and modal verbs that occur between subject and verb, whose order we are still to determine. Since we know the meaning of each of them and we are only interested in the relative order between them, we can just rewrite that part of the sentence (excluding the subject, the verb and everything after the verb). The negative imperative sentences can be excluded since their word order is clear and they do not contain any adverbs or modal verbs.\n\nca vửhn nhahng | ‘was about to continue’\ncháhn | ‘truly’\nmi slày | ‘not have to’\nngám | ‘just now’\ntan đohc hảhn | ‘see only’\nvửhn nhahng bô sạhm tảhng | ‘also continue alone’\nchớng ca cháhn fải | ‘then truly was about to have to’\nmi cháhn đày | ‘truly can't’\nnáhc-thày chớng bô sạhm | ‘then also just previously’\nnáhc-thày slờng tảhng | ‘want alone just previously’\ncháhn đày | ‘truly can’\nbô sạhm mi slờng | ‘also not want’\nngám bô sạhm | ‘also just now’\n\nThe second, fourth, and fifth examples can be excluded: the second and the fourth because they each have only one word, and are thus not helpful in figuring out the relative positions of the adverbs; the fifth example since we have already discussed it in Step 5 and we cannot segment it. Moreover, since we already know the meaning of all the structures, we can just write their English translations in the order in which they appear in Nung. Thus, we get:\n\n- ‘was about to – continue to’\n\n- ‘not – have to’\n\n- ‘continue to – also – alone’\n\n- ‘then – was about to – truly – have to’\n\n- ‘not – truly – can’\n\n- ‘just previously – then – also’\n\n- ‘just previously – want to – alone’\n\n- ‘truly – can’\n\n- ‘also – not – want to’\n\n- ‘just now – also’\n\nWhat is left now is no more than a logic puzzle in which we need to arrange all of these words into an overall order which is consistent with each example above. For convenience, we refer to the words by their translations. A simple method is to start with the first word (‘was about to’). It cannot be the first one in the sentence since in the fourth row the word ‘then’ appears before it. Next, ‘then’ cannot be first since ‘just previously’ appears before it in row 6. We notice that ‘just previously’ always appears first, so we can consider it as occupying the first position. Moreover, we keep in mind that we assumed that ‘just previously’ and ‘just now’ behave similarly. Therefore, we can check whether ‘just now’ also appears in first position. It occurs in only one example and it is indeed in the first position, so we can deduce that the first position is occupied by the temporal adverb {‘just now’‘just previously’}. Now we can delete these two adverbs from the list, as well as all examples which now contain a single word. We get:\n\n- ‘was about to – continue to’\n\n- ‘not – have to’\n\n- ‘continue to – also – alone’\n\n- ‘then – was about to – truly – have to’\n\n- ‘not – truly – can’\n\n- ‘then – also’\n\n- ‘want to – alone’\n\n- ‘truly – can’\n\n- ‘also – not – want to’\n\nUsing a similar thought process, we notice that ‘then’ appears only in one example (among those left), so we can consider it to be the next in line.\n\nSo far, we have: {‘just previously’‘just now’} {‘then’}. We are left with:\n\n- ‘was about to – continue to’\n\n- ‘not – have to’\n\n- ‘continue to – also – alone’\n\n- ‘was about to – truly – have to’\n\n- ‘not – truly – can’\n\n- ‘want to – alone’\n\n- ‘truly – can’\n\n- ‘also – not – want to’\n\nNow ‘was about to’ appears first, so it can be the next in line.\n\nNote that we get the same result if we start from another word. For example, if we start with the negation ‘not’ (which appears in the second row), it cannot be the first one since, in the third row, ‘continue to’ appears before it, while ‘continue to’ cannot be first since ‘was about to’ appears before it. Thus, we again end up with ‘was about to’ as being next in line. Using the same process, we establish the overall order:\n\n{‘just previously’ / ‘just now’} | {‘then’} {‘was about to’} {‘continue to’}\n| {‘also’} {‘not’}\n\nWe are left with:\n\n- ‘truly – have to’\n\n- ‘truly – can’\n\n- ‘want to – alone’\n\n- ‘truly – can’\n\nWe notice that ‘truly’ appears in three out of the four remaining examples and after it we have ‘have to’‘can’‘want to’. We therefore deduce that the modal verbs follow it and the last word placed is the adverb ‘alone’. In order to get to this result, it is important to assume that ‘want to’ and ‘can’ behave similarly, both being modal verbs. Thus, the Nung order of adverbsmodal verbs is:\n\n- {‘just previously’ / ‘just now’}\n\n- {‘then’}\n\n- {‘was about to’}\n\n- {‘continue to’}\n\n- {‘also’}\n\n- {‘not’}\n\n- {‘truly’}\n\n- {‘want to’, ‘have to’, ‘can’}\n\n- {‘alone’}\n\nOne question that might arise is: why are the modal verbs at the end (‘want to’, ‘can’, ‘have to’) separated from the verbs ‘was about to’ and ‘continue to’, which we also referred to as modal verbs? In reality, the constructions ‘was about to’ and ‘continue to’ are aspectual verbs, rather than modal verbs. Therefore, in broad terms, the Nung order is: time aspect ‘also’ ‘not’ ‘truly’ modal ‘alone’.\n\nWe need to observe that the adverb tan đohc = ‘only’ does not appear in the hierarchy above. This is explained by the fact that it appears in a single sentence and it is not accompanied by any other adverb, so it cannot be compared with any other word.\n\nNow we can solve the task (b) and write the rules.\n\nRules:\n\nWord order:\n\n- Negative imperative: Da V O\n\n- Indicative: S [...] V O/‘like that’ (mi = Question)\n\n[...] represents all the other adverbsmodals, which are written in the following order:\n\n- {náhc-thày = ‘just previously’ngám = ‘just now’}\n\n- {chớng = ‘then’}\n\n- {ca = ‘was about to’}\n\n- {vửhn nhahng = ‘continue to’}\n\n- {bô sạhm = ‘also’}\n\n- {mi = ‘not’}\n\n- {cháhn = ‘truly’}\n\n- {slờng = ‘want to’fải = ‘have to’slày = ‘not have to’đày = ‘can’}\n\n- {tảhng = ‘alone’}\n\nMoreover, {tan đohc = ‘only’} belongs to this category as well, but its place in the order cannot be determined.\n\n-\n\n- ‘I truly can sleep.’\n\n- ‘Don't go to sleep!’\n\n- ‘Doesn't she want to build the house either?’\n\n- ‘She also goes to the house just now.’\n\n-\n\n- Cáu náhc-thày ca mi kíhn.\n\n- Mưhn ngám mi slày tảhng kíhn pehn tế.\n\n- Hơn mi cháhn đày kíhn mưhng.\n\n- Mưhng náhc-thày chớng ca bô sạhm páy mi?","source":"langsci_420","problem_group_id":"langsci420:7.1","chapter":7,"chapter_title":"Syntax","section":2,"section_title":"Word order","topic":"syntax, word order, focus, and alignment","language":"Nung","author":"Alex Wade","competition":"UKLO","year":2016,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s02_p01","book_method_c07_s02_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Word order” in the Syntax chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":54,"source_line_end":88,"solution_line_start":90,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nWord order\nsyntax, word order, focus, and alignment\nThe author places this worked example under “Word order” in the Syntax chapter, so it illustrates that method or topic.\nHere are some sentences in Nung and their English translations:\n\n. | Cáu ca vửhn nhahng kíhn.\n| ‘I was about to continue to eat it.’\n. | Cáu cháhn slờng páy mi?\n| ‘Do I truly want to go?’\n. | Cáu mi slày kíhn.\n| ‘I don't have to eat it.’\n. | Cáu ngám hẻht pehn tế.\n| ‘I did it like that just now.’\n. | Cáu tan đohc hảhn mưhng.\n| ‘I only see you.’\n. | Cáu vửhn nhahng bô sạhm tảhng hẻht hơn.\n| ‘I also continue to build the house alone.’\n. | Da kíhn!\n| ‘Don't eat it!’\n. | Da khải hơn!\n| ‘Don't sell the house!’\n. | Mưhn chớng ca cháhn fải khải.\n| ‘Then she truly was about to have to sell it.’\n. | Mưhn mi cháhn đày non.\n| ‘She truly can't sleep.’\n. | Mưhn náhc-thày chớng bô sạhm kíhn.\n| ‘Then she also just previously ate it.’\n. | Mưhng náhc-thày slờng tảhng páy.\n| ‘You wanted to go alone just previously.’\n- Translate into English:\n\n- Cáu cháhn đày non.\n\n- Da páy non!\n\n- Mưhn bô sạhm mi slờng hẻht hơn mi?\n\n- Mưhn ngám bô sạhm páy hơn.\n\n- Translate into Nung:\n\n- ‘I wasn't about to eat it just previously.’\n\n- ‘She didn't have to eat it alone like that just now.’\n\n- ‘The house truly can't eat you.’\n\n- ‘Then were you also about to go just previously?’"}
{"id":"book_07_02","context":"The following 16 sentences represent the translations of four different English sentences into four different languages, in random order:\n\n- Bayi jugumbil baŋgul gúdaŋgu buŗan.\n\n- 'ua hi'o te tamari'i.\n\n- Bayi yaŗa buŗan.\n\n- Pol'eʔi hina nawta.\n\n- Cíq'ămqalnim peexne 'áyatne.\n\n- 'ua hi'o te 'ūrī 'i te vahine.\n\n- Háma peexne.\n\n- Bayi gagara baŋgul yaŗaŋgu buŗan.\n\n- Met'aii pol'eʔ nawta.\n\n- 'áyatnim peexne hámane.\n\n- 'ua hi'o te tamari'i 'i te 'āva'e.\n\n- Pol'eʔi nawta.\n\n- 'ua hi'o te vahine 'i te tamari'i.\n\n- Hámanim peexne hísemtuksne.\n\n- Bayi yaŗa baŋgul jugumbilŋgu buŗan.\n\n- Tsu'itsui met'ai nawta.","query":"- Group the 16 sentences into four groups, based on the language they are in.\n\n- Group the 16 sentences into four groups, based on their meaning.\n\n- Here are eight more sentences:\n\n- 'ua hi'o 'i te vahine.\n\n- Met'ai pol'eʔi nawta.\n\n- Bayi gúda buŗan.\n\n- Cíq'ămqalnim peexne.\n\n- 'ua te hi'o 'i te tamari vahine.\n\n- Bayi jugumbilŋgu baŋgul yaŗa buŗan.\n\n- Pol'eʔi pol'eʔ nawta.\n\n- Peexne 'áyatnim háma.\n\n- Out of these sentences, six are wrong. Which are these and why are they wrong?\n\n- Translate the two correct sentences from task (c) into the other three languages.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"- Step 1. The sentence grouping based on language can be easily done considering that all sentences in Language 1 (Dyirbal) contain the word buŗan, all sentences in Language 2 (Tahitian) start with 'ua hi'o, all sentences in Language 3 (Nez-Perce) contain the word peexne, and all sentences in Language 4 (Wappo) end in nawta.\n\n- Step 2. Based on the previous grouping, we have the categories:\n\n- Lang. 1 (Dyirbal)\n\n-\n\n- 1. Bayi jugumbil baŋgul gúdaŋgu buŗan.\n\n- 3. Bayi yaŗa buŗan.\n\n- 8. Bayi gagara baŋgul yaŗaŋgu buŗan.\n\n- 15. Bayi yaŗa baŋgul jugumbilŋgu buŗan.\n\n- Lang. 2 (Tahitian)\n\n-\n\n- 2. 'ua hi'o te tamari'i.\n\n- 6. 'ua hi'o te 'ūrī 'i te vahine.\n\n- 11. 'ua hi'o te tamari'i 'i te 'āva'e.\n\n- 13. 'ua hi'o te vahine 'i te tamari'i.\n\n- Lang. 3 (Nez-Perce)\n\n-\n\n- 5. Cíq'ămqalnim peexne 'áyatne.\n\n- 7. Háma peexne.\n\n- 10. 'áyatnim peexne hámane.\n\n- 14. Hámanim peexne hísemtuksne.\n\n- Lang. 4 (Wappo)\n\n-\n\n- 4. Pol'eʔi hina nawta.\n\n- 9. Met'aii pol'eʔ nawta.\n\n- 12. Pol'eʔi nawta.\n\n- 16. Tsu'itsui met'ai nawta.\n\nWe notice that in each language there is one sentence which is shorter than the others. We assume that these sentences are translations of each other, so 3 = 2 = 7 = 12.\n\nWe notice that one part of these sentences occurs in all other sentences of that language (buŗan, 'ua hi'o, peexne, nawta). This represents the verb.\n\n- Step 3. Looking at the sentences in each language, we notice that in Dyirbal bayi and buŗan appear in every sentence. Expanding on this, the structure of Dyirbal sentences is:\n\nBayi X buŗan. for short sentences\nBayi X baŋgul Y-ŋgu buŗan. for long sentences\n\nDoing the same for the other languages, we get:\n\nLanguage | Short sentence | Long sentence\nDyirbal | Bayi X buŗan. | Bayi Y baŋgul Z-ŋgu buŗan.\nTahitian | 'ua hi'o te A. | 'ua hi'o te B 'i te C.\nNez-Perce | M peexne. | N-nim peexne P-ne.\nWappo | R-i nawta. | S-i T nawta.\n\n- Step 4. By analysing the nouns in sentences 2, 3, 7, 12, we know that yaŗa = tamari'i = pol'eʔi = háma.\n\nWe notice that, in each language, these nouns appear in two more sentences. Therefore, each language has a sentence which does not contain these words, so 1 = 6 = 5 = 16.\n\nEach of these sentences contains two nouns: one which occurs in one more sentence, and one which does not occur in any other place. Checking the sentences in which that noun also occurs, we deduce 15 = 13 = 10 = 9 and jugumbil = vahine = met'ai = 'áyat.\n\nWe are left with the other noun from sentences 1=6=5=16, so gúda = 'ūrī = cíq'ămqal = tsu'itsu.\n\nNow we are left with only the sentences 8 = 11 = 14 = 4 and the nouns gagara = 'āva'e = hísemtuks = hina.\n\nThus, the sentences are:\n\n- Sentence A:\n\n-\n\n- 3. Bayi yaŗa buŗan. (Dyirbal)\n\n- 2. 'ua hi'o te tamari'i. (Tahitian)\n\n- 12. Pol'eʔi nawta. (Wappo)\n\n- 7. Háma peexne. (Nez-Perce)\n\n- Sentence B:\n\n-\n\n- 1. Bayi jugumbil baŋgul gúdaŋgu buŗan. (Dyirbal)\n\n- 6. 'ua hi'o te 'ūrī 'i te vahine. (Tahitian)\n\n- 16. Tsu'itsui met'ai nawta. (Wappo)\n\n- 5. Cíq'ămqalnim peexne 'áyatne. (Nez-Perce)\n\n- Sentence C:\n\n-\n\n- 8. Bayi gagara baŋgul yaŗaŋgu buŗan. (Dyirbal)\n\n- 11. 'ua hi'o te tamari'i 'i te 'āva'e. (Tahitian)\n\n- 4. Pol'eʔi hina nawta. (Wappo)\n\n- 14. Hámanim peexne hísemtuksne. (Nez-Perce)\n\n- Sentence D:\n\n-\n\n- 15. Bayi yaŗa baŋgul jugumbilŋgu buŗan. (Dyirbal)\n\n- 13. 'ua hi'o te vahine 'i te tamari'i. (Tahitian)\n\n- 9. Met'aii pol'eʔ nawta. (Wappo)\n\n- 10. 'áyatnim peexne hámane. (Nez-Perce)\n\n- Step 5. In the table at Step 3, we marked each noun with different letters, not knowing in which order they occur in the long sentences. Now, based on the correspondences, we deduce the final sentence structure:\n\nLanguage | Short sentence | Long sentence\nDyirbal | Bayi S buŗan. | Bayi O baŋgul A-ŋgu buŗan.\nTahitian | 'ua hi'o te S. | 'ua hi'o te A 'i te O.\nNez-Perce | S peexne. | A-nim peexne O-ne.\nWappo | S-i nawta. | A-i O nawta.\n\nWe can easily solve tasks (c) and (d):\n\n-\n\n- 'i occurs\n\n- Word order\n\n- 20 Ending of the first word\n\n- 21 Word order\n\n- 22 Word order\n\n- 24 Word order and ending of last word\n\n- [t]llQ\n| 19. | 23.\nDyirbal | Bayi gúda buŗan. | Bayi yaŗa baŋgul yaŗaŋgu buŗan.\nNez-Perce | Cíq'ămqal peexne. | Hámanim peexne hámane.\nTahitian | 'ua hi'o te 'ūrī. | 'ua hi'o te tamari'i 'i te tamari'i.\nWappo | Tsu'itsui nawta. | Pol'eʔi pol'eʔ nawta.\n\nThis problem allows us to better understand the fundamental difference between morphosyntactic alignments across languages. Returning to the general structure of the above sentences, we notice we have four situations:\n\n- In Wappo, S and A are marked identically (using the suffix -i), but differently from O. In this case, we talk about a nominative-accusative alignment. This is the most common type of alignment. In this case, S and A are the nominative arguments, while O is the accusative argument.\n\n- In Nez-Perce, S, A and O are all marked differently. This is, by definition, the tripartite alignment.\n\n- In Tahitian, there is no difference between S, A and O (all three are unmarked), so we say that this language features a direct alignment.\n\n- In Dyirbal, S is marked like O (in this case, unmarked or using a null morpheme), but differently from A (which receives the suffix -ŋgu). This language exhibits an ergative-absolutive alignment. The agent is the only ergative argument, while the absolutive arguments are the subject and the object.\n\n- There is another type of alignment, extremely rarely used: the transitive alignment in which A and O are marked the same, while S is marked differently.\n\nA schematic representation of the five types of alignments is shown below, where identically marked arguments are highlighted in the same colour:\n\nAlignment | Nom-Acc | Erg-Abs | Tripartite | Direct | Transitive\nS | aeaeae | aeaeae | aeaeae | aeaeae |\nA | aeaeae | | | aeaeae | aeaeae\nO | | aeaeae | 878787 | aeaeae | aeaeae\n\nIt is important to understand that the morphosyntactic alignment is intrinsic to the language. Thus, in English we cannot talk about an ergative argument simply because English does not follow an ergative-absolutive alignment. Thus, the first step is determining the type of alignment that the language follows.\n\nIn the solution to Problem 6.13, we mentioned that the plurality of the verb is determined by the subject of the intransitive verb or the object of the transitive verb. In this problem, the two arguments have the same role (determining the verb plurality), so we can combine them under the specific of the absolutive case, stating that the marker -pa appears if the absolutive argument of the verb is plural.","source":"langsci_420","problem_group_id":"langsci420:7.2","chapter":7,"chapter_title":"Syntax","section":4,"section_title":"Morphosyntactic alignment","topic":"syntax, word order, focus, and alignment","language":"Morphosyntactic alignments","author":"Vlad A. Neacșu","competition":"RoLO","year":2016,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s04_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Morphosyntactic alignment” in the Syntax chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":329,"source_line_end":371,"solution_line_start":373,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nMorphosyntactic alignment\nsyntax, word order, focus, and alignment\nThe author places this worked example under “Morphosyntactic alignment” in the Syntax chapter, so it illustrates that method or topic.\nThe following 16 sentences represent the translations of four different English sentences into four different languages, in random order:\n\n- Bayi jugumbil baŋgul gúdaŋgu buŗan.\n\n- 'ua hi'o te tamari'i.\n\n- Bayi yaŗa buŗan.\n\n- Pol'eʔi hina nawta.\n\n- Cíq'ămqalnim peexne 'áyatne.\n\n- 'ua hi'o te 'ūrī 'i te vahine.\n\n- Háma peexne.\n\n- Bayi gagara baŋgul yaŗaŋgu buŗan.\n\n- Met'aii pol'eʔ nawta.\n\n- 'áyatnim peexne hámane.\n\n- 'ua hi'o te tamari'i 'i te 'āva'e.\n\n- Pol'eʔi nawta.\n\n- 'ua hi'o te vahine 'i te tamari'i.\n\n- Hámanim peexne hísemtuksne.\n\n- Bayi yaŗa baŋgul jugumbilŋgu buŗan.\n\n- Tsu'itsui met'ai nawta.\n- Group the 16 sentences into four groups, based on the language they are in.\n\n- Group the 16 sentences into four groups, based on their meaning.\n\n- Here are eight more sentences:\n\n- 'ua hi'o 'i te vahine.\n\n- Met'ai pol'eʔi nawta.\n\n- Bayi gúda buŗan.\n\n- Cíq'ămqalnim peexne.\n\n- 'ua te hi'o 'i te tamari vahine.\n\n- Bayi jugumbilŋgu baŋgul yaŗa buŗan.\n\n- Pol'eʔi pol'eʔ nawta.\n\n- Peexne 'áyatnim háma.\n\n- Out of these sentences, six are wrong. Which are these and why are they wrong?\n\n- Translate the two correct sentences from task (c) into the other three languages."}
{"id":"book_07_03","context":"Here are some sentences in Luiseño written in the International Phonetic Alphabet and their English translations:\n\n. | nawitmalqajwukalaqpoki:k | ‘The girl does not walk home.’\n. | jaʔaʃpolo:v | ‘The man is good.’\n. | hu:ʔunikatqajtʃipomkat | ‘The teacher is not a liar.’\n. | haxʂuxetʃiqʂuŋa:li | ‘Who hits the woman?’\n. | jaʔaʃwukalaq | ‘The man walks.’\n. | to:wqʂuʂuŋa:lihu:ʔunikat | ‘Does the teacher see the woman?’\n. | ʔiviʂuŋa:lnona:jixetʃiq | ‘This woman hits my father.’\n. | nona:jiʂuxetʃiqʔiviʂuŋa:l | ‘Does this woman hit my father?’\n. | ʔiviʂuŋa:lxetʃiqnona:ji | ‘This woman hits my father.’\n. | hu:ʔunikattʃipomkat | ‘The teacher is a liar.’\n. | ʔivihu:ʔunikatnona:jito:wq | ‘This teacher sees my father.’\n. | hu:ʔunikatʂuto:wqʂuŋa:li | ‘Does the teacher see the woman?’","query":"- Translate into English:\n\n- jaʔaʃwukalaqpoki:k\n\n- xetʃiqʂuʂuŋa:linona:j\n\n- haxʂuqajtʃipomkat\n\n- ʂuŋa:liʂuto:wqhu:ʔunikat\n\n- Translate into Luiseño. Use vertical lines to represent word spaces (a|b):\n\n- ‘Is the teacher a liar?’\n\n- ‘The teacher sees the woman.’\n\n- ‘This girl does not see my father.’\n\n- ‘Who is good?’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.3. Luiseño\n\n-\n\n- ‘The man walks home.’\n\n- ‘Does my father hit the woman?’\n\n- ‘Who is not a liar?’\n\n- ‘Does the teacher see the woman?’\n\n-\n\n- hu:ʔunikat | ʂu | tʃipomkat\n\n- hu:ʔunikat | to:wq | ʂuŋa:li\n\n- ʔivi | nawitmal | qaj | to:wq | nona:ji\n\n- hax | ʂu | polo:v\n\nNotebulbonAny other word order is accepted, as long as it follows the rules below.\n\nRules:\n\n- Flexible word order; Det. – Noun; Neg. – Verb;\n\n- The interrogative particle is placed before the verb. If the verb is first in the sentence, the particle is placed after it; i.e., the interrogative particle is always second;\n\n- -i = object marker.","source":"langsci_420","problem_group_id":"langsci420:7.3","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Luiseño","author":"Richard Hudson","competition":"UKLO","year":2012,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":636,"source_line_end":673,"solution_line_start":1018,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Luiseño written in the International Phonetic Alphabet and their English translations:\n\n. | nawitmalqajwukalaqpoki:k | ‘The girl does not walk home.’\n. | jaʔaʃpolo:v | ‘The man is good.’\n. | hu:ʔunikatqajtʃipomkat | ‘The teacher is not a liar.’\n. | haxʂuxetʃiqʂuŋa:li | ‘Who hits the woman?’\n. | jaʔaʃwukalaq | ‘The man walks.’\n. | to:wqʂuʂuŋa:lihu:ʔunikat | ‘Does the teacher see the woman?’\n. | ʔiviʂuŋa:lnona:jixetʃiq | ‘This woman hits my father.’\n. | nona:jiʂuxetʃiqʔiviʂuŋa:l | ‘Does this woman hit my father?’\n. | ʔiviʂuŋa:lxetʃiqnona:ji | ‘This woman hits my father.’\n. | hu:ʔunikattʃipomkat | ‘The teacher is a liar.’\n. | ʔivihu:ʔunikatnona:jito:wq | ‘This teacher sees my father.’\n. | hu:ʔunikatʂuto:wqʂuŋa:li | ‘Does the teacher see the woman?’\n- Translate into English:\n\n- jaʔaʃwukalaqpoki:k\n\n- xetʃiqʂuʂuŋa:linona:j\n\n- haxʂuqajtʃipomkat\n\n- ʂuŋa:liʂuto:wqhu:ʔunikat\n\n- Translate into Luiseño. Use vertical lines to represent word spaces (a|b):\n\n- ‘Is the teacher a liar?’\n\n- ‘The teacher sees the woman.’\n\n- ‘This girl does not see my father.’\n\n- ‘Who is good?’"}
{"id":"book_07_04","context":"Here are some Beja sentences and their English translations in random order. Two Beja sentences have the same English translation.\n\n. | Tak rihan. | . | ‘I saw a man that is strong.’\n. | Yaas rihan. | . | ‘I know a man that I saw.’\n. | Akra tak rihan. | . | ‘I saw a man that is small.’\n. | Dabalo yaas rihan. | . | ‘I saw a small dog.’\n. | Tak akraab rihan. | . | ‘I saw a strong man.’\n. | Tak dabaloob rihan. | . | ‘I saw a dog.’\n. | Tak akteen. | . | ‘I saw a man.’\n. | Rihane tak akteen. | . | ‘I know a man.’\n9. | Tak rihaneeb akteen. | |","query":"- Determine the correct correspondences.\n\n- Here are some more words from the Beja language with their translations:\naraw = ‘friend’, mek = ‘donkey’, kwati = ‘happy’\n\n- Translate the following sentences into Beja. If there are different ways to translate the sentence, show all the alternatives.\n\n- ‘I saw a donkey.’\n\n- ‘I saw a happy man.’\n\n- ‘I know a strong donkey.’\n\n- ‘I saw a friend that is happy.’\n\n- ‘I know a dog that is small.’\n\n- ‘I saw a donkey that I know.’\n\n- Translate the following sentences into English. One of them has a mistake. Write the correct version of this sentence.\n\n- Kwati mek rihan.\n\n- Akraab araw akteen.\n\n- Akteene yaas rihan.\n\n- Mek dabaloob akteen.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.4. Beja\n\n-\n\n- G\n\n- F\n\n- E\n\n- D\n\n- A\n\n- C\n\n- H\n\n- B\n\n- B\n\n-\n\n- Mek rihan.\n\n- Kwati tak rihan.\n\n- Akra mek akteen.\n\n- Araw kwatiib rihan.\n\n- Yaas dabaloob akteen.\n\n- Akteene mek rihan. or Mek akteeneeb rihan.\n\n-\n\n- ‘I saw a happy donkey.’\n\n- Two options:\n\n- ‘I know a friend that is strong.’ (Correct: Araw akraab akteen.)\n\n- ‘I know a strong friend.’ (Correct: Akra araw akteen.)\n\n- ‘I saw a dog that I know.’\n\n- ‘I know a donkey that is small.’\n\nRules:\n\n- Three sentence patterns (V = Verb, A = Adjective, N = Noun):\n\n- ‘I’ V ‘a’ (A) N. (A) N V.\n\n- ‘I’ V ‘a’ N ‘that is’ A. N A-V*b V, where V* refers to the last vowel of the word.\n\n- ‘I’ V ‘a’ N ‘that I’ V′. V′-e N V or N V′-eeb V.\n\n- The parts separated by hyphen (-) are suffixes.","source":"langsci_420","problem_group_id":"langsci420:7.4","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Beja","author":"Harold Somers & Richard Hudson","competition":"NACLO","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":675,"source_line_end":719,"solution_line_start":1048,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Beja sentences and their English translations in random order. Two Beja sentences have the same English translation.\n\n. | Tak rihan. | . | ‘I saw a man that is strong.’\n. | Yaas rihan. | . | ‘I know a man that I saw.’\n. | Akra tak rihan. | . | ‘I saw a man that is small.’\n. | Dabalo yaas rihan. | . | ‘I saw a small dog.’\n. | Tak akraab rihan. | . | ‘I saw a strong man.’\n. | Tak dabaloob rihan. | . | ‘I saw a dog.’\n. | Tak akteen. | . | ‘I saw a man.’\n. | Rihane tak akteen. | . | ‘I know a man.’\n9. | Tak rihaneeb akteen. | |\n- Determine the correct correspondences.\n\n- Here are some more words from the Beja language with their translations:\naraw = ‘friend’, mek = ‘donkey’, kwati = ‘happy’\n\n- Translate the following sentences into Beja. If there are different ways to translate the sentence, show all the alternatives.\n\n- ‘I saw a donkey.’\n\n- ‘I saw a happy man.’\n\n- ‘I know a strong donkey.’\n\n- ‘I saw a friend that is happy.’\n\n- ‘I know a dog that is small.’\n\n- ‘I saw a donkey that I know.’\n\n- Translate the following sentences into English. One of them has a mistake. Write the correct version of this sentence.\n\n- Kwati mek rihan.\n\n- Akraab araw akteen.\n\n- Akteene yaas rihan.\n\n- Mek dabaloob akteen."}
{"id":"book_07_05","context":"Here are some sentences in Mundari and their English translations:\n. | senkena-ñ\n| ‘I left.’\n. | koɽa-eʔ senkena\n| ‘The man left.’\n. | otere-m dubkena\n| ‘Yousg sat on the ground.’\n. | coke-ñ lelkiʔia\n| ‘I saw the frog.’\n. | pulis honko-eʔ lelkedkoa\n| ‘The policeman saw the children.’\n. | biŋ coke-ʔ huakiʔia\n| ‘The snake bit the frog.’\n. | seta pulisko-eʔ huakedkoa\n| ‘The dog bit the policemen.’\n. | biŋ setaʔre-m sabkiʔia\n| ‘Yousg caught the snake in the morning.’\n. | pulisko kumbuɽu hola-ko sabkiʔia\n| ‘The policemen caught the thief yesterday.’\n. | kuɽiko honko hature-ko ʈokoeʔkedkoa\n| ‘The women scolded the children in the village.’","query":"- Translate into English:\n\n- kumbuɽuko-ko dubkena\n\n- hola-ñ senkena\n\n- biŋko-m lelkedkoa\n\n- hon seta setaʔre-ʔ ʈokoeʔkiʔia\n\n- koɽa coke-ʔ sabkiʔia\n\n- Translate into Mundari:\n\n- ‘They left.’\n\n- ‘The woman sat on the ground.’\n\n- ‘The thieves saw the men.’\n\n- ‘The dogs bit the thief.’\n\n- ‘He caught the frogs yesterday.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.5. Mundari\n\n-\n\n- ‘The thieves sat.’\n\n- ‘I left yesterday.’\n\n- ‘Yousg saw the snakes.’\n\n- ‘The child scolded the dog in the morning.’\n\n- ‘The man caught the frog.’\n\n-\n\n- senkena-ko\n\n- kuɽi otere-ʔ dubkena\n\n- kumbuɽuko koɽako-ko lelkedkoa\n\n- setako kumbuɽu-ko huakiʔia\n\n- cokeko hola-eʔ sabkedkoa\n\nRules:\n\n- Word order: S O (Location/Time) V\n\n- Plural: -ko added to the end of the noun (before the hyphen).\n\n- Verbal suffixes:\n\n- -kena = intransitive verb;\n\n- -kedkoa = transitive verb, plural object;\n\n- -kiʔia = transitive verb, singular object.\n\n- The agreement between verb and subject is marked through a suffix separated by a hyphen. It is attached to the word before the verb. If the sentence only contains a verb (one word), it is attached to the verb instead. The forms of this suffix are:\n\n- -ñ = 1sg;\n\n- -m = 2sg;\n\n- -eʔ = 3sg (eʔ ʔ / e _);\n\n- -ko = 3pl.","source":"langsci_420","problem_group_id":"langsci420:7.5","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Mundari","author":"Peter Arkadiev","competition":"MSK","year":2014,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":721,"source_line_end":757,"solution_line_start":1118,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Mundari and their English translations:\n. | senkena-ñ\n| ‘I left.’\n. | koɽa-eʔ senkena\n| ‘The man left.’\n. | otere-m dubkena\n| ‘Yousg sat on the ground.’\n. | coke-ñ lelkiʔia\n| ‘I saw the frog.’\n. | pulis honko-eʔ lelkedkoa\n| ‘The policeman saw the children.’\n. | biŋ coke-ʔ huakiʔia\n| ‘The snake bit the frog.’\n. | seta pulisko-eʔ huakedkoa\n| ‘The dog bit the policemen.’\n. | biŋ setaʔre-m sabkiʔia\n| ‘Yousg caught the snake in the morning.’\n. | pulisko kumbuɽu hola-ko sabkiʔia\n| ‘The policemen caught the thief yesterday.’\n. | kuɽiko honko hature-ko ʈokoeʔkedkoa\n| ‘The women scolded the children in the village.’\n- Translate into English:\n\n- kumbuɽuko-ko dubkena\n\n- hola-ñ senkena\n\n- biŋko-m lelkedkoa\n\n- hon seta setaʔre-ʔ ʈokoeʔkiʔia\n\n- koɽa coke-ʔ sabkiʔia\n\n- Translate into Mundari:\n\n- ‘They left.’\n\n- ‘The woman sat on the ground.’\n\n- ‘The thieves saw the men.’\n\n- ‘The dogs bit the thief.’\n\n- ‘He caught the frogs yesterday.’"}
{"id":"book_07_06","context":"Here are some sentences in Swahili and their English translations:\n\n. | Mtu ana watoto wazuri.\n| ‘The man has good children.’\n. | Mto mrefu una visiwa vikubwa.\n| ‘The long river has large islands.’\n. | Wafalme wana vijiko vidogo.\n| ‘The kings have small spoons.’\n. | Watoto wabaya wana miwavuli midogo.\n| ‘The bad children have small umbrellas.’\n. | Kijiko kikubwa kinatosha.\n| ‘The large spoon is enough.’\n. | Mwavuli una mfuko mdogo.\n| ‘The umbrella has a small bag.’\n. | Kisiwa kikubwa kina mfalme mbaya.\n| ‘The large island has a bad king.’\n. | Watu wana mifuko mikubwa.\n| ‘The men have large bags.’\n. | Viazi vibaya vinatosha.\n| ‘The bad potatoes are enough.’\n. | Mtoto ana mwavuli mkubwa.\n| ‘The child has a large umbrella.’\n. | Mito mizuri mirefu inatosha.\n| ‘The good long rivers are enough.’\n. | Mtoto mdogo ana kiazi kizuri.\n| ‘The small child has a good potato.’","query":"- Translate into Swahili:\n\n- ‘The small children have good spoons.’\n\n- ‘The long umbrella is enough.’\n\n- ‘The bad potato has a good bag.’\n\n- ‘The good kings are enough.’\n\n- ‘The long island has bad rivers.’\n\n- ‘The spoons have long bags.’\n\n- If the Swahili word for ‘the prince’ is mkuu, what do you think the word for ‘the princes’ is? Explain.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.6. Swahili\n\n-\n\n- Watoto wadogo wana vijiko vizuri.\n\n- Mwavuli mrefu unatosha.\n\n- Kiazi kibaya kina mfuko mzuri.\n\n- Wafalme wazuri wanatosha.\n\n- Kisiwa kirefu kina mito mibaya.\n\n- Vijiko vina mifuko mirefu.\n\n- wakuu. ‘Prince’ belongs to Class 1 (human), so the plural is formed by replacing the singular prefix m- with the plural wa-.\n\nRules:\n\n- Word order: SVO, Noun – Adj.\n\n- Nouns are grouped into three classes:\n\n- Human nouns: ‘child’, ‘king’, ‘man’;\n\n- Non-human nouns: ‘umbrella’, ‘river’, ‘bag’;\n\n- Non-human nouns: ‘spoon’, ‘potato’, ‘island’;\n\n- The class and number are marked by a prefix on the noun. The adjective agrees with the noun in class and number, while the verb is conjugated according to the class and number of the subject, as follows:\n\n| Class 1 | Class 2 | Class 3\n(lr)2-3(lr)4-5(lr)6-7\n| sg | pl | sg | pl | sg | pl\nNounAdj. | m- | wa- | m- | mi- | ki- | vi-\nVerb | a- | wa- | u- | i- | ki- | vi-\n\nNotebulbonThe identification of noun classes which are marked by a prefix is specific to the Bantoid languages. Depending on the language, the nouns can be classified based on certain semantic considerations (similar to the way in which classifiers work – see chap-noun), but not necessarily. For example, in this problem, there is no semantic reason to discriminate between Classes 2 and 3. Moreover, we need not find a discriminator, since there are no new words whose class we need to determine. The only distinction we need to make is that Class 1 only includes human nouns, in order to be able to differentiate between Class 1 and Class 2, which use the same singular marker.","source":"langsci_420","problem_group_id":"langsci420:7.6","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Swahili","author":"Harold Somers","competition":"NACLO","year":2011,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":759,"source_line_end":793,"solution_line_start":1161,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Swahili and their English translations:\n\n. | Mtu ana watoto wazuri.\n| ‘The man has good children.’\n. | Mto mrefu una visiwa vikubwa.\n| ‘The long river has large islands.’\n. | Wafalme wana vijiko vidogo.\n| ‘The kings have small spoons.’\n. | Watoto wabaya wana miwavuli midogo.\n| ‘The bad children have small umbrellas.’\n. | Kijiko kikubwa kinatosha.\n| ‘The large spoon is enough.’\n. | Mwavuli una mfuko mdogo.\n| ‘The umbrella has a small bag.’\n. | Kisiwa kikubwa kina mfalme mbaya.\n| ‘The large island has a bad king.’\n. | Watu wana mifuko mikubwa.\n| ‘The men have large bags.’\n. | Viazi vibaya vinatosha.\n| ‘The bad potatoes are enough.’\n. | Mtoto ana mwavuli mkubwa.\n| ‘The child has a large umbrella.’\n. | Mito mizuri mirefu inatosha.\n| ‘The good long rivers are enough.’\n. | Mtoto mdogo ana kiazi kizuri.\n| ‘The small child has a good potato.’\n- Translate into Swahili:\n\n- ‘The small children have good spoons.’\n\n- ‘The long umbrella is enough.’\n\n- ‘The bad potato has a good bag.’\n\n- ‘The good kings are enough.’\n\n- ‘The long island has bad rivers.’\n\n- ‘The spoons have long bags.’\n\n- If the Swahili word for ‘the prince’ is mkuu, what do you think the word for ‘the princes’ is? Explain."}
{"id":"book_07_07","context":"Here are some sentences in Arabic and their English translations:\n\n. | 'aḥraqa lmudarrisu lḥayawāna\n| ‘The teacher burnt the monster.’\n. | 'abda'a lqāmūsa llaðī 'aḥraqtuhu\n| ‘He created the dictionary that I burnt.’\n. | 'aðlaltu lmudarrisa llaðī 'aṣammaka\n| ‘I beat [=did beat] the teacher who surprised yousg.’\n. | 'axraǧtu lxādima llaðī 'aṣmamtahu\n| ‘I brought the servant whom yousg surprised.’\n. | 'aðalla lḥayawānu lkalba llaðī 'afazzahu\n| ‘The monster beat [=did beat] the dog which scared him.’\n\n', ð, ǧ, h, ḥ, q, ṣ, x are consonants. A bar above a vowel denotes length.","query":"- One of the sentences above is ambiguous and can be translated into English in a different way. Which sentence is it and what is the alternative translation?\n\n- Translate into English:\n\n- 'abda'tuhu\n\n- 'axraǧta lmudarrisa llaðī 'afazzaka\n\n- 'aṣamma lxādimu lkalba llaðī 'aðallahu lmudarrisu\n\n- 'aḥraqtu lḥayawāna llaðī 'aðalla lxādima\n\n- Translate into Arabic:\n\n- ‘Yousg scared the servant who surprised the monster.’\n\n- ‘The dog brought the teacher who beat [=did beat] yousg.’\n\n- ‘I burnt the dictionary that yousg created.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.7. Arabic\n\n- Sentence 5. ‘The monster beat [=did beat] the dog which he scared.’\n\n-\n\n- ‘I created him.’\n\n- ‘Yousg brought the teacher who scared yousg.’\n\n- ‘The servant surprised the dog which the teacher beat [=did beat].’\n\n- ‘I burnt the monster which beat [=did beat] the servant.’\n\n-\n\n- 'afzazta lxādima llaðī 'aṣamma lḥayawāna\n\n- 'axraǧa lkalbu lmudarrisa llaðī 'aðallaka\n\n- 'aḥraqtu lqāmūsa llaðī 'abda'tahu\n\nRules:\n\n- Word order: VSO; the relative clause is introduced by llaðī (‘which’‘who’‘whom’) and the word order inside it is identical (VSO).\n\n- Noun: receives the suffixes -u (subject) or -a (object).\n\n- Verb:\n\n- Verb stem is represented by three consonants (C1-C2-C3), while the conjugation is done through transfixes (specific to Semitic languages). For example: ‘to create’ = b—d—', ‘to scare’ = f—z—z, etc.\n\n- Subject is marked by the following transfixes:\n\n- 1sg: 'a—C1C2—a—C3—tu\n\n- 2sg: 'a—C1C2—a—C3—ta\n\n- 3sg: 'a—C1C2—a—C3—a (if C2 C3)\n\n- 3sg:'a—C1—a—C2C3—a (if C2 = C3)\n\n- Object is marked as a suffix to the verb: 2sg = -ka, 3sg = -hu only if it is not already expressed by noun.","source":"langsci_420","problem_group_id":"langsci420:7.7","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Arabic","author":"Grigory Durnovo","competition":"MSK","year":1997,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":795,"source_line_end":828,"solution_line_start":1205,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Arabic and their English translations:\n\n. | 'aḥraqa lmudarrisu lḥayawāna\n| ‘The teacher burnt the monster.’\n. | 'abda'a lqāmūsa llaðī 'aḥraqtuhu\n| ‘He created the dictionary that I burnt.’\n. | 'aðlaltu lmudarrisa llaðī 'aṣammaka\n| ‘I beat [=did beat] the teacher who surprised yousg.’\n. | 'axraǧtu lxādima llaðī 'aṣmamtahu\n| ‘I brought the servant whom yousg surprised.’\n. | 'aðalla lḥayawānu lkalba llaðī 'afazzahu\n| ‘The monster beat [=did beat] the dog which scared him.’\n\n', ð, ǧ, h, ḥ, q, ṣ, x are consonants. A bar above a vowel denotes length.\n- One of the sentences above is ambiguous and can be translated into English in a different way. Which sentence is it and what is the alternative translation?\n\n- Translate into English:\n\n- 'abda'tuhu\n\n- 'axraǧta lmudarrisa llaðī 'afazzaka\n\n- 'aṣamma lxādimu lkalba llaðī 'aðallahu lmudarrisu\n\n- 'aḥraqtu lḥayawāna llaðī 'aðalla lxādima\n\n- Translate into Arabic:\n\n- ‘Yousg scared the servant who surprised the monster.’\n\n- ‘The dog brought the teacher who beat [=did beat] yousg.’\n\n- ‘I burnt the dictionary that yousg created.’"}
{"id":"book_07_08","context":"Here are some sentences in Welsh and their English translations:\n\n. | Mae tad canllaith gan ei fanon e.\n| ‘His queen has a good father.’\n. | Mae banon ganllaith gan ei blentyn e.\n| ‘His child has a good queen.’\n. | Mae brawd teg gan ei gyfaill e.\n| ‘His friend has a beautiful brother.’\n. | Mae tywysoges deg gan 'y nhad i.\n| ‘My father has a beautiful princess.’\n. | Mae cyfaill penffol gan 'y newynes i.\n| ‘My witch has a stupid friend.’\n. | Mae plentyn talentog gan 'y manon i.\n| ‘My queen has a talented child.’\n. | Mae dewynes gall gan 'y nghyfaill i.\n| ‘My friend has a wise witch.’\n\nc = ‘c’ in ‘car’.","query":"- Translate into English:\n\n- Mae banon deg gan ei frawd e.\n\n- Mae tywysoges gall gan ei ddewynes e.\n\n- Mae cyfaill canllaith gan 'y nhywysoges i.\n\n- Translate into Welsh:\n\n- ‘His father has a stupid princess.’\n\n- ‘His princess has a wise father.’\n\n- ‘My child has a talented witch.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.8. Welsh\n\n-\n\n- ‘His brother has a beautiful queen.’\n\n- ‘His witch has a wise princess.’\n\n- ‘My princess has a good friend.’\n\n-\n\n- Mae tywysoges benffol gan ei dad e.\n\n- Mae tad call gan ei dywysoges e.\n\n- Mae dewynes dalentog gan 'y mhlentyn i.\n\nRules:\n\n- Word order: Mae [O Adj.] gan S.\n\n- The possessive surrounds the noun: ‘his X’ = ei X e, ‘my X’ = 'y X i.\n\n- Noun undergoes initial consonant mutation based on context:\n\nNo possessive | 1sg poss. | 3sg poss.\nb | m | f\np | mh | b\nd | n | dd\nt | nh | d\ng | ng |\nc | ngh | g\n\nThus, we observe the following rules: for 1sg poss., voiced stops become nasals, preserving the place of articulation (b m, d n, g ng), while voiceless stop become aspirated nasals with the same place of articulation (p mh, t nh, c ngh).\n\nFor 3sg poss., we cannot deduce the transformation rule for voiced stops, but in the case of the voiceless ones, they become voiced (p b, t d, c g).\n\nThe adjective undergoes an initial consonant mutation as well. In the masculine it will have a voiceless stop as the initial consonant, while if it is feminine, it will be voiced (e.g., ‘beautiful’: teg + ‘brother’, deg + ‘princess’).","source":"langsci_420","problem_group_id":"langsci420:7.8","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Welsh","author":"Timur Maisak","competition":"MSK","year":1998,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":830,"source_line_end":862,"solution_line_start":1245,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Welsh and their English translations:\n\n. | Mae tad canllaith gan ei fanon e.\n| ‘His queen has a good father.’\n. | Mae banon ganllaith gan ei blentyn e.\n| ‘His child has a good queen.’\n. | Mae brawd teg gan ei gyfaill e.\n| ‘His friend has a beautiful brother.’\n. | Mae tywysoges deg gan 'y nhad i.\n| ‘My father has a beautiful princess.’\n. | Mae cyfaill penffol gan 'y newynes i.\n| ‘My witch has a stupid friend.’\n. | Mae plentyn talentog gan 'y manon i.\n| ‘My queen has a talented child.’\n. | Mae dewynes gall gan 'y nghyfaill i.\n| ‘My friend has a wise witch.’\n\nc = ‘c’ in ‘car’.\n- Translate into English:\n\n- Mae banon deg gan ei frawd e.\n\n- Mae tywysoges gall gan ei ddewynes e.\n\n- Mae cyfaill canllaith gan 'y nhywysoges i.\n\n- Translate into Welsh:\n\n- ‘His father has a stupid princess.’\n\n- ‘His princess has a wise father.’\n\n- ‘My child has a talented witch.’"}
{"id":"book_07_09","context":"Here are some sentences in Tadaksahak and their English translations:\n\n. | aɣagon cidi\n| ‘I swallowed the salt.’\n. | atezelmez hamu\n| ‘He will have the meat swallowed (by someone).’\n. | atedini a\n| ‘He will take it.’\n. | hamu anetubuz\n| ‘The meat was not taken.’\n. | jifa atetukuš\n| ‘The corpse will be taken out.’\n. | amanokal anešukuš cidi\n| ‘The chief didn't have the salt taken out.’\n. | aɣakaw hamu\n| ‘I took out the meat.’\n. | itegzem\n| ‘They were slaughtered.’\n. | aɣasezegzem a\n| ‘I'm not having him slaughtered.’\n. | anešišu aryen\n| ‘He didn't have the water drunk (by anybody).’\n. | feji abnin aryen\n| ‘The sheep is drinking the water.’\n. | idumbu feji\n| ‘They slaughtered the sheep.’\n. | cidi atetegmi\n| ‘The salt will be looked for.’\n. | amanokal abtuswud\n| ‘The chief is being watched.’\n. | cidi asetefred\n| ‘The salt is not being gathered.’\n. | amanokal asegmi i\n| ‘The chief had them looked for.’\n\nʒ = ‘s’ in ‘vision’, š = ‘sh’ in ‘shop’, ɣ is a consonant.","query":"- Translate into English:\n\n- aryen anetišu\n\n- aɣasuswud feji\n\n- cidi atetelmez\n\n- asedini jifa\n\n- If the stem of the verb ‘to walk’ is iʒuwenket, translate into Tadaksahak:\n\n- ‘He is having the water taken.’\n\n- ‘I'm having them walked.’\n\n- ‘The chief did not drink the water.’\n\n- ‘The salt was not looked for.’\n\n- ‘He will have the salt gathered.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.9. Tadaksahak\n\n-\n\n- ‘The water was not drunk.’\n\n- ‘I had the sheep watched.’\n\n- ‘The salt will be swallowed.’\n\n- ‘He is not taking the corpse.’\n\n-\n\n- abzubuz aryen\n\n- aɣabʒiʒuwenket i\n\n- amanokal anenin aryen\n\n- cidi anetegmi\n\n- atesefred cidi\n\nRules:\n\n- Word order: SVO. If the subject is a pronoun, it is omitted;\n\n- Verb: S–T–V–R;\n\n- S = Subject: a- = 3sg, i- = 3pl, aɣa- = 1sg;\n\n- T = Tense (combined with negation):\n\n| Past | Present | Future\nAffirmative | | -b- | -te-\nNegative | -ne- | -se- |\n\n- V = Voice:\n\n- = active;\n\n- -t- = passive;\n\n- -š- / -z- / -s- / -ʒ- = causative (‘to have someone do...’). If the stem contains any of these four sounds, the same sound is used here. Otherwise, -s- is used.\n\n- R = stem; the stem has two suppletive forms: one for active and another one for passive and causative.","source":"langsci_420","problem_group_id":"langsci420:7.9","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Tadaksahak","author":"Bozhidar Bozhanov","competition":"UKLO","year":2011,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":864,"source_line_end":912,"solution_line_start":1296,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Tadaksahak and their English translations:\n\n. | aɣagon cidi\n| ‘I swallowed the salt.’\n. | atezelmez hamu\n| ‘He will have the meat swallowed (by someone).’\n. | atedini a\n| ‘He will take it.’\n. | hamu anetubuz\n| ‘The meat was not taken.’\n. | jifa atetukuš\n| ‘The corpse will be taken out.’\n. | amanokal anešukuš cidi\n| ‘The chief didn't have the salt taken out.’\n. | aɣakaw hamu\n| ‘I took out the meat.’\n. | itegzem\n| ‘They were slaughtered.’\n. | aɣasezegzem a\n| ‘I'm not having him slaughtered.’\n. | anešišu aryen\n| ‘He didn't have the water drunk (by anybody).’\n. | feji abnin aryen\n| ‘The sheep is drinking the water.’\n. | idumbu feji\n| ‘They slaughtered the sheep.’\n. | cidi atetegmi\n| ‘The salt will be looked for.’\n. | amanokal abtuswud\n| ‘The chief is being watched.’\n. | cidi asetefred\n| ‘The salt is not being gathered.’\n. | amanokal asegmi i\n| ‘The chief had them looked for.’\n\nʒ = ‘s’ in ‘vision’, š = ‘sh’ in ‘shop’, ɣ is a consonant.\n- Translate into English:\n\n- aryen anetišu\n\n- aɣasuswud feji\n\n- cidi atetelmez\n\n- asedini jifa\n\n- If the stem of the verb ‘to walk’ is iʒuwenket, translate into Tadaksahak:\n\n- ‘He is having the water taken.’\n\n- ‘I'm having them walked.’\n\n- ‘The chief did not drink the water.’\n\n- ‘The salt was not looked for.’\n\n- ‘He will have the salt gathered.’"}
{"id":"book_07_10","context":"Here are some sentences in Sandawe and their English translations:\n\n. | !'ìnéỳsù kòŋkórìsà xéʔé̥wáá\n| ‘A hunterf brought roosters.’\n. | thíméỳsù kókósà ǁ'èésú\n| ‘A cookf skinned a hen.’\n. | múk'ùmè kókó xéʔé̥wáátshú\n| ‘A cow didn't bring hens.’\n. | kòŋkórì múk'ùmèʔà khàású\n| ‘Roosters hit [=did hit] a cow.’\n. | !'ìnéỳsò k'ámbà khàáyétshógé\n| ‘Apparently, hunters didn't hit a bull.’\n. | thíméỳ !'ìnéỳ xééyétshèégé\n| ‘Apparently, a cookm didn't bring a hunterm.’\n. | !'ìnéỳsò kókógéʔà ǁ'èésú\n| ‘Apparently, hunters skinned a hen.’\n. | !'ìnéỳsò kókóʔà khǎʔḁ́wáá\n| ‘Hunters hit [=did hit] hens.’\n. | kòŋkórì !'ìnéỳà xééyé\n| ‘A rooster brought a hunterm.’\n. | thíméỳsù kókó khǎʔḁ́wáátshúgé\n| ‘Apparently, a cookf didn't hit hens.’\n. | !'ìnéỳ thíméỳsògéà khàáʔíŋ\n| ‘Apparently, a hunterm hit [=did hit] cooks.’\n. | !'ìnéỳsò thíméỳsò ǁ'èéʔíntshó\n| ‘Hunters didn't skin cooks.’\n. | kòŋkórì !'ìnéỳsò xééʔíntshó\n| ‘Roosters didn't bring hunters.’\n. | thíméỳ kòŋkórì khǎʔḁ́wáátshèé\n| ‘A cookm didn't hit roosters.’\n\nGiven below are some more words in Sandawe and their English translations:\n\nŋ!àméỳ = ‘blacksmithm’\nbálóó = ‘to herd’\nthéká = ‘leopard (any gender)’\n\nx, th, tsh, kh, k', ŋ, ŋ!, ʔ, !', and ǁ' are consonants. The marks \"25CC\"301, \"25CC\"300, and \"25CC\"30C above a vowel denote high, low and rising (low high) tones, respectively.\nA circle under a vowel (e.g., ḁ) indicates a devoiced vowel.\nThe subscripts m and f refer to masculine and feminine, respectively.","query":"- Translate into English:\n\n- thíméỳ kòŋkórìgéà ǁ'èéyé\n\n- ŋ!àméỳsù thíméỳsùsà xéésú\n\n- k'ámbà théká khàásútshógé\n\n- múk'ùmè !'ìnéỳsòsà bálóóʔíŋ\n\n- Translate into Sandawe:\n\n- ‘Cooks herded hens.’\n\n- ‘Apparently, a blacksmithf didn't skin leopards.’\n\n- ‘A leopardf didn't herd a rooster.’\n\n- ‘Apparently, a bull didn't bring cooks.’\n\n- ‘Apparently, a hunterm brought blacksmiths.’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.10. Sandawe\n\n-\n\n- ‘Apparently, a cookm skinned a rooster.’\n\n- ‘A blacksmithf brought a cookf.’\n\n- ‘Apparently, bulls didn't hit a leopardf.’\n\n- ‘A cow herded hunters.’\n\n-\n\n- thíméỳsò kókóʔà bálóʔó̥wáá\n\n- ŋ!àméỳsù théká ǁ'ěʔé̥wáátshúgé\n\n- théká kòŋkórì bálóóyétshú\n\n- k'ámbà thíméỳsò xééʔíntshèégé\n\n- !'ìnéỳ ŋ!àméỳsògéà xééʔíŋ\n\nRules:\n\n- Human nouns receive the suffixes: (masc. sg), -sù (fem. sg), -sò (pl);\n\n- Sentence structure:\n\n- Affirmative: S + O—(gé)—XS + V—XO;\n\n- Negative: S + O + V—XO—YS—(gé).\n\n- -gé- marks ‘Apparently’ (non-witnessed evidential);\n\n- XS and YS agree with the subject, while XO agrees with the object, as follows:\n\n| XS | YS | XO\nsg masc. | -à | -tshèé | -yé\nsg fem. | -sà | -tshú | -sú\npl human | -ʔà | -tshó | -ʔín-ʔín -ʔíŋ / _ # (alternatively, in affirmative sentences).\npl non-human | -ʔà | -tshó | -ʔwááV́V́ + -ʔwáá V́ʔV̥́wáá and V̀V́ + -ʔwáá V̌ʔV̥́wáá.\n\nThe morpheme -ʔwáá attracts tone change if V2 has a high tone. In this case, V2 will get devoiced and, if V1 has low tone, it will become rising.","source":"langsci_420","problem_group_id":"langsci420:7.10","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Sandawe","author":"Shen-Chang Huang","competition":"APLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":914,"source_line_end":966,"solution_line_start":1345,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Sandawe and their English translations:\n\n. | !'ìnéỳsù kòŋkórìsà xéʔé̥wáá\n| ‘A hunterf brought roosters.’\n. | thíméỳsù kókósà ǁ'èésú\n| ‘A cookf skinned a hen.’\n. | múk'ùmè kókó xéʔé̥wáátshú\n| ‘A cow didn't bring hens.’\n. | kòŋkórì múk'ùmèʔà khàású\n| ‘Roosters hit [=did hit] a cow.’\n. | !'ìnéỳsò k'ámbà khàáyétshógé\n| ‘Apparently, hunters didn't hit a bull.’\n. | thíméỳ !'ìnéỳ xééyétshèégé\n| ‘Apparently, a cookm didn't bring a hunterm.’\n. | !'ìnéỳsò kókógéʔà ǁ'èésú\n| ‘Apparently, hunters skinned a hen.’\n. | !'ìnéỳsò kókóʔà khǎʔḁ́wáá\n| ‘Hunters hit [=did hit] hens.’\n. | kòŋkórì !'ìnéỳà xééyé\n| ‘A rooster brought a hunterm.’\n. | thíméỳsù kókó khǎʔḁ́wáátshúgé\n| ‘Apparently, a cookf didn't hit hens.’\n. | !'ìnéỳ thíméỳsògéà khàáʔíŋ\n| ‘Apparently, a hunterm hit [=did hit] cooks.’\n. | !'ìnéỳsò thíméỳsò ǁ'èéʔíntshó\n| ‘Hunters didn't skin cooks.’\n. | kòŋkórì !'ìnéỳsò xééʔíntshó\n| ‘Roosters didn't bring hunters.’\n. | thíméỳ kòŋkórì khǎʔḁ́wáátshèé\n| ‘A cookm didn't hit roosters.’\n\nGiven below are some more words in Sandawe and their English translations:\n\nŋ!àméỳ = ‘blacksmithm’\nbálóó = ‘to herd’\nthéká = ‘leopard (any gender)’\n\nx, th, tsh, kh, k', ŋ, ŋ!, ʔ, !', and ǁ' are consonants. The marks \"25CC\"301, \"25CC\"300, and \"25CC\"30C above a vowel denote high, low and rising (low high) tones, respectively.\nA circle under a vowel (e.g., ḁ) indicates a devoiced vowel.\nThe subscripts m and f refer to masculine and feminine, respectively.\n- Translate into English:\n\n- thíméỳ kòŋkórìgéà ǁ'èéyé\n\n- ŋ!àméỳsù thíméỳsùsà xéésú\n\n- k'ámbà théká khàásútshógé\n\n- múk'ùmè !'ìnéỳsòsà bálóóʔíŋ\n\n- Translate into Sandawe:\n\n- ‘Cooks herded hens.’\n\n- ‘Apparently, a blacksmithf didn't skin leopards.’\n\n- ‘A leopardf didn't herd a rooster.’\n\n- ‘Apparently, a bull didn't bring cooks.’\n\n- ‘Apparently, a hunterm brought blacksmiths.’"}
{"id":"book_07_11","context":"Here are some sentences in Burushaski and their English translations:\n\n. | khue gušiŋanc uwaran.\n| ‘These women will get tired.’\n. | ise ṣiqar iγurci.\n| ‘That wasp will drown.’\n. | biṭayue amin dasin musarkan?\n| ‘Which girl will the shamans let in?’\n. | γeniṣ muwalo.\n| ‘The queen will fall.’\n. | ue dasiwance šugulimuc usarkan.\n| ‘Those girls will let the friendsf in.’\n. | guse γurqune ṣiqarišo uγarki.\n| ‘This frog will catch the wasps.’\n. | qhudaae ice j̣akuyo uyeeci.\n| ‘The god will see those donkeys.’\n. | khine hilese belišo uγarki.\n| ‘This boy will catch the rams.’\n. | hoolalase amic talabuudomuc uyeeci?\n| ‘Which spiders will the butterfly see?’\n. | ue thamišue γeniṣanc uyaranan.\n| ‘Those kings will deceive the queens.’\n. | hilešue šugulo isarkan.\n| ‘The boys will let the friendm in.’\n. | γaṣepe khine biṭan iyarani.\n| ‘The magpie will deceive this shaman.’\n\nγ, j̣, ŋ, ṣ, š, and ṭ are consonants. The subscripts m and f refer to masculine and feminine, respectively.","query":"- Translate into English:\n\n- ice belišo uwalan.\n\n- qhudaamuce tham iyaranan.\n\n- talabuudue khine gus muyeeci.\n\n- amin guse γurquyo uγarko?\n\n- Translate into Burushaski:\n\n- ‘Those shamans will drown.’\n\n- ‘Which magpies will the women catch?’\n\n- ‘The kings will see these butterflies.’\n\n- ‘Which friendm will let the boys in?’\n\n- ‘That boy will deceive the friendf.’\n\n- ‘The queen will let that girl in.’\n\n- ‘This girl will see the friendsm.’\n\n- ‘The wasp will deceive that frog.’\n\n- ‘Which donkey will get tired?’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"7.11. Burushaski\n\n-\n\n- ‘Those rams will fall.’\n\n- ‘The gods will deceive the king.’\n\n- ‘The spider will see this woman.’\n\n- ‘Which woman will catch the frogs?’\n\n-\n\n- ue biṭayo uγurcan.\n\n- gušiŋance amic γaṣepišo uγarkan?\n\n- thamišue guce hoolalašo uyeecan.\n\n- amin šugulue hilešo usarki?\n\n- ine hilese šuguli muyarani.\n\n- γeniṣe ine dasin musarko.\n\n- khine dasine šugulomuc uyeeco.\n\n- ṣiqare ise γurqun iyarani.\n\n- amis j̣akun iwari?\n\nRules:\n\n- Word order: SOV, Modifier – Noun\n\n- Modifiers:\n\n| Human | Non-human\n(lr)2-3(lr)4-5\n| sg | pl | sg | pl\n‘this’ | khine | khue | guse | guce\n‘that’ | ine | ue | ise | ice\n‘which’ | amin | | amis | amic\n\n- Noun plural:\n\n- Masculine (human) and non-human nouns:\n\n- if singular ends in n: -n -yo;\n\n- if singular ends in s: -s -šo;\n\n- if singular ends in another consonant: C -Cišo;\n\n- if singular ends in a vowel: -V -Vmuc;\n\n- Feminine (human):\n\n- if singular ends in a vowel: -V -Vmuc;\n\n- if singular ends in a consonant – nouns behave irregularly (they receive the suffix -anc, but some consonant alterations may occur). Nevertheless, the problem does not require us to infer any plural form from this category;\n\n- Ergative marker: -e added after the plural marker; o u / _ e;\n\n- Verb: receives a prefix and a suffix. The prefix agrees with the absolutive argument of the verb, while the suffix agrees with the nominative argument of the verb, as follows:\n\n| non-human / | |\n| masc. human | fem. human | plural\nprefix | i- | mu- | u-\nsuffix | -i | -o | -an","source":"langsci_420","problem_group_id":"langsci420:7.11","chapter":7,"chapter_title":"Syntax","section":6,"section_title":"Practice problems","topic":"syntax, word order, focus, and alignment","language":"Burushaski","author":"Danylo Mysak","competition":"UkrLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c07_s01_p01","book_method_c07_s02_p01","book_method_c07_s02_p02","book_method_c07_s03_p01","book_method_c07_s04_p01","book_method_c07_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/07-Syntax.tex","source_line_start":968,"source_line_end":1012,"solution_line_start":1394,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Syntax\nPractice problems\nsyntax, word order, focus, and alignment\nThis practice problem belongs to the book's Syntax chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some sentences in Burushaski and their English translations:\n\n. | khue gušiŋanc uwaran.\n| ‘These women will get tired.’\n. | ise ṣiqar iγurci.\n| ‘That wasp will drown.’\n. | biṭayue amin dasin musarkan?\n| ‘Which girl will the shamans let in?’\n. | γeniṣ muwalo.\n| ‘The queen will fall.’\n. | ue dasiwance šugulimuc usarkan.\n| ‘Those girls will let the friendsf in.’\n. | guse γurqune ṣiqarišo uγarki.\n| ‘This frog will catch the wasps.’\n. | qhudaae ice j̣akuyo uyeeci.\n| ‘The god will see those donkeys.’\n. | khine hilese belišo uγarki.\n| ‘This boy will catch the rams.’\n. | hoolalase amic talabuudomuc uyeeci?\n| ‘Which spiders will the butterfly see?’\n. | ue thamišue γeniṣanc uyaranan.\n| ‘Those kings will deceive the queens.’\n. | hilešue šugulo isarkan.\n| ‘The boys will let the friendm in.’\n. | γaṣepe khine biṭan iyarani.\n| ‘The magpie will deceive this shaman.’\n\nγ, j̣, ŋ, ṣ, š, and ṭ are consonants. The subscripts m and f refer to masculine and feminine, respectively.\n- Translate into English:\n\n- ice belišo uwalan.\n\n- qhudaamuce tham iyaranan.\n\n- talabuudue khine gus muyeeci.\n\n- amin guse γurquyo uγarko?\n\n- Translate into Burushaski:\n\n- ‘Those shamans will drown.’\n\n- ‘Which magpies will the women catch?’\n\n- ‘The kings will see these butterflies.’\n\n- ‘Which friendm will let the boys in?’\n\n- ‘That boy will deceive the friendf.’\n\n- ‘The queen will let that girl in.’\n\n- ‘This girl will see the friendsm.’\n\n- ‘The wasp will deceive that frog.’\n\n- ‘Which donkey will get tired?’"}
{"id":"book_08_01","context":"Here are some words and phrases in Lango and their English translations in random order:\n\ndyè ɔ̀t, dyè tyɛ̀n, gìn, gìn wìc, ɲíg, ɲíg wàŋ, ɔ̀t cɛ̀m, wìc ɔ̀t\n‘eyeball’, ‘grain’, ‘roof’, ‘garment’, ‘floor’, ‘restaurant’, ‘sole of foot’, ‘hat’","query":"- Determine the correct correspondences.\n\n- Translate into English: cɛ̀m and dyè.\n\n- Translate into Lango: ‘window’.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"- Step 1. Create the graph (see fig:Lango-step1). We can notice that ɔ̀t appears three times, so we can start with it.\n\nCaption: Graph corresponding to Step 1.\n\n(1) at (0,0) dyè;\n(2) at (4,0) ɔ̀t;\n(3) at (8,0) wìc;\n(4) at (4,-2) cɛ̀m;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(2) – (4) node[inner sep=3pt,midway,right] ;\n\nWe continue to connect each word and obtain the final graphs in fig:Lango-step2. Note that for this problem there are two independent subgraphs.\n\nCaption: Complete graph of the words and phrases in Lango.\n\n2(1) at (0,0) dyè;\n(2) at (2.75,0) ɔ̀t;\n(3) at (5.5,0) wìc;\n(4) at (2.75,-2) cɛ̀m;\n(5) at (-2.75,0) tyɛ̀n;\n(6) at (8.25,0) gìn;\n(7) at (5.5,-2) ɲíg;\n(8) at (8.25,-2) wàŋ;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(2) – (4) node[anchor=south,inner sep=3pt,midway,right] ;\n(1) – (5) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (3) node[anchor=south,inner sep=3pt,midway] ;\n(7) – (8) node[anchor=south,inner sep=3pt,midway] ;\n\nNotice that we have two separate subgraphs: the first one, which has a T-shape, and the second one which only has two nodes. Moreover, notice that the words gìn and ɲíg are underlined, meaning they also appear as single words in the corpus.\n\n- Step 2. It is time to try and form a partial graph using the English words. At first sight, we can certainly correlate the word pairs: ‘roof’ – ‘floor’ (top part and bottom part of the room/house), as well as ‘hat’ – ‘roof’ (the covering of the head and of the room/house). Since the word ‘garment’ is already given, we can consider ‘hat’ to be the ‘head garmentthe garment of the top part’. Thus, we can create the partial graph shown in fig:Lango-EN-partial.\n\n(1) at (0,0) bottom;\n(2) at (3,0) house;\n(3) at (6,0) top;\n(4) at (9,0) garment;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] floor;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] roof;\n(4) – (3) node[anchor=south,inner sep=3pt,midway] hat;\n\nCaption: Partial graph of the English words.\n\nWe need to notice, in this case, that the connection between the nodes was not done using arrows, but lines, since the order of the constituents is not relevant.\n\nComparing the two graphs (Figures fig:Lango-step2 and fig:Lango-EN-partial), notice that the partial graph contains a chain of four words (‘garment’ – ‘top’ – ‘house’ – ‘bottom’), and one of the end-nodes is underlined (meaning it is given in the corpus). Looking at the complete graph of Lango words (fig:Lango-step2), we know for sure that the partial graph of English words (fig:Lango-EN-partial) cannot be part of the small subgraph, since it only has two nodes. In the big subgraph (the T-shaped one), only one node is underlined, namely gìn. Thus, we deduce that gìn = ‘garment’, and the four nodes (‘garment’ – ‘top’ – ‘house’ – ‘bottom’) can either be gìn – wìc – ɔ̀t – dyè, or gìn – wìc – ɔ̀t – cɛ̀m. Either way, the first three words are identical, so we deduce that gìn = ‘garment’, gìn wìc = ‘hat’, wìc = ‘top’, wìc ɔ̀t = ‘roof’, ɔ̀t = ‘house’. Following this, the proposed graph becomes the one shown in fig:Lango-step3.\n\n2(1) at (0,0) dyè;\n(2) at (2.75,0) ‘house’;\n(3) at (5.5,0) ‘top’;\n(4) at (2.75,-2) cɛ̀m;\n(5) at (-2.75,0) tyɛ̀n;\n(6) at (8.25,0) ‘garment’;\n(7) at (5.5,-2) ɲíg;\n(8) at (8.25,-2) wàŋ;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ‘roof’;\n(2) – (4) node[anchor=south,inner sep=3pt,midway,right] ;\n(1) – (5) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (3) node[anchor=south,inner sep=3pt,midway] ‘hat’;\n(7) – (8) node[anchor=south,inner sep=3pt,midway] ;\n\nCaption: Partially solved graph.\n\nMoreover, we know that one of the words cɛ̀m and dyè means ‘bottom’.\n\nThe remaining English words are: ‘floor’ (which we know represents ‘house + bottom’), ‘grain’, ‘eyeball’, ‘restaurant’, and ‘sole of foot’. We can already assume that ‘sole of foot’ is connected to ‘bottom’ (the bottom of the footlegbody). Thus, if cɛ̀m is ‘bottom’, we would not be able to connect it to ‘foot’, therefore dyè = ‘bottom’ and tyɛ̀n = ‘foot’. We can now modify the graph (see fig:Lango-step4).\n\n2(1) at (0,0) ‘bottom’;\n(2) at (2.75,0) ‘house’;\n(3) at (5.5,0) ‘top’;\n(4) at (2.75,-2) cɛ̀m;\n(5) at (-2.75,0) ‘foot’;\n(6) at (8.25,0) ‘garment’;\n(7) at (5.5,-2) ɲíg;\n(8) at (8.25,-2) wàŋ;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ‘floor’;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ‘roof’;\n(2) – (4) node[anchor=south,inner sep=3pt,midway,right] ;\n(1) – (5) node[anchor=south,inner sep=3pt,midway] ‘sole’;\n(6) – (3) node[anchor=south,inner sep=3pt,midway] ‘hat’;\n(7) – (8) node[anchor=south,inner sep=3pt,midway] ;\n\nCaption: Partially solved graph, including ‘bottom’ and ‘foot’.\n\nWe are left with three words: ‘restaurant’, ‘eyeball’, and ‘grain’. Moreover, we know that one of them needs to be connected to ‘house’ (‘house’ + cɛ̀m), while the other two must be derived from one another (ɲíg and ɲíg wàŋ). Among the English words, the one which is most closely related semantically with ‘house’ is ‘restaurant’ (‘restaurant’ = ‘house’ + ‘food’), while ‘eyeball’ can be derived from ‘grain’ as in ‘eyeball’ = ‘grain’ + ‘eye’ (the grain of the eye).\n\nThus, we can make all the correspondences:\n\n-\ndyè ɔ̀t | = | ‘floor’ | (bottom + house)\ndyè tyɛ̀n | = | ‘sole of foot’ | (bottom + foot)\ngìn | = | ‘garment’ |\ngìn wìc | = | ‘hat’ | (garment + top)\nɲíg | = | ‘grain’ |\nɲíg wàŋ | = | ‘eyeball’ | (grain + eye)\nɔ̀t cɛ̀m | = | ‘restaurant’ | (house + food)\nwìc ɔ̀t | = | ‘roof’ | (top + house)\n\n- cɛ̀m | = | ‘food’\ndyè | = | ‘bottom’\n\nFor task (c), we need to use the words we already have. Thus, we deduce that ‘window’ = eye of the house = ‘eye’ + ‘house’ (we deduce the word order from the phrase ‘eyeball’ = grain of the eye = ‘grain’ + ‘eye’, and not *‘eye’ + ‘grain’). Thus, ‘window’ = wàŋ ɔ̀t.\n\nThis is, however, an easy problem for which a graph is not necessarily needed, since one can observe that the only word which occurs in three different phrases is ɔ̀t, and the only three English translations which have something in common are ‘floor’, ‘roof’, and ‘restaurant’ (they are connected to a housebuilding). Nevertheless, the problem above offers an easy-to-understand example for the way in which graphs can be used to solve this type of problem.\n\nWe can now try to apply this method to solving a more complex problem.","source":"langsci_420","problem_group_id":"langsci420:8.1","chapter":8,"chapter_title":"Semantics","section":2,"section_title":"Graph method","topic":"semantics and graph-based matching","language":"Lango","author":"Ksenia Gilyarova","competition":"IOL","year":2005,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s02_p01","book_method_c08_s02_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Graph method” in the Semantics chapter, so it illustrates that method or topic.","string_only_usable":false,"visual_dependency_reasons":["included_image","tikz_diagram"],"source_file":"chapters/08-Semantics.tex","source_line_start":64,"source_line_end":77,"solution_line_start":79,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nGraph method\nsemantics and graph-based matching\nThe author places this worked example under “Graph method” in the Semantics chapter, so it illustrates that method or topic.\nHere are some words and phrases in Lango and their English translations in random order:\n\ndyè ɔ̀t, dyè tyɛ̀n, gìn, gìn wìc, ɲíg, ɲíg wàŋ, ɔ̀t cɛ̀m, wìc ɔ̀t\n‘eyeball’, ‘grain’, ‘roof’, ‘garment’, ‘floor’, ‘restaurant’, ‘sole of foot’, ‘hat’\n- Determine the correct correspondences.\n\n- Translate into English: cɛ̀m and dyè.\n\n- Translate into Lango: ‘window’."}
{"id":"book_08_02","context":"Here are some words and phrases in Guaraní and their English translations in random order:\n\n. | jaxy | . | ‘water’\n. | jaxy-tata | . | ‘brave’\n. | jaxy endy | . | ‘thumb’\n. | kuã guaxu | . | ‘liver, heart’\n. | kuã regua | . | ‘fire’\n. | py'a | . | ‘smoke’\n. | py'a guaxu | . | ‘pregnant’\n. | tata | . | ‘ring (jewellery)’\n. | tata endy | . | ‘moonlight’\n. | tata rataxĩ | . | ‘firelight’\n. | ye guaxu | . | ‘moon’\n. | yvy rataxĩ | . | ‘good soil’\n. | yvy porã | . | ‘dust’\n. | yy | . | ‘star’","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- guaxu\n\n- porã\n\n- rataxĩ\n\n- regua\n\n- ye\n\n- Translate into Guaraní:\n\n- ‘calm, relaxed’\n\n- ‘fog’\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"First notice that in English we have words referring to organs (‘liver, heart’) and emotions (‘brave’ and, in task (c), ‘calm’). So we can expect that these two are connected. Nevertheless, the first step is constructing the graphs for the Guaraní words (see fig:Guarani-step1).\n\nCaption: Complete graph of the words and phrases in Guaraní.\n\n(1) at (0,0) endy;\n(2) at (2,0) tata;\n(3) at (4,0) rataxĩ;\n(4) at (6,0) yvy;\n(5) at (8,0) porã;\n(6) at (1,2) jaxy;\n(2) – (1) node[anchor=south,inner sep=3pt,midway] ;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] ;\n(4) – (3) node[anchor=south,inner sep=3pt,midway] ;\n(5) – (4) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (1) node[anchor=south,inner sep=3pt,midway,left] ;\n(6) – (2) node[anchor=south,inner sep=3pt,midway,right] ;\n\n(1) at (0,0) ye;\n(2) at (2,0) guaxu;\n(3) at (4,0) kuã;\n(4) at (6,0) regua;\n(5) at (3,-1.5) yy;\n(6) at (2,2) py'a;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (4) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (2) node[anchor=south,inner sep=3pt,midway,right] ;\n\nNotebulbonIn Appendix appendix:3 I present a hand-drawn graph in order to show what such a graph might look like in reality, when solving a problem.\n\nWe notice that, in Guaraní, we have three independent subgraphs. For the partial graph of English words, we have the words: ‘moon’, ‘fire’, ‘moonlight’, and ‘firelight’. These can be arranged in a graph as shown in fig:Guarani-step2.\n\n(1) at (2,0) ‘fire’;\n(2) at (4,0) ‘light’;\n(3) at (6,0) ‘moon’;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] ;\n\nCaption: Partial graph of the English words ‘moon’, ‘fire’, ‘moonlight’, and ‘firelight’.\n\nThis is an ideal partial graph since we have two base words (nodes), ‘fire’, and ‘moon’, which are found in the corpus and are both connected to the same word (‘light’). According to the Guaraní graph in fig:Guarani-step1, the only two nodes close to one another that are found in the corpus (are underlined) are jaxy and tata, and both of them are connected to the word endy. Thus, we deduce that endy = ‘light’, and {jaxy, tata} = {‘fire’, ‘moon’}By this notation, we mean that jaxy and tata correspond to ‘fire’ and ‘moon’, but we do not know which is which.. In order to determine which is which, we notice that jaxy is not connected to anything else, while tata is further connected to rataxĩ. In English, we have the word ‘smoke’ which is clearly connected to ‘fire’, so tata = ‘fire’ and jaxy = ‘moon’. Moreover, from the graph, we notice that jaxy and tata combine with one another, thus, in English, we need to find a word formed by combining the words ‘moon’ and ‘fire’. The only one which is semantically close to that is ‘star’ ( = ‘fire moon’). Adding this information, our graph will look like that in fig:Guarani-step3.\n\nCaption: Partially solved graph.\n\n(1) at (0,0) endy\n(‘light’);\n(2) at (3,0) tata\n(‘fire’);\n(3) at (6,0) rataxĩ;\n(4) at (8,0) yvy;\n(5) at (10,0) porã;\n(6) at (1.5,2) jaxy\n(‘moon’);\n(2) – (1) node[anchor=south,inner sep=3pt,midway] ‘firelight’;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] ‘smoke’;\n(4) – (3) node[anchor=south,inner sep=3pt,midway] ;\n(5) – (4) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (1) node[anchor=south,inner sep=3pt,midway,left] ‘moonlight’;\n(6) – (2) node[anchor=south,inner sep=3pt,midway,right] ‘star’;\n\n(1) at (0,0) ye;\n(2) at (3,0) guaxu;\n(3) at (6,0) kuã;\n(4) at (9,0) regua;\n(5) at (4.5,-1.5) yy;\n(6) at (3,2) py'a;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (4) node[anchor=south,inner sep=3pt,midway] ;\n(6) – (2) node[anchor=south,inner sep=3pt,midway,right] ;\n\nAs mentioned above, ‘fire’ is only combined with one more word and, in English, the only word that belongs to the same semantic field is ‘smoke’. Thus, tata rataxĩ = ‘smoke’. Nevertheless, we cannot immediately deduce the meaning of rataxĩ (‘smoke’ = ‘fire’ + X). However, looking at the English words, we notice the word ‘dust’ and, since this roughly relates to the same semantic area as ‘smoke’, they most likely have something in common (the word X). Thus, we get:\n\n‘smoke’ = ‘fire’ + X and ‘dust’ = ? + X\n\nComparing again the remaining words, we notice we have the phrase ‘good soil’ (and, indeed, ‘smoke’ is to ‘fire’ as ‘dust’ is to ‘soil’). Therefore, X represents ‘particles/powder’ (smoke is a ``powder'' from the fire, while dust is a powder of soil). Thus, we can complete the top subgraph as shown in fig:Guarani-step4.\n\nCaption: Completely solved top subgraph.\n\n(1) at (0,0) endy\n(‘light’);\n(2) at (3,0) tata\n(‘fire’);\n(3) at (6,0) rataxĩ\n(‘powder’/\n‘particles’);\n(4) at (8,0) yvy\n(‘soil’);\n(5) at (10,0) porã\n(‘good’);\n(6) at (1.5,2) jaxy\n(‘moon’);\n(2) – (1) node[anchor=south,inner sep=3pt,midway] ‘firelight’;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] ‘smoke’;\n(4) – (3) node[anchor=south,inner sep=3pt,midway] ‘dust’;\n(5) – (4) node[anchor=south,inner sep=3pt,midway] ‘good\nsoil’;\n(6) – (1) node[anchor=south,inner sep=3pt,midway,left] ‘moonlight’;\n(6) – (2) node[anchor=south,inner sep=3pt,midway,right] ‘star’;\n\nSince this subgraph is independent (not connected to the others in any way), we have reached a dead end and we need to build a new partial graph based on the English words. However, we have already made eight correspondences. The remaining words are:\n\n4. | kuã guaxu | A. | ‘water’\n5. | kuã regua | B. | ‘brave’\n6. | py'a | C. | ‘thumb’\n7. | py'a guaxu | D. | ‘liver, heart’\n11. | ye guaxu | G. | ‘pregnant’\n14. | yy | H. | ‘ring’\n\nAmong these, we can notice ‘ring’ and ‘thumb’ (both being related to the word ‘finger’, as in ‘thumb’ = ‘finger’ + ‘big’ and ‘ring’ = ‘finger’ + ‘jewellery/ornament’). Only based on these two words, we can build the graph shown in fig:Guarani-step5.\n\n(1) at (2,0) ‘big’;\n(2) at (5,0) ‘finger’;\n(3) at (8,0) ‘jewellery’;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ‘thumb’;\n(2) – (3) node[anchor=south,inner sep=3pt,midway] ‘ring’;\n\nCaption: Partial graph.\n\nThus, ‘finger’ can correspond to either kuã, or guaxu. If it corresponded to guaxu, it needs to combine with another word among those given (i.e., ‘finger’ + ‘water’, ‘finger’ + ‘brave’, ‘finger’ + ‘liver, heart’, ‘finger’ + ‘pregnant’), all of these combinations being highly unlikely (difficult to justify). Therefore, kuã = ‘finger’. Moreover, we notice that no other word seems to belong in the semantic field of the word ‘jewellery, ornament’, so, most likely this is the meaning of regua. The graph now looks like that shown in fig:Guarani-step6.\n\nCaption: Completely solved subgraph.\n\n(1) at (0,0) ye;\n(2) at (3,0) guaxu\n(‘big’);\n(3) at (6,0) kuã\n(‘finger’);\n(4) at (10,0) regua\n(‘jewellery’);\n(5) at (3,2) py'a;\n(1) – (2) node[anchor=south,inner sep=3pt,midway] ;\n(3) – (2) node[anchor=south,inner sep=3pt,midway] ‘thumb’;\n(3) – (4) node[anchor=south,inner sep=3pt,midway] ‘ring’;\n(5) – (2) node[anchor=south,inner sep=3pt,midway,right] ;\n\nWe need to have in the corpus two more words which are formed from the combination of ‘big’ with other words (and one of the words it combines with – py'a – must also appear in the corpus). The first word we notice is ‘pregnant’ (we can consider that it is formed as ‘belly’ + ‘big’ or something similar). Moreover, we notice that we have ‘liver, heart’ and ‘brave’ among the remaining words. As mentioned above, words for emotions are often formed from words designating organs, so ‘brave’ = ‘big’ + ‘heart, liver’ is quite plausible. In this way, we also completed this subgraph and the only remaining word, yy, must mean ‘water’.\n\nSo we have the correspondences:\n\n1. | jaxy | = | ‘moon’ |\n2. | jaxy-tata | = | ‘star’ | (moon + fire)\n3. | jaxy endy | = | ‘moonlight’ |\n4. | kuã guaxu | = | ‘thumb’ | (finger + big)\n5. | kuã regua | = | ‘ring’ | (finger + jewellery)\n6. | py'a | = | ‘liver, heart’ |\n7. | py'a guaxu | = | ‘brave’ | (liver, heart + big)\n8. | tata | = | ‘fire’ |\n9. | tata endy | = | ‘firelight’ |\n10. | tata rataxĩ | = | ‘smoke’ | (fire + powder)\n11. | ye guaxu | = | ‘pregnant’ | (belly + big)\n12. | yvy rataxĩ | = | ‘dust’ | (soil + powder)\n13. | yvy porã | = | ‘good soil’ | (soil + good)\n14. | yy | = | ‘water’ |\n\nIn task (b), we are only asked to translate simple words (which correspond to the nodes of the graph), so this task is straightforward now: guaxu = ‘big’, porã = ‘good’, rataxĩ = ‘powder’, regua = ‘ornament/jewellery’, ye = ‘belly’.\n\nRememberbulbFor this type of problem, there might be multiple acceptable answers, which is taken into account when grading. Thus, for the word regua (which must be deduced from the combination ‘ring’ = ‘finger’ + regua), there can be multiple interpretations: ‘ornament’, ‘jewellery’ etc., but it can also be considered to mean ‘circle’, ‘surrounding’, etc. (which is the actual meaning of the Guaraní word). Thus, all of these words would be equally acceptable.\n\nIn task (c), we are asked to translate the words ‘fog’ and ‘calm’. The word ‘fog’ is easy to translate since it resembles ‘dust’ and ‘smoke’ (thus, ‘fog’ = ‘water’ + ‘powder’), so its translation is yy rataxĩ. The word ‘calm’ can be compared with the word ‘brave’ (both referring to human qualities). Since ‘brave’ was formed from ‘liver, heart’, it is likely that ‘calm’ is too. Moreover, we notice that we also have another adjective: ‘good’. Therefore, we can form the combination ‘calm’ = ‘good’ + ‘liver, heart’. Thus, its translation is py'a porã.\n\nPut all together, the answers are:\n\n-\n\n- K.\n\n- N.\n\n- I.\n\n- C.\n\n- H.\n\n- D.\n\n- B.\n\n- E.\n\n- J.\n\n- F.\n\n- G.\n\n- M.\n\n- L.\n\n- A.\n\n-\n\n- ‘big’\n\n- ‘good’\n\n- ‘powder, particles’\n\n- ‘circle’\n\n- ‘belly, stomach’\n\n- x\n\n-\n\n- py'a porã\n\n- yy rataxĩ","source":"langsci_420","problem_group_id":"langsci420:8.2","chapter":8,"chapter_title":"Semantics","section":2,"section_title":"Graph method","topic":"semantics and graph-based matching","language":"Guaraní","author":"Artur Corrêa Souza","competition":"RoLO","year":2021,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s02_p01","book_method_c08_s02_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Graph method” in the Semantics chapter, so it illustrates that method or topic.","string_only_usable":false,"visual_dependency_reasons":["included_image","tikz_diagram"],"source_file":"chapters/08-Semantics.tex","source_line_start":242,"source_line_end":285,"solution_line_start":287,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nGraph method\nsemantics and graph-based matching\nThe author places this worked example under “Graph method” in the Semantics chapter, so it illustrates that method or topic.\nHere are some words and phrases in Guaraní and their English translations in random order:\n\n. | jaxy | . | ‘water’\n. | jaxy-tata | . | ‘brave’\n. | jaxy endy | . | ‘thumb’\n. | kuã guaxu | . | ‘liver, heart’\n. | kuã regua | . | ‘fire’\n. | py'a | . | ‘smoke’\n. | py'a guaxu | . | ‘pregnant’\n. | tata | . | ‘ring (jewellery)’\n. | tata endy | . | ‘moonlight’\n. | tata rataxĩ | . | ‘firelight’\n. | ye guaxu | . | ‘moon’\n. | yvy rataxĩ | . | ‘good soil’\n. | yvy porã | . | ‘dust’\n. | yy | . | ‘star’\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- guaxu\n\n- porã\n\n- rataxĩ\n\n- regua\n\n- ye\n\n- Translate into Guaraní:\n\n- ‘calm, relaxed’\n\n- ‘fog’\n\n- [blank]"}
{"id":"book_08_03","context":"Here are some words in Basque and their English translations in random order:\n\nigogailu, artzain, lantegi, lantalde, bizitegi, taldekide, erizain, garbigailu, ikastalde,\nbizikide, garbitegi, ikaskide, lankide, eritegi, artalde\n‘classmate’, ‘flatmate’, ‘flock of sheep’, ‘crew’, ‘elevator’, ‘clinic’, ‘factory’, ‘nurse’, ‘home’, ‘shepherd’,\n‘wash-house’, ‘colleague’, ‘washing machine’, ‘team member’, ‘class (of students)’","query":"- Determine the correct correspondences.\n\n- How is the word artalde different from the other Basque words?\n\n- Translate the word ‘sheep-pen’ into Basque, knowing that it has the same feature as the word artalde.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"8.3. Basque\n\n-\n\n- igogailu = ‘elevator’\n\n- artzain = ‘shepherd’\n\n- lantegi = ‘factory’\n\n- lantalde = ‘crew’\n\n- bizitegi = ‘home’\n\n- taldekide = ‘team member’\n\n- erizain = ‘nurse’\n\n- garbigailu = ‘washing machine’\n\n- ikastalde = ‘class of (students)’\n\n- bizikide = ‘flatmate’\n\n- garbitegi = ‘wash-house’\n\n- ikaskide = ‘classmate’\n\n- lankide = ‘colleague’\n\n- eritegi = ‘clinic’\n\n- artalde = ‘flock of sheep’\n\n- -t + t- -t- (if a morpheme which ends in t is joined to another that starts with t, one of the two t's is dropped).\n\n- ‘sheep-pen’ = artegi\n\nRules:\n\nEach Basque word is composed of two morphemes (the first one shows the semantic field, while the other the category):\n\n1st morpheme | 2nd morpheme\nigo- = ‘to lift’ |\nlan- = ‘to work’ | -zain = ‘worker’In reality, a more accurate translation would be ‘keeper’.\nbizi- = ‘to live’ | -tegi = ‘place’\nart- = ‘sheep’ | -talde = ‘collective’\neri- = ‘sick’ | -kide = ‘member’\ngarbi- = ‘to wash’ | -gailu = ‘machine’\nikas- = ‘to learn’ |","source":"langsci_420","problem_group_id":"langsci420:8.3","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Basque","author":"Natalia Zaika","competition":"MSK","year":2012,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":547,"source_line_end":562,"solution_line_start":754,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Basque and their English translations in random order:\n\nigogailu, artzain, lantegi, lantalde, bizitegi, taldekide, erizain, garbigailu, ikastalde,\nbizikide, garbitegi, ikaskide, lankide, eritegi, artalde\n‘classmate’, ‘flatmate’, ‘flock of sheep’, ‘crew’, ‘elevator’, ‘clinic’, ‘factory’, ‘nurse’, ‘home’, ‘shepherd’,\n‘wash-house’, ‘colleague’, ‘washing machine’, ‘team member’, ‘class (of students)’\n- Determine the correct correspondences.\n\n- How is the word artalde different from the other Basque words?\n\n- Translate the word ‘sheep-pen’ into Basque, knowing that it has the same feature as the word artalde."}
{"id":"book_08_04","context":"Here are some words in Turkish and their English translations in random order:\n\ngözlemci, döndürmek, gündöndü, gözlükcü, şarkıcı, çocukluk, gözlemek, pazar, pazartesi, cumartesi, güneşli\n‘Saturday’, ‘Sunday’, ‘Monday’, ‘observer’, ‘singer’, ‘to observe’, ‘to rotate’, ‘sunny’, ‘sunflower’, ‘optician’, ‘childhood’","query":"- Determine the correct correspondences.\n\n- Translate into Turkish:\n\n- ‘observation’\n\n- ‘child’\n\n- ‘the state of being a singer’\n\n- ‘spectacles’\n\n- ‘Friday’\n\n- [blank]","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"8.4. Turkish\n\n- The morphemes have been separated by a hyphen (-) and their meaning is given, in order, between brackets:\n\ngöz-lem-ci | ‘observer’ | (eye + abstract-noun + agent-marker)\ngöz-lük-cü | ‘optician’ | (eye + state-of-being + agent-marker)\ngöz-le(m)-mek | ‘to observe’ | (eye + abstract-noun + verb-marker)\ndöndür-mek | ‘to rotate’ | (rotation + verb-marker)\ngün(eş)-li | ‘sunny’ | (sun + adjective-marker)\ngün-döndü | ‘sunflower’ | (sun + rotation)\nşarkı-cı | ‘singer’ | (song + agent-marker)\nçocuk-luk | ‘childhood’ | (child + state-of-being)\npazar | ‘Sunday’ |\npazar-tesi | ‘Monday’ | (Sunday + tomorrow)\ncumar-tesi | ‘Saturday’ | (Friday + tomorrow)\n\nNotebulbonSince Turkish is a language displaying vowel harmony, the form of the suffixes will differ depending on the word (ci/cı/cü or lük/luk).\n\n-\n\n- gözlem\n\n- çocuk\n\n- şarikcilik\n\n- gözlük\n\n- cumarIn reality, it is cuma, but cumar is the answer as can be deduced from the given data.","source":"langsci_420","problem_group_id":"langsci420:8.4","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Turkish","author":"Monojit Choudhury","competition":"PLO","year":2014,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":566,"source_line_end":586,"solution_line_start":800,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words in Turkish and their English translations in random order:\n\ngözlemci, döndürmek, gündöndü, gözlükcü, şarkıcı, çocukluk, gözlemek, pazar, pazartesi, cumartesi, güneşli\n‘Saturday’, ‘Sunday’, ‘Monday’, ‘observer’, ‘singer’, ‘to observe’, ‘to rotate’, ‘sunny’, ‘sunflower’, ‘optician’, ‘childhood’\n- Determine the correct correspondences.\n\n- Translate into Turkish:\n\n- ‘observation’\n\n- ‘child’\n\n- ‘the state of being a singer’\n\n- ‘spectacles’\n\n- ‘Friday’\n\n- [blank]"}
{"id":"book_08_05","context":"Here are some words and phrases in Chinese and their English translations in random order:\n\nhóng, míngbái, báishì, huáng, hēishì, shìqing huángle, yăn, yănhóng, hóngshì, hóngyán, hēihuà, báiyăn, báihuà, hēibái fēnmíng, yán, hēibái, huángle\n‘encoding’, ‘black-and-white’, ‘face’, ‘yellow’, ‘funeral’, ‘bankruptcy’, ‘to clarify’, ‘to dislike’, ‘young woman’, ‘failure’, ‘decoding’, ‘wedding’, ‘eye’, ‘black market’, ‘it's written in black and white’, ‘jealousy’, ‘red’","query":"- Determine the correct correspondences.\n\n- The word báishì can have two meanings in Chinese, although only one is reflected in the correspondences above. What is the other meaning?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"8.5. Chinese\n\n-\n\n- hóng = ‘red’\n\n- míngbái = ‘to clarify’\n\n- báishì = ‘funeral’\n\n- huáng = ‘yellow’\n\n- hēishì = ‘black market’\n\n- shìqing huángle = ‘bankruptcy’\n\n- yǎn = ‘eye’\n\n- yǎnhóng = ‘jealousy’\n\n- hóngshì = ‘wedding’\n\n- hóngyán = ‘young woman’\n\n- hēihuà = ‘encoding’\n\n- báiyǎn = ‘to dislike’\n\n- báihuà = ‘decoding’\n\n- hēibái fēnmíng = ‘it is written in black and white’\n\n- yán = ‘face’\n\n- hēibái = ‘black-and-white’\n\n- huángle = ‘failure’\n\n- ‘white market’","source":"langsci_420","problem_group_id":"langsci420:8.5","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Chinese","author":"Roxana Dincă","competition":"RoLO","year":2015,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":588,"source_line_end":600,"solution_line_start":833,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words and phrases in Chinese and their English translations in random order:\n\nhóng, míngbái, báishì, huáng, hēishì, shìqing huángle, yăn, yănhóng, hóngshì, hóngyán, hēihuà, báiyăn, báihuà, hēibái fēnmíng, yán, hēibái, huángle\n‘encoding’, ‘black-and-white’, ‘face’, ‘yellow’, ‘funeral’, ‘bankruptcy’, ‘to clarify’, ‘to dislike’, ‘young woman’, ‘failure’, ‘decoding’, ‘wedding’, ‘eye’, ‘black market’, ‘it's written in black and white’, ‘jealousy’, ‘red’\n- Determine the correct correspondences.\n\n- The word báishì can have two meanings in Chinese, although only one is reflected in the correspondences above. What is the other meaning?"}
{"id":"book_08_06","context":"Here are some phrases in Hausa and their English translations in random order:\n\n. | bàakín rúwáa | . | ‘talkative boy’\n. | bàbbán bàakín tsúntsúu | . | ‘white camel’\n. | bàbbán yátsàa | . | ‘big beak’\n. | bàbbán ràkúmín rúwáa | . | ‘thumb’\n. | bàbbán yár sháanúu | . | ‘fruit’\n. | bákín cíkìi | . | ‘fork’\n. | bákín ràagóo | . | ‘pregnant woman’\n. | cóokàlíi mài yátsàa | . | ‘sorrow’\n. | dán ràagóo | . | ‘estuary’\n. | dán mài bàbbán bàakíi | . | ‘lamb’\n. | fárin ràkúmíi | . | ‘black sheep’\n. | rúwán bíshíyàa | . | ‘(tree) sap’\n. | yár mài bàbbán cíkìi | . | ‘tsunami’\n. | yár bíshíyàa | . | ‘big heifer’\n\nAn ‘estuary’ is a wide part of the river, similar to a funnel. A ‘heifer’ is a young female cow.","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- dán sháanúu\n\n- fárín cíkìi\n\n- yár mài bákin bàakíi\n\n- Translate into Hausa:\n\n- ‘girl who has a spoon’\n\n- ‘crow’\n\n- ‘river’\n\n- ‘(tree) branch’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"8.6. Hausa\n\n-\n\n- I.\n\n- C.\n\n- D.\n\n- M.\n\n- N.\n\n- H.\n\n- K.\n\n- F.\n\n- J.\n\n- A.\n\n- B.\n\n- L.\n\n- G.\n\n- E.\n\n- 15. ‘calf’ (boy + cow)\n\n- 16. ‘happiness’ (white + stomach) – based on ‘sorrow’ = black + stomach\n\n- 17. ‘impolite/naughty girl’ (girl + with + black + mouth)\n\n- 18. yár mài cóokàlíi (girl + with + spoon)\n\n- 19. bákín tsúntsúu (bird + black)\n\n- 20. bàbbán rúwáa (big + water)\n\n- 21. yátsàn bíshíyàa (finger + tree)\n\nRules:\n\n- The determiners come before the head noun;\n\n- The words yár = ‘female, woman’ and mài = ‘with’ are invariable;\n\n- All other words end in -n if they are not the head noun or they double the final vowel if they are the head noun. An alternative explanation is that they end in -n, unless they are phrase-final, in which case the -n is removed and the last vowel is doubled.","source":"langsci_420","problem_group_id":"langsci420:8.6","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Hausa","author":"Paul Helmer","competition":"RoLO","year":2019,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":604,"source_line_end":652,"solution_line_start":863,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some phrases in Hausa and their English translations in random order:\n\n. | bàakín rúwáa | . | ‘talkative boy’\n. | bàbbán bàakín tsúntsúu | . | ‘white camel’\n. | bàbbán yátsàa | . | ‘big beak’\n. | bàbbán ràkúmín rúwáa | . | ‘thumb’\n. | bàbbán yár sháanúu | . | ‘fruit’\n. | bákín cíkìi | . | ‘fork’\n. | bákín ràagóo | . | ‘pregnant woman’\n. | cóokàlíi mài yátsàa | . | ‘sorrow’\n. | dán ràagóo | . | ‘estuary’\n. | dán mài bàbbán bàakíi | . | ‘lamb’\n. | fárin ràkúmíi | . | ‘black sheep’\n. | rúwán bíshíyàa | . | ‘(tree) sap’\n. | yár mài bàbbán cíkìi | . | ‘tsunami’\n. | yár bíshíyàa | . | ‘big heifer’\n\nAn ‘estuary’ is a wide part of the river, similar to a funnel. A ‘heifer’ is a young female cow.\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- dán sháanúu\n\n- fárín cíkìi\n\n- yár mài bákin bàakíi\n\n- Translate into Hausa:\n\n- ‘girl who has a spoon’\n\n- ‘crow’\n\n- ‘river’\n\n- ‘(tree) branch’"}
{"id":"book_08_07","context":"Here are some words and phrases in Tetum and their English translations in random order:\n\n. | ai boot | . | ‘eyelid’\n. | ai fuan boot | . | ‘scapula’\n. | ai fuan musan | . | ‘leaf’\n. | ai tahan | . | ‘big fruit’\n. | ibun kulit boot | . | ‘big tree’\n. | kbas | . | ‘auricle’\n. | kbas tahan | . | ‘skin’\n. | kulit | . | ‘seed’\n. | matan kulit | . | ‘shoulder’\n. | matan musan | . | ‘eyeball’\n. | tilun tahan | . | ‘big lip’\n\nThe ‘scapula’ (or shoulder blade) is the large flat bone that is part of the shoulder joint. The ‘auricle’ is the visible part of the ear.","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- matan fuan\n\n- ai fuan kulit\n\n- tilun boot\n\n- One of the phrases has the same translation as one of the phrases 1–11.\n\n- Translate into Tetum:\n\n- ‘mouth’\n\n- ‘big eye’\n\n- ‘(tree) bark’\n\n- ‘grain’\n\n- Two of the words above can be combined to construct a phrase meaning ‘impolite person’. Which ones are these?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"8.7. Tetum\n\n-\n\n- E.\n\n- D.\n\n- H.\n\n- C.\n\n- K.\n\n- I.\n\n- B.\n\n- G.\n\n- A.\n\n- J.\n\n- F.\n\n-\n\n-\n\n- ‘eyeball’\n\n- ‘(fruit) peel’\n\n- ‘big ear’\n\n-\n\n- ibun\n\n- matan boot\n\n- ai kulit\n\n- musan\n\n- ibun boot (‘big mouth’)","source":"langsci_420","problem_group_id":"langsci420:8.7","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Tetum","author":"Aleksejs Peguševs","competition":"RoLO","year":2020,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":656,"source_line_end":702,"solution_line_start":904,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words and phrases in Tetum and their English translations in random order:\n\n. | ai boot | . | ‘eyelid’\n. | ai fuan boot | . | ‘scapula’\n. | ai fuan musan | . | ‘leaf’\n. | ai tahan | . | ‘big fruit’\n. | ibun kulit boot | . | ‘big tree’\n. | kbas | . | ‘auricle’\n. | kbas tahan | . | ‘skin’\n. | kulit | . | ‘seed’\n. | matan kulit | . | ‘shoulder’\n. | matan musan | . | ‘eyeball’\n. | tilun tahan | . | ‘big lip’\n\nThe ‘scapula’ (or shoulder blade) is the large flat bone that is part of the shoulder joint. The ‘auricle’ is the visible part of the ear.\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- matan fuan\n\n- ai fuan kulit\n\n- tilun boot\n\n- One of the phrases has the same translation as one of the phrases 1–11.\n\n- Translate into Tetum:\n\n- ‘mouth’\n\n- ‘big eye’\n\n- ‘(tree) bark’\n\n- ‘grain’\n\n- Two of the words above can be combined to construct a phrase meaning ‘impolite person’. Which ones are these?"}
{"id":"book_08_08","context":"Here are some words and phrases in Malagasy and their English translations in random order:\n\n. | mahandohalika | . | ‘grandson’\n. | lohalika | . | ‘ankle’\n. | zafin-kitrokely | . | ‘shoot of rice (departing from the stem)’\n. | hafaladia | . | ‘up to the sole’\n. | zafim-bary | . | ‘rice field’\n. | kitrokely | . | ‘great-great-great-grandson’\n. | zafim-paladia | . | ‘one who can get on his knees’\n. | zafy | . | ‘great-great-great-great–grandson’\n. | tanim-bary | . | ‘knee’\n. | mahambozona | . | ‘one who can carry something on his neck’\n\ny = ‘i’ in ‘pit’.","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- tany\n\n- vozona\n\n- halohalika\n\n- Translate into Malagasy:\n\n- ‘great-great-grandson’\n\n- ‘sole’\n\n- ‘up to the ankle’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"8.8. Malagasy\n\n-\n\n- G.\n\n- I.\n\n- F.\n\n- D.\n\n- C.\n\n- B.\n\n- H.\n\n- A.\n\n- E.\n\n- J.\n\n-\n\n- ‘field’\n\n- ‘neck’\n\n- ‘up to the knee’\n\n-\n\n- zafin-dohalika\n\n- faladia\n\n- hakitrokely","source":"langsci_420","problem_group_id":"langsci420:8.8","chapter":8,"chapter_title":"Semantics","section":3,"section_title":"Practice problems","topic":"semantics and graph-based matching","language":"Malagasy","author":"Alexey Kretov","competition":"MSK","year":2011,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c08_s01_p01","book_method_c08_s02_p01","book_method_c08_s02_p02","book_method_c08_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/08-Semantics.tex","source_line_start":706,"source_line_end":747,"solution_line_start":946,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Semantics\nPractice problems\nsemantics and graph-based matching\nThis practice problem belongs to the book's Semantics chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some words and phrases in Malagasy and their English translations in random order:\n\n. | mahandohalika | . | ‘grandson’\n. | lohalika | . | ‘ankle’\n. | zafin-kitrokely | . | ‘shoot of rice (departing from the stem)’\n. | hafaladia | . | ‘up to the sole’\n. | zafim-bary | . | ‘rice field’\n. | kitrokely | . | ‘great-great-great-grandson’\n. | zafim-paladia | . | ‘one who can get on his knees’\n. | zafy | . | ‘great-great-great-great–grandson’\n. | tanim-bary | . | ‘knee’\n. | mahambozona | . | ‘one who can carry something on his neck’\n\ny = ‘i’ in ‘pit’.\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- tany\n\n- vozona\n\n- halohalika\n\n- Translate into Malagasy:\n\n- ‘great-great-grandson’\n\n- ‘sole’\n\n- ‘up to the ankle’"}
{"id":"book_09_01","context":"Here are some Quenya numbers:\n\nneldë | 3 | enquë yucainen | 26\ncanta | 4 | minë nelcainen | 31\nlempë | 5 | cancainen | 40\notso | 7 | atta tolcainen | 82\ntolto | 8 | atta tolcainen tuxa | 182\nnelcëa | 13 | nertë nelcainen lemtuxa | 539\nencëa | 16 | |","query":"- Write in numerals:\n\n- tolcëa\n\n- enquë cancainen\n\n- cancainen neltuxa\n\n- lempë tolcainen\n\n- tuxa\n\n- [blank]\n\n- Write in Quenya: 1, 70, 192, 385.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"We notice that numbers 13 and 16 both end in the suffix -cëa, while numbers bigger than 26 have a different structure. Thus, comparing the words for 3 and 13, we can assume it is a base-10 language and that numbers 10 + X are written as X-cëa. We further notice that in order to form the number 13, only a part of the word for 3 is used (nel).\n\nComparing examples 82 and 182, they differ only by the word tuxa placed at the end; therefore, we can deduce that tuxa means 100 (which further confirms that the number system for this language is base 10). Moreover, looking at the number 539, we notice that the last word is lemtuxa, where tuxa = 100, and lem is the first part of the number 5. Thus, in this case as well, only a part of the stem of the unit is used. Furthermore, we notice that in the right column, the second word always ends in cainen. We can assume that this is the suffix which marks the tens (10X), whence we deduce that the word order in Quenya is units-tens-hundreds.\n\nOnly based on these observations, we can write the following rules:\n\n10+X = X′ -cëa 100X+10Y+Z = Z Y′-cainen X′-tuxa\n\nBy X′ and Y′ we mean that a different, truncated, form of the word is used.\n\nBased on these observations, we can create a table with the form of each digit in different contexts:\n\nDigit | X | 10+X | 10X | 100X\n1 | minë | | |\n2 | atta | | yu- |\n3 | neldë | nel- | nel- |\n4 | canta | | can- |\n5 | lempë | | | lem-\n6 | enquë | en- | |\n7 | otso | | |\n8 | tolto | | tol- |\n9 | nertë | | |\n\nThe four columns represent the form in which the respective digit is used if it represents the units, if it appears with the suffix -cëa (meaning 10+X), if it appears with the suffix -cainen (10X), or if it appears with the suffix -tuxa (100X).\n\nWe notice that the same form of 3 appears both in the case of 10+X and 10X. Therefore, we deduce that both contexts use the same form. Moreover, we have no reason not to assume that the same form will also be used in the case of hundreds. In order to deduce how that form is constructed, we compare it with the full form in the first column (the units). We notice that the short form (which we designated by X′ and Y′) represents the first syllable of the unit. The only exception is the digit 2, where the form used for 20 is yu-. It appears that in Quenya 1 and 2 are irregular and have different forms in different contexts. This is not uncommon cross-linguistically.\n\nThus, we can solve the tasks and write the rules.\n\nRules:\nDigits are single words. In compound words, only the stem of the digit is used, which is represented by the first syllable (in the notation below, X′ is the stem/first syllable of X). The digit 2 has a special form, yu-. Thus:\n\n10+X = X′-cëa 100X+10Y+Z = Z Y′-cainen X′-tuxa\n\n-\n\n- 18\n\n- 46\n\n- 340\n\n- 85\n\n- 100\n\n-\n\n- 1 = minë\n\n- 70 = otcainen\n\n- 192 = atta nercainen tuxa\n\n- 385 = lempë tolcainen neltuxa\n\nIn situations where the base is unknown, a simple method to get some additional information is to count how many morphemes there are. If in a particular language we count 11 digits, we expect the base to be, most likely, 10 or 12. Usually, this method is just an estimation, and the result should probably be taken with an error margin of ±2 because: (1) it is possible that we misidentified some of the digits, and (2) it is possible that the problem does not feature all the digits or even some digits might have different forms in different contexts. Moreover, it is extremely important that we count only the digits, not other morphemes (such as orders or addition/multiplication markers).","source":"langsci_420","problem_group_id":"langsci420:9.1","chapter":9,"chapter_title":"Number systems","section":1,"section_title":"Introduction","topic":"number systems","language":"Quenya","author":"Roxana Dincă","competition":"RoLO","year":2013,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":42,"source_line_end":70,"solution_line_start":72,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nIntroduction\nnumber systems\nThe author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.\nHere are some Quenya numbers:\n\nneldë | 3 | enquë yucainen | 26\ncanta | 4 | minë nelcainen | 31\nlempë | 5 | cancainen | 40\notso | 7 | atta tolcainen | 82\ntolto | 8 | atta tolcainen tuxa | 182\nnelcëa | 13 | nertë nelcainen lemtuxa | 539\nencëa | 16 | |\n- Write in numerals:\n\n- tolcëa\n\n- enquë cancainen\n\n- cancainen neltuxa\n\n- lempë tolcainen\n\n- tuxa\n\n- [blank]\n\n- Write in Quenya: 1, 70, 192, 385."}
{"id":"book_09_02","context":"Here are two equalities in Embera Chami:\n\n() | umbea + huasoma kwimane | = | omme huasoma omme\n() | omme huasoma kwimane + huasoma abba | = | kwimane huasoma","query":"- Write the equalities above with numerals.\n\n- Write in Embera Chami: 1, 5, 17, 23.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"At first sight, it might seem a very difficult problem without an obvious starting point and with very little information given. Nevertheless, if we check the structure of the numbers, we notice that there are two types: single words or numbers like X huasoma Y. We can assume that the second type will represent bigger numbers, and that huasoma is the base, these numbers representing Xhuasoma + Y (or Y × huasoma + X). Moreover, we notice that the same word can represent both X and Y, therefore X and Y are the slots where the digits are placed. Based on these rules, we can try to count the number of digits that occur in the problem, and we notice that there are only four (umbea, kwimane, omme, abba). Moreover, they have a constant form (there are no changes or added or deleted morphemes). We can then assume that the base is 5 and that huasoma = 5.\n\nThe next thing we need to do is figure out the order of the constituents, i.e., figure out whether X huasoma Y means 5X + Y or 5Y + X. Looking at equality (1), we have two cases:\n\n- huasoma X = 5X\n\n- huasoma X = 5+X\n\nAssuming case a. is true, eq. (1) becomes:\n\numbea+5kwimane = omme+5omme\n\nThis seems unlikely, since we know that umbea is, most likely, a digit. Thus, if huasoma kwimane meant 5X, then umbea + huasoma kwimane should be equal to umbea huasoma kwimane (i.e., umbea + 5kwimane). Generally, the carryoverWe use the term carryover for the following situation: when you add 17 and 19, you add the units first (7 and 9 to get 16) and “carry over” the 1 (from 16) to the tens. is a strong strategy to discover certain digits.\n\nThus, case b. must be correct, and now we know that huasoma X = 5 + X, so we can deduce that X huasoma = 5X and, extrapolating, X huasoma Y = 5X + Y.\n\nMoreover, from eq. (1), we see that the number resulting from the addition has the multiplier omme. Since this is the result of a sum between a unit and a number like base + X, the result can either also be base + X (if there is no carryover) or 2base + X (if there is carryover). Since we know that there is carryover (the number on the right has a multiplier, since it has the structure 5X+Y), we deduce that omme = 2.\n\nIf we denote the remaining three digits by U, K and A (corresponding to their first letter), we can rewrite the equalities as follows:\n\n- U+(5+K)=12\n\n- (10+K)+(5+A)=5K\n\nRearranging equality (1), we get: U + K = 7.\n\nKnowing that U and K are digits smaller than 5 (the base), U and K can only correspond to 3 and 4, not necessarily in this order. Thus, A can only be 1 since it is the only remaining digit. Therefore, abba = 1.\n\nReplacing this in eq. (2) gives us: 10 + K + 6 = 5K 4K = 16. So K = 4 and, subsequently, U = 3.\n\nThus, the rules are:\n\n- 1 = abba, 2 = omme, 3 = umbea, 4 = kwimane, 5 = huasoma;\n\n- 5X + Y = X huasoma Y.\n\n-\n\n- 3+9=12\n\n- 14+6=20\n\n-\n\n- 1 = abba\n\n- 5 = huasoma\n\n- 17 = 35+2 = umbea huasoma omme\n\n- 23 = 45+3 = kwimane huasoma umbea","source":"langsci_420","problem_group_id":"langsci420:9.2","chapter":9,"chapter_title":"Number systems","section":1,"section_title":"Introduction","topic":"number systems","language":"Embera Chami","author":"Vlad A. Neacșu","competition":"PLO","year":2022,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":140,"source_line_end":153,"solution_line_start":155,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nIntroduction\nnumber systems\nThe author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.\nHere are two equalities in Embera Chami:\n\n() | umbea + huasoma kwimane | = | omme huasoma omme\n() | omme huasoma kwimane + huasoma abba | = | kwimane huasoma\n- Write the equalities above with numerals.\n\n- Write in Embera Chami: 1, 5, 17, 23."}
{"id":"book_09_03","context":"Yup'ik people have an interesting concept when it comes to counting – the words for the numbers can be broken down into meaningful parts which may be related to body parts. For example, the word for 5, talliman, means ‘arm’ and the word for 6, arvinlegen, means ‘cross over’, as you need to change hands to go on counting.\n\nThe Yup'ik people often include geometry in the border patterns of their traditional garments, called \"parkas\". One such pattern comes from a 33 square, as represented below. This is a magic square, constructed by placing the digits 1 to 9 within the cells such that the sum of all the digits in every row, column, and diagonal is the same.\n[VISUAL OMITTED: images/Yupik_square.jpg]\n\nTo help you fill in the magic square, the following clues are given in Yup'ik.\nHint: 294 in Yup'ik is yuinaat qula cetaman qula cetaman.\n\n- Rows:\n\n- Yuinaat yuinaq cetaman qula malruk\n\n- Yuinaat akimiaq malruk akimiaq malruk\n\n- Yuinaat yuinaak malruk akimiaq atauciq\n\n- Columns:\n\n- Yuinaat yuinaq atauciq akimiaq pingayun\n\n- Yuinaat yuinaak malruk yuinaat malrunglegen qula atauciq\n\n- Yuinaat qula pingayun akimiaq atauciq","query":"- Fill in the numbers missing from the magic square above. One digit is already given (a2 = 9).\n\n- Write in Yup'ik the number given in the diagonal from top left (the number formed by the digits a1-b2-c3).","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"*1. Solving the magic square\n\nThis is in reality the easiest part. It is known that in a magic square the middle number must be 5 (you can attempt a mathematical proof, it is rather easy), hence b2 = 5. Moreover, it is known that the sum on every row, column and diagonal must be 15. Since on the middle column we already have 9 and 5, we deduce that c2 = 1.\n\nOn the first row, we already have the digit 9, so the sum of the other two digits must be 6. We have three possibilities: 5 and 1 (impossible, since 5 is already used), 3 and 3 (impossible, since we cannot repeat digits), or 4 and 2 (this is therefore the only possible option). Therefore, the first row can be either 492 or 294. Since in the introduction we are given the Yup'ik name for 294, which does not appear in the crossword clues (hence, it doesn't appear in the square), we deduce that the first row must be 492, so a1 = 4, a3 = 2.\n\nSince we are told that the sum on the diagonals is also constant (so, 15), we can easily deduce that c1 = 8 and c3 = 6, which makes filling in the rest of the square trivial. In the end we get:\n\n[VISUAL OMITTED: images/Yupik_Square-solved.png]\n\n*2. Solving the number problem\n\nOnce the square is filled in, we can extract all the information in a table, transforming the problem into a classic one, in which we are given some numbers spelled out in Yup'ik:\n\n276 | yuinaat qula pingayun akimiaq atauciq\n294 | yuinaat qula cetaman qula cetaman\n357 | yuinaat akimiaq malruk akimiaq malruk\n438 | yuinaat yuinaq atauciq akimiaq pingayun\n492 | yuinaat yuinaq cetaman qula malruk\n816 | yuinaat yuinaak malruk akimiaq atauciq\n951 | yuinaat yuinaak malruk yuinaat malrunglegen qula atauciq\n\nThe first important observation is based on the last word in every number. We have four types of numbers: ending in atauciq (276, 816, 951), ending in malruk (357, 492), ending in cetaman (294), and ending in pingayun (438). Looking closely, one notices that these numbers can be grouped based on their remainder when divided by 5 (i.e., modulo 5). Thus, we can deduce that:\n\natauciq = 1, malruk = 2, pingayun = 3, cetaman = 4\n\nReplacing these numbers, we get:\n\n276 | yuinaat qula 3 akimiaq 1\n294 | yuinaat qula 4 qula 4\n357 | yuinaat akimiaq 2 akimiaq 2\n438 | yuinaat yuinaq 1 akimiaq 3\n492 | yuinaat yuinaq 4 qula 2\n816 | yuinaat yuinaak 2 akimiaq 1\n951 | yuinaat yuinaak 2 yuinaat malrunglegen qula 1\n\nSince we assumed that the last number is added, we can simply subtract it (from the number representation) and delete it (from the spelled-out numbers). We are left with:\n\n275 | yuinaat qula 3 akimiaq\n290 | yuinaat qula 4 qula\n355 | yuinaat akimiaq 2 akimiaq\n435 | yuinaat yuinaq 1 akimiaq\n490 | yuinaat yuinaq 4 qula\n815 | yuinaat yuinaak 2 akimiaq\n950 | yuinaat yuinaak 2 yuinaat malrunglegen qula\n\nNow we can easily notice that the numbers that end in 5 have the last word akimiaq, while those ending in 0 have the last word qula. Moreover, in the introduction we are told that 5 = talliman, so akimiaq cannot be 5 as well. We can therefore assume that akimiaq = 15, and qula = 10. Subtracting these numbers, we are left with:\n\n260 | yuinaat 10 3\n280 | yuinaat 10 4\n340 | yuinaat 15 2\n420 | yuinaat yuinaq 1 3\n480 | yuinaat yuinaq 4\n800 | yuinaat yuinaak 2\n940 | yuinaat yuinaak 2 yuinaat malrunglegen\n\nComparing the numbers 260 and 280, we notice that they differ only by 3 vs. 4, while their numerical difference is 20. Thus, we can deduce that yuinaat is 20 and it represents a multiplier. Therefore, 280 is written as ‘20’ ‘10’ ‘4’. Since 280 = 2014, we deduce that the two numbers after ‘20’ are firstly added together and then multiplied by 20. This is, yuinaat X Y = 20(X+Y).\n\nLooking at 800, we notice it contains yuinaak, instead of yuinaq. Since we already know that yuinaat = ‘20’, replacing it we obtain: 800 = ‘20’ yuinaak ‘2’. So yuinaak also means ‘20’ (basically, it shows that the following number also needs to be multiplied instead of added).\nTherefore, 940 is written as ‘2020 2 20’ malrunglegen, from which we deduce that malrunglegen = 7, i.e., 940 = (20202)+(207).\n\nBased on these, we can write all the rules and solve the tasks.\n\n- -+ [VISUAL OMITTED: images/Yupik_Square-solved.png]\n\n- 456 = 20(20+2)+15+1 = yuinaat yuinaq malruk akimiaq atauciq\n\nRules:\nNumbers are written in base 20. Numbers smaller than 20 are written as 10 + A or 15 + A (where A is 1, 2, 3, or 4). Numbers smaller than 400, i.e., 20A + B, are written as yuinaat A B, where A and B are between 1 and 19.\n\nBase words are:\n\n- atauciq\n\n- malruk\n\n- pingayun\n\n- cetaman\n\n- talliman (given in intro)\n\n- arvinlegen (given in intro)\n\n- malrunglegen\n\n- 10 qula\n\n- 15 akimiaq\n\n- 20 yuinaq (‘20+’), yuinaat (‘20’)\n\nAddition is implicit and the constituent order is from big to small. For numbers bigger than 800, a new structure is added at the beginning – yuinaat yuinaak X, meaning 400X, and the rest is written as above. For example, 951 = 800 + 151 = (20202) + (207) + 11 = ‘(20) (20) (2) (20) (7) (10) (1)’ = yuinaat yuinaak malruk yuinaat malrunglegen qula atauciq.","source":"langsci_420","problem_group_id":"langsci420:9.3","chapter":9,"chapter_title":"Number systems","section":1,"section_title":"Introduction","topic":"number systems","language":"Yup'ik","author":"Kai Low Rui Hao","competition":"UKLO","year":2017,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/09-Numbers.tex","source_line_start":231,"source_line_end":263,"solution_line_start":265,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nIntroduction\nnumber systems\nThe author places this worked example under “Introduction” in the Number systems chapter, so it illustrates that method or topic.\nYup'ik people have an interesting concept when it comes to counting – the words for the numbers can be broken down into meaningful parts which may be related to body parts. For example, the word for 5, talliman, means ‘arm’ and the word for 6, arvinlegen, means ‘cross over’, as you need to change hands to go on counting.\n\nThe Yup'ik people often include geometry in the border patterns of their traditional garments, called \"parkas\". One such pattern comes from a 33 square, as represented below. This is a magic square, constructed by placing the digits 1 to 9 within the cells such that the sum of all the digits in every row, column, and diagonal is the same.\n[VISUAL OMITTED: images/Yupik_square.jpg]\n\nTo help you fill in the magic square, the following clues are given in Yup'ik.\nHint: 294 in Yup'ik is yuinaat qula cetaman qula cetaman.\n\n- Rows:\n\n- Yuinaat yuinaq cetaman qula malruk\n\n- Yuinaat akimiaq malruk akimiaq malruk\n\n- Yuinaat yuinaak malruk akimiaq atauciq\n\n- Columns:\n\n- Yuinaat yuinaq atauciq akimiaq pingayun\n\n- Yuinaat yuinaak malruk yuinaat malrunglegen qula atauciq\n\n- Yuinaat qula pingayun akimiaq atauciq\n- Fill in the numbers missing from the magic square above. One digit is already given (a2 = 9).\n\n- Write in Yup'ik the number given in the diagonal from top left (the number formed by the digits a1-b2-c3)."}
{"id":"book_09_04","context":"| Umbu-Ungu\n10 | rureponga talu\n15 | malapunga yepoko\n20 | supu\n21 | tokapunga telu\n27 | alapunga yepoko\n30 | polangipunga talu\n\n| Umbu-Ungu\n35 | tokapu rureponga yepoko\n40 | tokapu malapu\n48 | tokapu talu\n50 | tokapu alapunga talu\n69 | tokapu talu tokapunga telu\n79 | tokapu talu polangipunga yepoko\n97 | tokapu yepoko alapunga telu\n\ntelu < yepoko","query":"- Write in numerals:\n\n- tokapu polanigpu\n\n- tokapu talu rureponga telu\n\n- tokapu yepoko malapunga talu\n\n- tokapu yepoko polangipunga telu\n\n- Write in Umbu-Ungu: 13, 66, 72, 76, 95.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"Initial observations:\n\n- supu is a single word, so most likely is a multiple of the base; therefore the base can be 4, 5, 10, or 20;\n\n- 10 is not a single word, so it is unlikely that the base is 5, 10 or 20. Therefore, it seems to be a base-4 language;\n\n- tokapu occurs in the number 35 (but it does not occur in 30), so it most likely means 32. 31, 33 and 34 do not seem to make sense as single words, since they are extremely unlikely as bases, and it can't be 35 either since there are other words following it. Moreover, 32 confirms the hypothesis that the language is base-4, since it is a multiple of 4;\n\n- General structure: (tokapu) (X) (Y-pu(nga)) (Z).\n\nBased on this structure, we can count the digits. These appear as X or Z (but we notice that they do not occur as Y, which means that Y-pu(nga) is a single word). There are only three words appearing in X and Z positions: talu, telu, yepoko.\n\nMoreover, we notice that 48 is tokapu talu. Most likely, talu is a multiplier for tokapu, and, since the numbers smaller than 48 do not contain this structure, we deduce that talu = 2. Indeed, for numbers 35 and 40, tokapu occurs without a multiplier (1 is implicit), so the first multiplier that ought to appear is 2. Based on the same logic, yepoko must mean 3 and, knowing that telu < yepoko, we get that telu is 1.\n\nReplacing these numbers in the given data, we get:\n\n| Umbu-Ungu\n10 | rureponga 2\n15 | malapunga 3\n20 | supu\n21 | tokapunga 1\n27 | alapunga 3\n30 | polangipunga 2\n\n| Umbu-Ungu\n35 | tokapu rureponga 3\n40 | tokapu malapu\n48 | tokapu 2\n50 | tokapu alapunga 2\n69 | tokapu 2tokapunga 1\n79 | tokapu 2 polangipunga 3\n97 | tokapu 3 alapunga 1\n\nBased on the number 48, since we assumed that 2 is a multiplier, we deduce that tokapu = 24. Moreover, based on the first column, by subtraction, we obtain the numbers: rureponga = 8, malapunga = 12, supu = 20, tokapunga = 20, alapunga = 24, polangipunga = 28.\n\nHowever, we notice that we have two different words for 20. Nevertheless, all words than end in -punga also have a units digit (1, 2 or 3), so it is possible that each word has two forms, one for when it appears alone and the other that appears when a units digit is added.\nThus, based on the words we know already, 35 is written as ‘24 8 3’ (and, indeed, 35 = 24 + 8 + 3).\n\nAn interesting thing happens with the number 40. Knowing that tokapu = 24, it must be that malapu is 16 (but we also know that malapunga = 12). Thus, we deduce the following rule: each multiple of 4 is a single or base word (ending in -pu). When a units digit (1, 2, or 3) is added, the following multiple of 4 is used to which the suffix -nga is added. Therefore, 24 = tokapu and 28 = alapu, but 25 = alapunga telu (basically, (28-4) + 1), 26 = alapunga talu (28-4 + 2) and 27 = alapunga yepoko (28-4 + 3).\n\nThis is a rather common phenomenon called overcounting, in which the numbers are regarded as going towards.... Thus, 27 can be translated literally as ‘three (units) towards 28’ (meaning that it is three units past 24). Overcounting occasionally occurs Indo-European languages as well (e.g., in German, the clock time 7.30 is read as halb acht (meaning ‘half eight’) – which is to say, half an hour has passed towards 8 o'clock).\n\nA last observation concerns the numbers 48, 50 and 69. We notice that both 48 and 69 use the structure tokapu talu (meaning 48), but 50 does not, so we deduce that 50 is written as 24 + (28-4) + 2. This can also be considered a type of overcounting. Normally, when “units” get as big as the order, we carryover and increase the multiplier by a unit (e.g., in English after twenty-nine, we do not say *twenty-ten, but rather thirty). In this language, however, the change of the order only occurs at 32 (although the base is 24). An indication pointing towards this is that, although we have single words for all multiples of 4, we do not have a word for 8 (thus, we cannot write the numbers 5, 6 and 7). For this reason, instead of writing 24X + 6, we actually write 24(X-1) + 30.\n\nBased on all these observations, we can solve the tasks and write the solution:\n\n-\n\n- 24 + 32 = 56\n\n- 242 + (12-4) + 1 = 57\n\n- 243 + (16-4) + 2 = 86\n\n- 243 + (32-4) + 1 = 101\n\nNotebulbonIn an official solution, it suffices to write just the number (the final result). Nevertheless, writing the structure formed by each morpheme is a safety net to prevent careless mistakes. The same goes for task (b).\n\n-\n\n- 13 = 12 + 1 = (16-4) + 1 = malapunga telu\n\n- 66 = 242 + 16 + 2 = (242) + (20-4) + 2 = tokapu talu supunga talu\n\n- 72 = 243 = tokapu yepoko\n\n- 76 = 242 + 28 = tokapu telu alapu\n\n- 95 = 243 + 20 + 3 = (243) + (24-4) + 3 = tokapu yepoko tokapunga yepoko\n\nRules:\n\n- Base words (X): 1 = telu, 2 = talu, 3 = yepoko\n\n- Base words (Y): 12 = rurepo, 16 = malapu, 20 = supu, 24 = tokapu, 28 = alapu, 32 = polangipu\n\n- Addition is implicit.\n\n- Numbers from 9 to 31 are written as: Y-nga X = (Y-4) + X.\n\n- Numbers greater than 32, having the structure 24A + B, are written as tokapu A B, where A = {2, 3}, and B is between 9 and 32 (except for 24, in which case it is directly written as 24(X+1) – in the data, 48 is not written as *tokapu tokapu, but rather tokapu talu).","source":"langsci_420","problem_group_id":"langsci420:9.4","chapter":9,"chapter_title":"Number systems","section":2,"section_title":"Overcounting","topic":"number systems","language":"Umbu-Ungu","author":"Ksenia Gilyarova","competition":"IOL","year":2012,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s02_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Overcounting” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":379,"source_line_end":420,"solution_line_start":422,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nOvercounting\nnumber systems\nThe author places this worked example under “Overcounting” in the Number systems chapter, so it illustrates that method or topic.\n| Umbu-Ungu\n10 | rureponga talu\n15 | malapunga yepoko\n20 | supu\n21 | tokapunga telu\n27 | alapunga yepoko\n30 | polangipunga talu\n\n| Umbu-Ungu\n35 | tokapu rureponga yepoko\n40 | tokapu malapu\n48 | tokapu talu\n50 | tokapu alapunga talu\n69 | tokapu talu tokapunga telu\n79 | tokapu talu polangipunga yepoko\n97 | tokapu yepoko alapunga telu\n\ntelu < yepoko\n- Write in numerals:\n\n- tokapu polanigpu\n\n- tokapu talu rureponga telu\n\n- tokapu yepoko malapunga talu\n\n- tokapu yepoko polangipunga telu\n\n- Write in Umbu-Ungu: 13, 66, 72, 76, 95."}
{"id":"book_09_05","context":"The perfect squares from 1 to 100 are written in Huli below, in random order:\n\n- ngui ki, ngui tebone-gonaga waragaria\n\n- mbira\n\n- ngui dau, ngui waragane-gonaga waragaria\n\n- nguira-ni pira\n\n- nguira-ni mbira\n\n- dira\n\n- maria\n\n- ngui tebo, ngui mane-gonaga maria\n\n- ngui ma, ngui dauni-gonaga maria\n\n- ngui waraga, ngui kane-gonaga pira","query":"- For each of them, write its corresponding value.\n\n- Here are four consecutive numbers written in Huli, in ascending order:\n\n- ngui ka, ngui haline-gonaga bearia\n\n- ngui ka, ngui haline-gonaga hombearia\n\n- ngui ka, ngui haline-gonaga haleria\n\n- ngui ka, ngui haline-gonaga deria\n\n- Write their corresponding values.\n\n- Write in Huli: 2, 4, 6, 7, 22, 44, 66, 77, 88, 173.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"The first step is figuring out the structure of Huli numbers. We have three types of structures: single words (dira, maria, mbira), structures like nguira-ni X and structures like ngui X, ngui Y-gonaga Z. At first sight, we would expect the numbers represented by single words to be the smallest (digits) – taking this with a grain of salt, since some of them could also represent orders, e.g., 100; numbers like nguira-ni X are the second smallest ones (we can probably assimilate them with the type base + X), while the last category represents the biggest numbers (base A + B) – although we still do not know why there are three digits in these structures and not only two.\n\nOnce the structures are identified, we know exactly where the digits are placed in these structures, so we can try counting them in order to get an estimate of the base. We get the morphemes: ki, tebone, waragaria, mbira, dau, waragane, pira, dira, maria, tebo, mane, ma, dauni, waraga, kane. Nevertheless, we notice that digits can have different forms (since we find the triplets ma – mane – maria and waraga – waragane – waragaria, each of them following the same pattern: X – X-ne – X-ria), and furthermore, those without any suffix appear only after ngui, those with the suffix -ne appear only with the ending -gonaga, while those with the suffix -ra/-ria appear only at the very end, after nguira-ni or if they are single structures. Therefore, we can assume that they denote the same digit, and each digit has three different forms, depending on the context. Thus, we are left with 10 morphemes: ki, mbi(ra), dau, pi(ra), di(ra), dau(ni), ka(ne), tebo, waraga, ma, so we could expect this language to be base-10. Nevertheless, if we look at task (b), we notice four more morphemes occur: bea(ria), hombea(ria), hale(ria), de(ria). Therefore, the total number of digits is 14. Since base 13 is extremely unlikely, as well as base 14, it is most likely one of the bases 12, 15 or 16 (among which, base 15 is the most likely one since we have discovered 14 morphemes).\n\nFurthermore, since the base is bigger than 12, we certainly know that 1, 4, and 9 are digits (so they will be represented by a single word). Therefore, based on the previous observation according to which X < nguira-na X < ngui X, ngui Y-gonaga Z, we can already split the numbers into categories. Thus:\n\n{mbira, dira, maria} must correspond to {1, 4, 9} – the use of curly brackets shows that we are not sure about the exact order,\nand\n{nguira-ni mbira, nguira-ni pira} = {16, 25}.\n\nSince mbira appears in both structures, we can try obtaining (by subtraction) the value of nguira-ni, which, most likely, represents the base.\n\nWe can do this by considering all the possible cases, as follows, and calculating the difference between them:\n\n| | mbira\n3-5\n| | 1 | 4 | 9\n3-5\nnguira-ni | 16 | 15 | 12 | 7\nmbira | 25 | 24 | 21 | 16\n\nThus, the values for nguira-ni, and, implicitly, for the base are 7, 12, 15, 16, 21, 24. Since we know we have roughly 14 digits, we can exclude the bases 7, 21 and 24. Moreover, since 16 appears in the corpus (and it is not a single word), it is unlikely that it will be the base (if nguira-ni = 16, it follows that either mbira or pira is 0, which is impossible). So, we are left with the bases 12 and 15.\n\n| | mbira\n3-5\n| | 1 | 4 | 9\n3-5\nnguira-ni | 16 | 15 | 12 |\nmbira | 25 | | |\n\nMoreover, we notice that these two bases are possible only if nguira-ni mbira is 16. Thus, we already have the first two correspondences: nguira-ni mbira = 16, nguira-ni pira = 25. Moreover, if nguira-ni is 12, then pira must be 13, which is highly unlikely, since it would be greater than the base. Therefore, nguira-ni = 15 (we therefore talk about a base-15 system), mbira = 1, pira = 10.\n\nNow we can analyse the more complex numbers (which we know most likely will be written as 15X + Y). The first step is now writing the remaining squares like this (in order to make comparisons easier):\n\n- 36 = 152 + 6\n\n- 49 = 153 + 4\n\n- 64 = 154 + 4\n\n- 81 = 155 + 6\n\n- 100 = 156 + 10\n\nKnowing that pira = 10, and 4 can only be maria or dira, we notice that these two occur multiple times at the end of some numbers, so we can group them like this:\n\n36 | 152 + 6 | ngui ki, ngui tebone-gonaga waragaria\n81 | 155 + 6 | ngui dau, ngui waragane-gonaga waragaria\n49 | 153 + 4 | ngui tebo, ngui mane-gonaga maria\n64 | 154 + 4 | ngui ma, ngui dauni-gonaga maria\n100 | 156 + 10 | ngui waraga, ngui kane-gonaga pira\n\nThe numbers from the same cell are not necessarily ordered (i.e., we know that 36 and 81 are represented by the two phrases on the right, but we don't know which is which). Moreover, we deduce that maria = 4 (and we are left with dira = 9, since it is the only unassigned single word in the data) and waragaria = 6. Moreover, knowing that the numbers change their form X – X-ne – X-ria, we can check if any of these numbers occur in any other position. At this stage, we can already replace them in the data. Last but not least, we can delete the units in order to simplify the table.\n\n152 | ngui ki, | ngui tebone-gonaga\n155 | ngui dau, | ngui [c]6-gonaga\n153 | ngui tebo, | ngui [c]4-gonaga\n154 | ngui [c]4, | ngui dauni-gonaga\n156 | ngui [c]6, | ngui kane-gonaga\n\nBased on the last example (100), we notice that the first digit, after ngui, represents the multiplier of the base. Therefore, we deduce that tebo = 3, and we can make the correspondences in the second row:\n\n152 | ngui ki, | ngui tebone-gonaga\n155 | ngui dau, | ngui [c]6-gonaga\n153 | ngui [c]3, | ngui [c]4-gonaga\n154 | ngui [c]4, | ngui dauni-gonaga\n156 | ngui [c]6, | ngui kane-gonaga\n\nFurthermore, the number after ngui and the units are enough to calculate any number, so what could be the role of ngui Y-gonaga? Firstly, since it does not offer any supplementary information (it is redundant, since the value of the number can be calculated without it and only based on ngui X and Z), it is probably somehow connected to one of the other digits and, since it also starts with ngui, it is most likely related to X. Looking at the example 153, we notice that Y is 1 unit greater than X. Therefore, we deduce that 15X + Z is written in Huli as ngui X, ngui (X+1)-gonaga Z, and we can then determine all the correspondences:\n\n-\n\n- 36\n\n- 1\n\n- 81\n\n- 25\n\n- 16\n\n- 9\n\n- 4\n\n- 49\n\n- 64\n\n- 100\n\nMoreover, we can make a table with the three different forms of the digits we have. Since this is base 15, we expect to have units from 1 to 14:\n\nDigits | units (X) | ngui X | ngui X-gonaga\n1 | mbira | |\n2 | | ki |\n3 | | tebo | tebone\n4 | maria | ma | mane\n5 | | dau | dauni\n6 | waragaria | waraga | waragane\n7 | | ka | kane\n8 | | | haline\n9 | dira | |\n10 | pira | |\n11 | | |\n12 | | |\n13 | | |\n14 | | |\n\n- In task (b), we are given four extra consecutive numbers, and all of their unit digits are new (they do not occur anywhere else in the problem). Looking at the table above, the only four consecutive digits that do not occur anywhere else are 11–14, and, knowing that the numbers are in ascending order, we deduce that: ngui ka, ngui haline-gonaga bearia = 715 + 11 = 116 and the other numbers are 117, 118, and 119 respectively.\n\nNow we can fill in the table with the additional information:\n\nDigits | units (X) | ngui X | ngui X-gonaga\n1 | mbira | |\n2 | | ki |\n3 | | tebo | tebone\n4 | maria | ma | mane\n5 | | dau | dauni\n6 | waragaria | waraga | waragane\n7 | | ka | kane\n8 | | | haline\n9 | dira | |\n10 | pira | |\n11 | bearia | |\n12 | hombearia | |\n13 | haleria | |\n14 | deria | |\n\nThe last thing we need to do is analyse the way in which the three forms are constructed. We notice that the second column (ngui X) is the base form and, in order to obtain the first column, we add the suffixes -ra/-ira, while the suffixes -ne/-ni are used to form the third column.\n\nAnalysing the occurrence of the suffix -ra, we realise that it is only used if the base form ends in i. So we can write the phonological rule: -ria -ra / i _. For the last column, things are a bit more complicated since there is only one instance in which ni appears (with dau). Since we have only one example, it is hard to define a precise phonological rule. One option is to consider that ni appears after u, in which case we would talk about an assimilation of the vowel height, since both i and u are high vowels.\n\nThus, we can solve task (c).\n\n-\n\n- 2 = kiria\n\n- 4 = maria\n\n- 6 = waragaria\n\n- 7 = karia\n\n- 22 = nguira-ni karia\n\n- 44 = ngui ki, ngui tebone-gonaga deria\n\n- 66 = ngui ma, ngui dauni-gonaga waragaria\n\n- 77 = ngui dau, ngui waragane-gonaga kiria\n\n- 88 = ngui dau, ngui waragane-gonaga haleria\n\n- 173 = ngui bea, ngui hombeane-gonaga halira\n\nRules:\n\n- nguira-ni X_2 = 15 + X\n\n- ngui X_1, ngui (X_3 + 1)-gonaga Y_2 = 15X + Y\n\n- Subscripts 1, 2 and 3 denote the form of the digit:\n\n- Form 2 – base form;\n\n- Form 1 – add the suffix -ria (-ria -ra / i _);\n\n- Form 3 – add the suffix -ne (-ne -ni / {i, u} _);","source":"langsci_420","problem_group_id":"langsci420:9.5","chapter":9,"chapter_title":"Number systems","section":2,"section_title":"Overcounting","topic":"number systems","language":"Huli","author":"Bill Huang","competition":"UKLO","year":2016,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s02_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Overcounting” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":512,"source_line_end":540,"solution_line_start":542,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nOvercounting\nnumber systems\nThe author places this worked example under “Overcounting” in the Number systems chapter, so it illustrates that method or topic.\nThe perfect squares from 1 to 100 are written in Huli below, in random order:\n\n- ngui ki, ngui tebone-gonaga waragaria\n\n- mbira\n\n- ngui dau, ngui waragane-gonaga waragaria\n\n- nguira-ni pira\n\n- nguira-ni mbira\n\n- dira\n\n- maria\n\n- ngui tebo, ngui mane-gonaga maria\n\n- ngui ma, ngui dauni-gonaga maria\n\n- ngui waraga, ngui kane-gonaga pira\n- For each of them, write its corresponding value.\n\n- Here are four consecutive numbers written in Huli, in ascending order:\n\n- ngui ka, ngui haline-gonaga bearia\n\n- ngui ka, ngui haline-gonaga hombearia\n\n- ngui ka, ngui haline-gonaga haleria\n\n- ngui ka, ngui haline-gonaga deria\n\n- Write their corresponding values.\n\n- Write in Huli: 2, 4, 6, 7, 22, 44, 66, 77, 88, 173."}
{"id":"book_09_06","context":"Here are some numbers in Yoruba:\n\nèji | 2 | ẹẹ́rìndilogóji | 36\nẹ̀rin | 4 | ẹ̀rìndogóji | 44\nàrun | 5 | àádorin | 70\nẹ̀rinlá | 14 | ẹẹ́tàdilogórin | 77\neéjìdilogun | 18 | ẹ̀tàdogórin | 83\n\nThe marks above the vowels denote tones; e and ẹ are distinct vowels.","query":"- Write in numerals:\n\n- àádota\n\n- àrùndogórin\n\n- aárùndilogórin\n\n- ẹ̀tàdogórun\n\n- òkándilogóji\n\n- [blank]\n\n- Write in Yoruba: 12, 45, 57, 90, 99.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"Firstly, we can notice the pair 4 and 14, in which the only difference is the suffix -lá. We can therefore deduce that 10 + X = X-lá, so this system is most likely base-10.\n\nNext, we have the pair 36 and 44, in which the only difference is -il-. Moreover, the first part of the word is highly similar to the word for 4 (in the case of 44 it is actually identical, while in the case of 36 it is slightly mutated), and the same thing goes for the pair 77 and 83. We notice that a common aspect of these numbers is that they are symmetrical with respect to the closest tens (thus, 36 and 44 are symmetrical with respect to 40, i.e., 36 = 40 - 4 and 44 = 40 + 4, while 77 and 83 are symmetrical with respect to 80, i.e. ±3). This can make us think of a subtractive system. Moreover, the last morpheme of 36 and 44 is óji (which resembles èji = 2), while the last morpheme of 77 and 83 is órin (ẹ̀rin). Since this number cannot refer to the units (we know already that the units are 4 and 3, respectively), it most likely represents the tens. Thus, 40 = óji, and 80 = órin. Therefore, we realise it is actually a base-20 system, and the structure of the numbers is:\n\n- X-lá = 10 + X\n\n- U-dog-Z = 20Z + U\n\n- U-dilog-Z = 20Z - U\n\nMoreover, we notice that 70 has a special form, also derived from órin = 80, so, most probably, it represents 80 - 10.\n\nThus, we notice that the digits have different forms depending on the context in which they appear (single units, 10 + X, added units, subtracted units, 20X, 20X-10). Moreover, we already noticed that 10+X uses the same form of X as the single unit, so we can combine these two forms.\n\nCombining everything into a table, we get:\n\n| Unit / 10+X | + units | - units | 20X | 20X-10\n1 | | | | un |\n2 | èji | | eéjì | óji |\n3 | | ẹ̀tà | ẹẹ́tà | |\n4 | ẹ̀rin | ẹ̀rìn | ẹẹ́rìn | órin | àádorin\n5 | àrun | | | |\n\nSince we have all the different forms of the digit 4, we can see the transformations that take place. In order to form the added units, the second vowel receives a grave accent; to form the subtracted units, the first vowel is doubled (of which the first is toneless, while the second has an acute accent), and the final vowel gets a grave accent. In order to form 20X, the first vowel becomes ó, while for the formation of 20X-10, the first vowel is replaced by àádo-.\n\nThe only exception is the number 20 (201), but, as explained before, we can expect that digit 1 might have some irregular forms.\n\nAnother simpler way to write the rules is to notice that each digit has the structure V̀1CV2(n). We can easily derive the rest of the forms: + units = V̀1CV̀2(n), - units = V1V́1CV̀2(n), 20X = ó CV2(n), 20X-10 = àádo CV2(n), once again, mentioning that for 1 the form 20X is irregular (un).\n\nThus, we can solve all the tasks:\n\n-\n\n- 50\n\n- 85\n\n- 75\n\n- 103\n\n- 39\n\nNotebulbonIn order to figure out the meaning of òkán in task (e), we need to look at the table above (which we previously filled in with the additional information that we discovered in task (a)) and we notice that 1 is the only digit for which we do not know the subtracted units form (column 3 from the table above). So we can conclude that òkán is the subtracted form of 1. Moreover, we see again that its form is irregular.\n\n-\n\n- 12 = èjilá\n\n- 90 = àádorun\n\n- 57 = ẹẹ́tàdilogóta\n\n- 45 = àrùndogóji\n\n- 99 = òkándilogórun\n\n-","source":"langsci_420","problem_group_id":"langsci420:9.6","chapter":9,"chapter_title":"Number systems","section":3,"section_title":"Subtractive systems","topic":"number systems","language":"Yoruba","author":"Harold Somers","competition":"UKLO","year":2020,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s03_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Subtractive systems” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":761,"source_line_end":791,"solution_line_start":793,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nSubtractive systems\nnumber systems\nThe author places this worked example under “Subtractive systems” in the Number systems chapter, so it illustrates that method or topic.\nHere are some numbers in Yoruba:\n\nèji | 2 | ẹẹ́rìndilogóji | 36\nẹ̀rin | 4 | ẹ̀rìndogóji | 44\nàrun | 5 | àádorin | 70\nẹ̀rinlá | 14 | ẹẹ́tàdilogórin | 77\neéjìdilogun | 18 | ẹ̀tàdogórin | 83\n\nThe marks above the vowels denote tones; e and ẹ are distinct vowels.\n- Write in numerals:\n\n- àádota\n\n- àrùndogórin\n\n- aárùndilogórin\n\n- ẹ̀tàdogórun\n\n- òkándilogóji\n\n- [blank]\n\n- Write in Yoruba: 12, 45, 57, 90, 99."}
{"id":"book_09_07","context":"Here are some examples of how to tell the time in Czech:\n\nza pět minut osm | ‘five minutes to eight’\nza deset minut osm | ‘ten minutes to eight’\nčtvrt na osm | ‘quarter past seven’\nza sedm minut osm | ‘seven minutes to eight’\nza osm minut čtvrt na osm | ‘seven minutes past seven’\nza deset minut čtvrt na sedm | ‘five minutes past six’\npůl osmé | ‘half past seven’\npůl deváté | ‘half past eight’\nza deset minut půl šesté | ‘twenty minutes to five’\nčtvrt na deset | ‘quarter past nine’","query":"- Translate into Czech:\n\n- ‘twenty-three minutes past five’\n\n- ‘ten minutes to nine’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"We notice three types of structures:\n\n- čtvrt na ... = ‘quarter past ...’\n\n- půl ...-é = ‘half past ...’\n\n- za ... minut (čtvrt na / půl) ... – otherwise\n\nIt is obvious that minut = ‘minute(s)’, so if we compare the first two examples, we obtain: osm = 8, deset = 10 and pět = 5. Moreover, we deduce that za X minut Y = ‘X minutes to Y’.\n\nWe notice that osm occurs in the phrase ‘half past seven’, but not in ‘half past eight’. This indicates that Czech also features overcounting when it comes to telling the time (similar to German). Therefore, půl X-é = ‘half past (X-1)’, from which we deduce that devát = 9.\n\nMoreover, looking at the example ‘quarter past seven’, in which the word osm = 8 occurs again, we deduce that overcounting is also applied for quarters, so čtvrt na X = ‘quarter past (X-1)’ (or ‘quarter towards X’).\n\nThe only structures we are left to analyse are those following the pattern za X minut ... na Y. We can separate them from the rest and replace the words we already know:\n\nza osm minut čtvrt na osm | ‘seven minutes past seven’\nza deset minut čtvrt na sedm | ‘five minutes past six’\nza deset minut půl šesté | ‘twenty minutes past five’\n\nWe already know that the hour is placed in the end, so we can directly replace the structures čtvrt na X and půl šesté. Moreover, we know all the words, so we notice that ‘seven minutes past seven’ is written as za ‘8 minutes quarter past seven’, and ‘five minutes past six’ is written as za ‘10 minutes quarter past six’. We therefore notice that the Czech system is based on overcounting. Therefore, ‘seven minutes past seven’ is translated as ‘8 minutes to [quarter towards 8]’ or ‘8 minutes to [quarter past 7]’.\n\nThe same thing is noticed in the structure za deset minut půl šesté which is literally translated as ‘10 minutes to [half towards 6]’ or ‘10 minutes to [half past 5]’.\n\nSo we now know all the possible structures so we can write the rules and solve the tasks.\n\nRules:\n\n- půl X-é = ‘half past (X-1)’\n\n- čtvrt na X = ‘quarter past (X-1)’\n\n- za X minut Y = ‘X minutes to Y’, where Y can be a full hour (o'clock) or any of the two structures above.\n\n- 1. ‘23 past 5’ = ‘7 minutes to [half past five]’ = ‘7 minutes to [half towards 6]’ = za sedm minut půl šesté\n\n- 2. ‘10 past 9’ = ‘5 minutes to [quarter past nine]’ = ‘5 minutes to [quarter towards 10]’ = za pět minut čtvrt na deset\n\nIn this case, overcounting is used for all the structures, but, as mentioned above, there are languages in which only certain structures use overcounting. For example, in German, overcounting is only used in the half-past constructions – halb X = ‘half past (X-1)’.","source":"langsci_420","problem_group_id":"langsci420:9.7","chapter":9,"chapter_title":"Number systems","section":5,"section_title":"Time","topic":"number systems","language":"Czech","author":"Mirjam Fried","competition":"Princeton","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s05_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Time” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":893,"source_line_end":917,"solution_line_start":919,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nTime\nnumber systems\nThe author places this worked example under “Time” in the Number systems chapter, so it illustrates that method or topic.\nHere are some examples of how to tell the time in Czech:\n\nza pět minut osm | ‘five minutes to eight’\nza deset minut osm | ‘ten minutes to eight’\nčtvrt na osm | ‘quarter past seven’\nza sedm minut osm | ‘seven minutes to eight’\nza osm minut čtvrt na osm | ‘seven minutes past seven’\nza deset minut čtvrt na sedm | ‘five minutes past six’\npůl osmé | ‘half past seven’\npůl deváté | ‘half past eight’\nza deset minut půl šesté | ‘twenty minutes to five’\nčtvrt na deset | ‘quarter past nine’\n- Translate into Czech:\n\n- ‘twenty-three minutes past five’\n\n- ‘ten minutes to nine’"}
{"id":"book_09_08","context":"Here are some Swahili phrases and their English translations in random order:\n\n. | jumamosi, saa moja usiku | . | ‘Sunday, 1.00 AM’\n. | jumapili, saa tatu na robu asubuhi | . | ‘Sunday, 7.30 AM’\n. | jumamosi, saa saba usiku | . | ‘Sunday, 9.15 AM’\n. | jumamosi, saa mbili na robu usiku | . | ‘Tuesday, 12.15 PM’\n. | jumanne, saa tano na nusu usiku | . | ‘Tuesday, 11.30 PM’\n. | jumanne, saa sita na robu asubuhi | . | ‘Saturday, 10.30 AM’\n. | jumamosi, saa nne na nusu asubuhi | . | ‘Saturday, 7.00 PM’\n. | jumapili, saa moja na nusu asubuhi | . | ‘Saturday, 8.15 PM’","query":"- Determine the correct correspondences.\n\n- Translate into English:\n\n- jumatano, saa moja na robu asubuhi\n\n- jumapili, saa nne na nusu asubuhi\n\n- Translate into Swahili:\n\n- ‘Monday, 12.15 AM’\n\n- ‘Monday, 10.00 PM’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"translation","eval_type":"single","reasoning_trace":"The first step is noticing the structure of the phrases. All of them start with a word separated by a comma, which has the prefix juma-. This most likely represents the day (it is unlikely that all that variety of times would use the same one-word structure). Therefore, the structure after the comma must be the time. For this, we notice two types of structures:\n\nsaa X usiku and saa X na {robu/nusu} {usiku/asubuhi}\n\nWe can assume that the simplest structure refers to the o'clock times, which is also reinforced by the fact that we only have two such structures in both Swahili and English. Thus:\n\njumamosi, saa moja usiku | ‘Sunday, 1.00 AM’\njumamosi, saa saba usiku | ‘Saturday, 7.00 PM’\n\nCuriously, in Swahili, the same name seems to be used to express different days in English. We will have to explain why that is in due course.\n\nAmong the remaining examples, only one more contains the hour 7 (although it is AM, instead of PM), and only one other example starts with either saa saba or saa moja (since we do not know the correspondence between the two). Since phrase 8 contains saa moja, we deduce that it corresponds to translation B. Moreover, we deduce that saa moja means 7 o'clock, so we can make three correspondences:\n\n1. | jumamosi, saa moja usiku | G. | ‘Saturday, 7.00 PM’\n3. | jumamosi, saa saba usiku | A. | ‘Sunday, 1.00 AM’\n8. | jumapili, saa moja na nusu asubuhi | B. | ‘Sunday, 7.30 AM’\n\nBased on example 8, we can infer that na nusu means ‘half past’. Moreover, most likely, usiku and asubuhi correspond, in some way, to the notion of AM and PM, but it is not a one-to-one correspondence, since usiku is used for both 7 PM and 1 AM.\n\nWe only have two more examples which contain na nusu (5 and 7), and the English times correspond to 10.30 AM and 11.30 PM. Since usiku is used for both 7 PM and 1 AM, we can assume that it will also be used for 11.30 PM, so that usiku suggests the idea of ‘evening/night’.\n\nWe get two more correspondences:\n\n1. | jumamosi, saa moja usiku | G. | ‘Saturday, 7.00 PM’\n3. | jumamosi, saa saba usiku | A. | ‘Sunday, 1.00 AM’\n8. | jumapili, saa moja na nusu asubuhi | B. | ‘Sunday, 7.30 AM’\n5. | jumanne, saa tano na nusu usiku | E. | ‘Tuesday, 11.30 PM’\n7. | jumamosi, saa nne na nusu asubuhi | F. | ‘Saturday, 10.30 AM’\n\nThe last three correspondences can be easily made. Only one of the phrases contains the word usiku, and among the times 8.15 PM, 9.15 AM, 12.15 PM, the only one that refers to evening time is 8.15 PM. Therefore, 4=H. Among the remaining two phrases, one starts with jumanne, which seems to mean ‘Tuesday’. Therefore, we have the correspondences:\n\n1. | jumamosi, saa moja usiku | G. | ‘Saturday, 7.00 PM’\n3. | jumamosi, saa saba usiku | A. | ‘Sunday, 1.00 AM’\n8. | jumapili, saa moja na nusu asubuhi | B. | ‘Sunday, 7.30 AM’\n5. | jumanne, saa tano na nusu usiku | E. | ‘Tuesday, 11.30 PM’\n7. | jumamosi, saa nne na nusu asubuhi | F. | ‘Saturday, 10.30 AM’\n2. | jumapili, saa tatu na robu asubuhi | C. | ‘Sunday, 9.15 AM’\n4. | jumamosi, saa mbili na robu usiku | H. | ‘Saturday, 8.15 PM’\n\nTo sum up, we notice that usiku is used between 7 PM and 1.00 AM (it corresponds to ‘evening/night’), while asubuhi is used between 7.30 AM and 12.15 PM (it corresponds to ‘morning/day’).\n\nOne of the issues we noticed in the beginning was that the Swahili days of the week do not match the English ones. So let us separate (and order chronologically) these dates:\n\n6. | jumanne, saa sita na robu asubuhi | D. | ‘Tuesday, 12.15 PM’\n5. | jumanne, saa tano na nusu usiku | E. | ‘Tuesday, 11.30 PM’\n7. | jumamosi, saa nne na nusu asubuhi | F. | ‘Saturday, 10.30 AM’\n1. | jumamosi, saa moja usiku | G. | ‘Saturday, 7.00 PM’\n4. | jumamosi, saa mbili na robu usiku | H. | ‘Saturday, 8.15 PM’\n3. | jumamosi, saa saba usiku | A. | ‘Sunday, 1.00 AM’\n8. | jumapili, saa moja na nusu asubuhi | B. | ‘Sunday, 7.30 AM’\n2. | jumapili, saa tatu na robu asubuhi | C. | ‘Sunday, 9.15 AM’\n\nWe notice that jumanne always corresponds to ‘Tuesday’, but jumamosi includes both ‘Saturday’ and ‘Sunday’. Nevertheless, if we look closely, we notice that the Sunday phrase (which in Swahili is translated as ‘Saturday’) has the time 1.00 AM. Therefore, we deduce that, in Swahili, the day does not change at midnight, but rather when usiku ends. So, according to the data given, the day starts and ends when evening becomes morning, some time after 1.00 AM and before 7.30 AM.\n\nWe can now compare the usage of numbers for day and hour. The only morpheme that is repeated is nne (meaning ‘Tuesday’ and 10). Nevertheless, if we analyse the data closely, we also notice other pairs like pili – mbili (‘Sunday’, 8) and mosi – moja (‘Saturday’, 7). Thus, it seems like the Swahili week begins on Saturday, and the Xth day of the week is translated using the number 6+X (i.e., first day, Saturday, is translated using 7; day 2, Sunday, using 8, etc.).\n\nBased on this, we can solve the tasks (b) and (c).\n\n- 9. ‘Wednesday, 7.15 AM’\n\njumatano is formed from tano = 11, so it corresponds to ‘Wednesday’; saa moja na robu asubuhi = 7.15 AM.\n\n- 10. ‘Sunday, 10.30 AM’\n\n- 11. jumapili, saa sita na robu usiku\n\nFirstly, since the time is 12.15 AM, we know that in Swahili the day before will be used, hence, ‘Sunday’.\n\n- 12. jumatatu, saa nne usiku\n\nRules:\n\n- General structure: [Day of the week], [Time]\n\n- [Time]: saa [X] [Y] [Z]\n\n- X = hour\n\n- Y: na robu = ‘quarter past’, na nusu = ‘half past’\n\n- Z: usiku = ‘night-time’, asubuhi = ‘day-time’\n\n-\nHour | Day of the week\n7 | moja | jumamosi | ‘Saturday’\n8 | mbili | jumapili | ‘Sunday’\n9 | tatu | | ‘Monday’\n10 | nne | jumanne | ‘Tuesday’\n11 | tano | | ‘Wednesday’\n12 | sita | | ‘Thursday’\n1 | saba | | ‘Friday’","source":"langsci_420","problem_group_id":"langsci420:9.8","chapter":9,"chapter_title":"Number systems","section":5,"section_title":"Time","topic":"number systems","language":"Swahili","author":"Nilai Sarda","competition":"PLO","year":2014,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s05_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Time” in the Number systems chapter, so it illustrates that method or topic.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":968,"source_line_end":1000,"solution_line_start":1002,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nTime\nnumber systems\nThe author places this worked example under “Time” in the Number systems chapter, so it illustrates that method or topic.\nHere are some Swahili phrases and their English translations in random order:\n\n. | jumamosi, saa moja usiku | . | ‘Sunday, 1.00 AM’\n. | jumapili, saa tatu na robu asubuhi | . | ‘Sunday, 7.30 AM’\n. | jumamosi, saa saba usiku | . | ‘Sunday, 9.15 AM’\n. | jumamosi, saa mbili na robu usiku | . | ‘Tuesday, 12.15 PM’\n. | jumanne, saa tano na nusu usiku | . | ‘Tuesday, 11.30 PM’\n. | jumanne, saa sita na robu asubuhi | . | ‘Saturday, 10.30 AM’\n. | jumamosi, saa nne na nusu asubuhi | . | ‘Saturday, 7.00 PM’\n. | jumapili, saa moja na nusu asubuhi | . | ‘Saturday, 8.15 PM’\n- Determine the correct correspondences.\n\n- Translate into English:\n\n- jumatano, saa moja na robu asubuhi\n\n- jumapili, saa nne na nusu asubuhi\n\n- Translate into Swahili:\n\n- ‘Monday, 12.15 AM’\n\n- ‘Monday, 10.00 PM’"}
{"id":"book_09_09","context":"Here are some numbers written in Danish:\n\ntre | 3 | tredive | 30\n\nfire | 4 | fyrre | 40\n\nfem | 5 | syvoghalvtreds | 57\n\nseks | 6 | tres | 60\n\nsyv | 7 | otteoghalvfjerds | 78\n\ntyve | 20 | firs | 80","query":"- Write in numerals:\n\n- treogtyve\n\n- seksoghalvtreds\n\n- fireogtres\n\n- femoghalvfjerds\n\n- syvoghalvfems\n\n- [blank]\n\n- Write in Danish: 8, 27, 36, 65, 98.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"9.9. Danish\n\n-\n\n- 23\n\n- 56\n\n- 64\n\n- 75\n\n- 97\n\n-\n\n- 8 = otte\n\n- 27 = syvogtyve\n\n- 36 = seksogtredive\n\n- 65 = femogtres\n\n- 98 = otteoghalvfems\n\nRules:\n\nThe Danish system is based on scores (20s) rather than tens, thus: tres (3) treds (20 3 = 60); fire (4) firs (20 4 = 80). Note that there are special words for 20, 30, and 40.\n\nThe particle halv- attached before means -10 (‘halfway towards’), while noting that the word might undergo some phonological changes (tres – treds, firs – fjerds): treds (60) halvtreds (60 - 10 = 50).\n\nThe numbers are formed following the structure UogS (U represents units and S scores; og means ‘and’).","source":"langsci_420","problem_group_id":"langsci420:9.9","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Danish","author":"Michael Swan","competition":"UKLO","year":2012,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1148,"source_line_end":1176,"solution_line_start":1433,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some numbers written in Danish:\n\ntre | 3 | tredive | 30\n\nfire | 4 | fyrre | 40\n\nfem | 5 | syvoghalvtreds | 57\n\nseks | 6 | tres | 60\n\nsyv | 7 | otteoghalvfjerds | 78\n\ntyve | 20 | firs | 80\n- Write in numerals:\n\n- treogtyve\n\n- seksoghalvtreds\n\n- fireogtres\n\n- femoghalvfjerds\n\n- syvoghalvfems\n\n- [blank]\n\n- Write in Danish: 8, 27, 36, 65, 98."}
{"id":"book_09_10","context":"The following expressions show how to tell the time in Estonian:\n\n[VISUAL OMITTED: figures/Estonian_1.pdf] | [VISUAL OMITTED: figures/Estonian_2.pdf] | [VISUAL OMITTED: figures/Estonian_3.pdf]\nKell on üks | Kell on kaks | Veerand kaks\n\n[VISUAL OMITTED: figures/Estonian_4.pdf] | [VISUAL OMITTED: figures/Estonian_5.pdf] | [VISUAL OMITTED: figures/Estonian_6.pdf]\nPool neli | Kolmveerand üksteist | Viis minutit üks läbi\n\nHere are some numbers in Estonian:\n\n- 6 = kuus\n\n- 7 = seitse\n\n- 8 = kaheksa\n\n- 9 = üheksa\n\n- 10 = kümme","query":"- What do the following Estonian time expressions mean? Write with numbers:\n\n- Kakskümmend viis minutit üheksa läbi\n\n- Veerand neli\n\n- Pool kolm\n\n- Kolmveerand kaksteist\n\n- Kolmkümmend viis minutit kuus läbi\n\n- Write the following times in Estonian:\n\n- 8:45\n\n- 4:15\n\n- 11:30\n\n- 7:05\n\n- 12:30","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"numbers","eval_type":"single","reasoning_trace":"9.10. Estonian\n\n-\n\n- 9:25\n\n- 3:15\n\n- 2:30\n\n- 11:45\n\n- 6:35\n\n-\n\n- kolmveerand üheksa\n\n- veerand viis\n\n- pool kaksteist\n\n- viis minutit seitse läbi\n\n- pool üks\n\n-\n\nRules:\n\n- X:00 = kell on X\n\n- X:15 = veerand (X+1)\n\n- X:30 = pool (X+1)\n\n- X:45 = kolmveerand (X+1)\n\n- Else, X:Y = Y minutit X läbi\n\n- 10+X = X-teist\n\n- 10X+Y = X-kümmend Y\n\n-","source":"langsci_420","problem_group_id":"langsci420:9.10","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Estonian","author":"Babette Verhoeven-Newsome","competition":"UKLO","year":2014,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/09-Numbers.tex","source_line_start":1178,"source_line_end":1219,"solution_line_start":1469,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nThe following expressions show how to tell the time in Estonian:\n\n[VISUAL OMITTED: figures/Estonian_1.pdf] | [VISUAL OMITTED: figures/Estonian_2.pdf] | [VISUAL OMITTED: figures/Estonian_3.pdf]\nKell on üks | Kell on kaks | Veerand kaks\n\n[VISUAL OMITTED: figures/Estonian_4.pdf] | [VISUAL OMITTED: figures/Estonian_5.pdf] | [VISUAL OMITTED: figures/Estonian_6.pdf]\nPool neli | Kolmveerand üksteist | Viis minutit üks läbi\n\nHere are some numbers in Estonian:\n\n- 6 = kuus\n\n- 7 = seitse\n\n- 8 = kaheksa\n\n- 9 = üheksa\n\n- 10 = kümme\n- What do the following Estonian time expressions mean? Write with numbers:\n\n- Kakskümmend viis minutit üheksa läbi\n\n- Veerand neli\n\n- Pool kolm\n\n- Kolmveerand kaksteist\n\n- Kolmkümmend viis minutit kuus läbi\n\n- Write the following times in Estonian:\n\n- 8:45\n\n- 4:15\n\n- 11:30\n\n- 7:05\n\n- 12:30"}
{"id":"book_09_11","context":"Here are some equalities written in Waorani. Each sequence printed in bold represents one number from 1 to 10.\n\n- mẽña mẽña mẽña mẽña + mẽña go mẽña = ãẽmãẽmpoke go aroke 2\n\n- aroke2 + mẽña2 = ãẽmãẽmpoke\n\n- ãẽmãẽmpoke go aroke2 = mẽña go mẽña ãẽmãẽmpoke mẽña go mẽña\n\n- mẽña ãẽmãẽmpoke = tipãẽmpoke","query":"- Write in Waorani the numbers from 4 to 10.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"numbers","eval_type":"single","reasoning_trace":"9.11. Waorani\n\n-\n\n- mẽña go mẽña\n\n- ãẽmãẽmpoke\n\n- ãẽmãẽmpoke go aroke\n\n- ãẽmãẽmpoke go mẽña\n\n- mẽña mẽña mẽña mẽña\n\n- ãẽmãẽmpoke mẽña go mẽña\n\n- tipãẽmpoke\n\n-","source":"langsci_420","problem_group_id":"langsci420:9.11","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Waorani","author":"Dragomir R. Radev","competition":"UKLO","year":2012,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1221,"source_line_end":1234,"solution_line_start":1511,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some equalities written in Waorani. Each sequence printed in bold represents one number from 1 to 10.\n\n- mẽña mẽña mẽña mẽña + mẽña go mẽña = ãẽmãẽmpoke go aroke 2\n\n- aroke2 + mẽña2 = ãẽmãẽmpoke\n\n- ãẽmãẽmpoke go aroke2 = mẽña go mẽña ãẽmãẽmpoke mẽña go mẽña\n\n- mẽña ãẽmãẽmpoke = tipãẽmpoke\n- Write in Waorani the numbers from 4 to 10."}
{"id":"book_09_12","context":"Here are some numbers in Selkup and their values in random order:\n\nsomplylasar εj šitty, muktyssar εj ukkyr, sompylasar εj sompyla, šittysar, ukkyr ca muktyssar, šitty ca tɛ̄sar, sompylasar εj sel’cy, ukkyr ca tōn\n20, 38, 52, 55, 57, 59, 61, 99\n\nA bar above a vowel denotes length.","query":"- Determine the correct correspondences.\n\n- Write in Selkup: 41, 48, 77, 98.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"9.12. Selkup\n\n-\nsomplylasar εj šitty | = 52 | muktyssar εj ukkyr | = 61\nsompylasar εj sompyla | = 55 | šittysar | = 20\nukkyr ca muktyssar | = 59 | šitty ca tɛ̄sar | = 38\nsompylasar εj sel’cy | = 57 | ukkyr ca tōn | = 99\n\n-\n41 = tɛ̄sar εj ukkyr | 48 = šitty ca sompylasar\n77 = sel’cysar εj sel’cy | 98 = šitty ca tōn\n\nRules:\n\n- Base-10 subtractive system.\n\n- 10X = X-sar 100 = tōn\n\n- 10X + Y = X-sar εj Y Y = (1,7)\n\n- 10X + Y = (10-Y) ca (X+1)-sar Y=(8,9)","source":"langsci_420","problem_group_id":"langsci420:9.12","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Selkup","author":"Svetlana Burlak","competition":"MSK","year":1991,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1237,"source_line_end":1253,"solution_line_start":1530,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some numbers in Selkup and their values in random order:\n\nsomplylasar εj šitty, muktyssar εj ukkyr, sompylasar εj sompyla, šittysar, ukkyr ca muktyssar, šitty ca tɛ̄sar, sompylasar εj sel’cy, ukkyr ca tōn\n20, 38, 52, 55, 57, 59, 61, 99\n\nA bar above a vowel denotes length.\n- Determine the correct correspondences.\n\n- Write in Selkup: 41, 48, 77, 98."}
{"id":"book_09_13","context":"Below are given the following equalities written in Vambon in random order:\n31 = 3 32 = 6 ... 39 = 27\n\n0in\n\n- takhem ambalop = emkelop\n\n- takhem hitulop = silutop\n\n- takhem javet = emsanop\n\n- takhem kumuk = emalin\n\n- takhem mben = emben\n\n- takhem muyop = emhitulop\n\n- takhem sanop = takhem\n\n- takhem sanopkunip = kumuk\n\n- takhem takhem = javet\n\n- [blank]","query":"- Write in numerals:\n\n- (emnggokmit + nggokmit) sanopkunip = kalit\n\n- emambalop - emjavet = hitulop\n\n- Write in Vambon:\n\n- 20 + 22 - 26 = 16\n\n- 12 + 13 = 25\n\n- You are given the following Vambon words:\n\nkalit | ‘nose’ | kelop | ‘eye’\n\nkumuk | ‘wrist’ | muyop | ‘elbow’\n\nnggokmit | ‘neck’ | sanopkunip | ‘ring finger’\n\nsilutop | ‘ear’ |\n\n- Which body parts do the following words refer to?\n\n- ambalop\n\n- javet\n\n- malin\n\n- mben\n\n- sanop\n\n- [blank]\n\n- What does the prefix em- mean in Vambon?","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"9.13. Vambon\n\nBody-part-based system, centred on 14.\n\n- a. (17+11) 2 = 14 b. 23-19=4\n\n- c. emuyop + emkumuk – emsanopkunip = emsilutop\n0in\n\n- d. silutop + kelop = emtakhem\n\n-\n\n- ‘thumb’\n\n- ‘arm’\n\n- ‘shoulder’\n\n- ‘forearm’\n\n- ‘little finger’\n\n-\n\n- The prefix em- means ‘other / opposite’. Note: em e / _ m.","source":"langsci_420","problem_group_id":"langsci420:9.13","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Vambon","author":"Alexander Piperski","competition":"Elementy","year":null,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1255,"source_line_end":1313,"solution_line_start":1556,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow are given the following equalities written in Vambon in random order:\n31 = 3 32 = 6 ... 39 = 27\n\n0in\n\n- takhem ambalop = emkelop\n\n- takhem hitulop = silutop\n\n- takhem javet = emsanop\n\n- takhem kumuk = emalin\n\n- takhem mben = emben\n\n- takhem muyop = emhitulop\n\n- takhem sanop = takhem\n\n- takhem sanopkunip = kumuk\n\n- takhem takhem = javet\n\n- [blank]\n- Write in numerals:\n\n- (emnggokmit + nggokmit) sanopkunip = kalit\n\n- emambalop - emjavet = hitulop\n\n- Write in Vambon:\n\n- 20 + 22 - 26 = 16\n\n- 12 + 13 = 25\n\n- You are given the following Vambon words:\n\nkalit | ‘nose’ | kelop | ‘eye’\n\nkumuk | ‘wrist’ | muyop | ‘elbow’\n\nnggokmit | ‘neck’ | sanopkunip | ‘ring finger’\n\nsilutop | ‘ear’ |\n\n- Which body parts do the following words refer to?\n\n- ambalop\n\n- javet\n\n- malin\n\n- mben\n\n- sanop\n\n- [blank]\n\n- What does the prefix em- mean in Vambon?"}
{"id":"book_09_14","context":"Here are some Alamblak numbers and their numerical values in random order:\n\n0em\n\n- yima hosfirpati tir hosfirpat\n\n- yima yohtti tir hosfi rpat\n\n- yima hosfi hosf\n\n- yima hosfi tir hosf\n\n- yima yohtti tir yohtti rpat\n\n- yima hosfirpati tir hosfi hosfirpat\n\n- yima hosfirpati tir hosfirpati hosfirpat\n\n- yima yohtti tir hosfirpati rpat\n\n- yima hosfihosfi tir yohtti hosfihosf\n\n- yima hosfi tir hosfi hosf\n\n26, 31, 36, 42, 50, 52, 73, 75, 78, 89\nMoreover, it is known that:\n\n1 = rpat | 2 = hosf | 3 = hosfirpat | 4 = hosfihosf\n\n5 = tir yohtt | 6 = tir yohtti rpat | 11 = tir hosfi rpat","query":"- Determine the correct correspondences.\n\n- Write in numerals:\n\n- yima hosfirpati hosfihosf + yima yohtti tir hosf =\n* = yima hosfihosfi tir hosfi hosfihosf\n\n- tir yohtti hosf + tir hosfi hosf = tir hosfirpati hosfihosf\n\n- Write in Alamblak: 21, 48, 83.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"9.14. Alamblak\n\n-\n\n- 71\n\n- 31\n\n- 42\n\n- 50\n\n- 26\n\n- 73\n\n- 78\n\n- 36\n\n- 89\n\n- 52\n\n- k. 64+30=97 l. 7+12=19\n\n- 21 = yima yohtti rpat\n\n- 48 = yima hosfi tir yohtti hosfirpat\n\n- 83 = yima hosfihosfi hosfirpat\n\nRules:\n\n- General structure: yima X-i tir Y-i Z = 20X + 5Y + Z\n\n- The digit 1 has two different forms: rpat (if it is Z), yohtti (for X or Y)\n\n- Thus, multiplication is implied, while addition is marked by the suffix -i","source":"langsci_420","problem_group_id":"langsci420:9.14","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Alamblak","author":"Roxana Dincă","competition":"RoLO","year":2013,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1315,"source_line_end":1354,"solution_line_start":1581,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some Alamblak numbers and their numerical values in random order:\n\n0em\n\n- yima hosfirpati tir hosfirpat\n\n- yima yohtti tir hosfi rpat\n\n- yima hosfi hosf\n\n- yima hosfi tir hosf\n\n- yima yohtti tir yohtti rpat\n\n- yima hosfirpati tir hosfi hosfirpat\n\n- yima hosfirpati tir hosfirpati hosfirpat\n\n- yima yohtti tir hosfirpati rpat\n\n- yima hosfihosfi tir yohtti hosfihosf\n\n- yima hosfi tir hosfi hosf\n\n26, 31, 36, 42, 50, 52, 73, 75, 78, 89\nMoreover, it is known that:\n\n1 = rpat | 2 = hosf | 3 = hosfirpat | 4 = hosfihosf\n\n5 = tir yohtt | 6 = tir yohtti rpat | 11 = tir hosfi rpat\n- Determine the correct correspondences.\n\n- Write in numerals:\n\n- yima hosfirpati hosfihosf + yima yohtti tir hosf =\n* = yima hosfihosfi tir hosfi hosfihosf\n\n- tir yohtti hosf + tir hosfi hosf = tir hosfirpati hosfihosf\n\n- Write in Alamblak: 21, 48, 83."}
{"id":"book_09_15","context":"Below are given the first four multiples of the number efi tʃumtʃum eku bab eku iŋki, written in Chabu in ascending order (if the number is X, the four numbers below represent 2X, 3X, 4X, and 5X, respectively):\n\n- bab ef eku efi tʃumtʃum eku iŋki\n\n- ink ufe kor eku bab eku bab\n\n- ink ufe kor eku bab ef eku bab\n\n- bab ufe kor","query":"- Write in Chabu all the divisors of the number bab eku iŋki ufe kor (including 1). If you consider some of them can be written in different ways, write all the possibilities.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"numbers","eval_type":"single","reasoning_trace":"9.15. Chabu\n\n-\n\n- iŋki / ink\n\n- bab\n\n- bab eku iŋki\n\n- bab eku bab\n\n- efi tʃumtʃum\n\n- efi tʃumtʃum eku iŋki\n\n- 10 bab ef\n\n- 12 bab ef eku bab\n\n- 15 bab ef eku efi tʃumtʃum\n\n- 20 ink ufe kor\n\n- 30 ink ufe kor eku bab ef\n\n-\n\nRules:\n\n- General structure:\n\n- 2 [+ X] = bab [eku X] (X < 3)\n\n- 5 [+ X] = efi tʃumtʃum [eku X] (X < 5)\n\n- 10 [+ X] = bab ef [eku X] (X < 10)\n\n- 20Y [+ X] = Y ufe kor [eku X] (X < 20)\n\n- Y is written even if it is 1 (20 = ink ufe kor).\n\n- The digit 1 has two forms: ink (if it is a multiplier) or iŋki (if it is added). In task (a), 1 has two alternative spellings, since we do not know which one to choose if it appears as a single word.","source":"langsci_420","problem_group_id":"langsci420:9.15","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Chabu","author":"Danylo Mysak","competition":"UkrLO","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1356,"source_line_end":1367,"solution_line_start":1613,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow are given the first four multiples of the number efi tʃumtʃum eku bab eku iŋki, written in Chabu in ascending order (if the number is X, the four numbers below represent 2X, 3X, 4X, and 5X, respectively):\n\n- bab ef eku efi tʃumtʃum eku iŋki\n\n- ink ufe kor eku bab eku bab\n\n- ink ufe kor eku bab ef eku bab\n\n- bab ufe kor\n- Write in Chabu all the divisors of the number bab eku iŋki ufe kor (including 1). If you consider some of them can be written in different ways, write all the possibilities."}
{"id":"book_09_16","context":"Here are some equalities written in Tifal. It is known that none of the numbers in the problem are greater than 30.\n\n0in\n\n- asumano aleeb = bokob\n\n- asumano ataling = tadang\n\n- bokob ataling = ataling madi\n\n- bokob asumano = nakal madi\n\n- asumano feet = feet madi\n\n- ataling ataling = tadang madi\n\n- asumano + ataling = feet\n\n- feet + miit = feet madi\n\n- tadang + ataling = tadang madi\n\n- [blank]","query":"- Write in numerals:\n\n- beeti + nakal = beeti madi\n\n- bokob + maakob = feet\n\n- awok awok = asumano madi\n\n- Write in Tifal the results of the following equalities:\n\n- tadang + miit =\n\n- ataling madi - aleeb =","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"9.16. Tifal\n\n-\n\n- 9+10=19\n\n- 6+1=7\n\n- 55=25\n\n-\n\n- tadang + miit = aleeb madi\n\n- ataling madi – aleeb = bokob madi\n\nRules:\n\nBody-part-based system, centred on 14. X madi = 28 – X.","source":"langsci_420","problem_group_id":"langsci420:9.16","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Tifal","author":"Svetlana Burlak & Peter Arkadiev","competition":"MSK","year":2017,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1369,"source_line_end":1399,"solution_line_start":1650,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some equalities written in Tifal. It is known that none of the numbers in the problem are greater than 30.\n\n0in\n\n- asumano aleeb = bokob\n\n- asumano ataling = tadang\n\n- bokob ataling = ataling madi\n\n- bokob asumano = nakal madi\n\n- asumano feet = feet madi\n\n- ataling ataling = tadang madi\n\n- asumano + ataling = feet\n\n- feet + miit = feet madi\n\n- tadang + ataling = tadang madi\n\n- [blank]\n- Write in numerals:\n\n- beeti + nakal = beeti madi\n\n- bokob + maakob = feet\n\n- awok awok = asumano madi\n\n- Write in Tifal the results of the following equalities:\n\n- tadang + miit =\n\n- ataling madi - aleeb ="}
{"id":"book_09_17","context":"Here are some numbers in Mansi (written in Latin script):\n\nńollow | 8\n\natxujplow | 15\n\natlow nopъl ontъllow | 49\n\natlow | 50\n\nontъlsāt ontъllow | 99\n\nxōtsātn xōtlow nopъl at | 555\n\nontъllowsāt | 900\n\nontъllowsāt ńollowxujplow | 918","query":"- Write in numerals:\n\n6.0pt plus 2.0pt minus 1.5pt\n\n- atsātn at\n\n- ńolsāt nopъl xōt\n\n- ontъllowsātn ontъllowxujplow\n\n- Write in Mansi: 58, 80, 716.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"text_to_num","eval_type":"single","reasoning_trace":"9.17. Mansi\n\n-\n\n- 405\n\n- 76\n\n- 819\n\n- 58 = xōtlow nopъl ńollow\n\n- 80 = ńolsāt\n\n- 716 = ńollowsātn xōtxujplow\n\nRules:\nSystem based largely on overcounting. Tens are formed from units: adding the suffix -low (for 50, 60) or replacing the suffix -low with -sāt (for 80, 90).\n\n- 10 + X = X-xujplow\n\n- 10X + Y = 10(X+1) nopъl Y\n\n- 90 + X = ontъlsāt X\n\n- 100X = X-sāt\n\n- 100X + Y = (X+1)-sātn Y\n\n- 900 + X = ontъllowsāt X","source":"langsci_420","problem_group_id":"langsci420:9.17","chapter":9,"chapter_title":"Number systems","section":6,"section_title":"Practice problems","topic":"number systems","language":"Mansi","author":"Ivan Derzhanski","competition":"IOL","year":2005,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c09_s01_p01","book_method_c09_s01_p02","book_method_c09_s02_p01","book_method_c09_s03_p01","book_method_c09_s04_p01","book_method_c09_s05_p01"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":true,"visual_dependency_reasons":[],"source_file":"chapters/09-Numbers.tex","source_line_start":1401,"source_line_end":1428,"solution_line_start":1673,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Number systems\nPractice problems\nnumber systems\nThis practice problem belongs to the book's Number systems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nHere are some numbers in Mansi (written in Latin script):\n\nńollow | 8\n\natxujplow | 15\n\natlow nopъl ontъllow | 49\n\natlow | 50\n\nontъlsāt ontъllow | 99\n\nxōtsātn xōtlow nopъl at | 555\n\nontъllowsāt | 900\n\nontъllowsāt ńollowxujplow | 918\n- Write in numerals:\n\n6.0pt plus 2.0pt minus 1.5pt\n\n- atsātn at\n\n- ńolsāt nopъl xōt\n\n- ontъllowsātn ontъllowxujplow\n\n- Write in Mansi: 58, 80, 716."}
{"id":"book_10_01","context":"Manam Pile is a Malayo-Polynesian language spoken on Manam Island off the coast of Papua New Guinea. Manam is one of the most active volcanoes in the world. Below, a Manam islander describes the relative locations of the houses shown on the map.\n\n- Onkau pera kana auta ieno, Kulu pera kana ilau ieno.\n\n- Mombwa pera kana ata ieno, Kulu pera kana awa ieno.\n\n- Tola pera kana auta ieno, Sala pera kana ilau ieno.\n\n- Sulung pera kana awa ieno, Tola pera kana ata ieno.\n\n- Sala pera kana awa ieno, Mombwa pera kana ata ieno.\n\n- Pita pera kana ilau ieno, Sulung pera kana auta ieno.\n\n- Sala pera kana awa ilau ieno, Onkau pera kana ata auta ieno.\n\n- Butokang pera kana awa auta ieno, Pita pera kana ata ilau ieno.\n\n[VISUAL OMITTED: images/Manam.png]","query":"- Onkau's, Mombwa's and Kulu's houses have already been located on the map above. Who lives in the other five houses (A-E)?\n\n- Arongo is building his new house in the location marked with an X on the map. In three Manam Pile sentences like the ones on the previous page, describe the location of Arongo's house in relation to the three closest houses (A-C).","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"The first step is identifying the structure of the sentences. This is:\n\nH1 pera kana X1 ieno, H2 pera kana X2 ieno.\nwhere H1 and H2 refer to the names of the houses. Therefore, X1 and X2 must represent the words for directions. We notice that these can be: ata, auta, awa, ilau. Moreover, based on the examples 7 and 8, we notice that they can also combine with one another: ata ilau, awa auta, awa ilau, ata auta. Therefore, we deduce that there are two main directions or axes: ata–awa and ilau–auta, which can combine together (similarly to how the directions north–south and east–west can combine to form directions like north-east, north-west, etc.). Furthermore, we notice that X1 is always the opposite of X2 (similar to the English sentences ‘A is due east, and B due west’ or ‘A is north-east, and B south-west’).\n\nBased on this information, we can rewrite the eight sentences above in a simpler way:\n\n- ‘Onkau is to the’ auta ‘of Kulu.’\n\n- ‘Mombwa is to the’ ata ‘of Kulu.’\n\n- ‘Tola is to the’ auta ‘of Sala.’\n\n- ‘Sulung is to the’ awa ‘of Tola.’\n\n- ‘Sala is to the’ awa ‘of Mombwa.’\n\n- ‘Pita is to the’ ilau ‘of Sulung.’\n\n- ‘Sala is to the’ awa ilau ‘of Onkau.’\n\n- ‘Butokang is to the’ awa auta ‘of Pita.’\n\nThe first hypothesis that comes to mind is that indeed, ata, awa, ilau, and auta represent the ‘north’, ‘south’, ‘east’, and ‘west’. Thus, based on sentence 1, we deduce that auta = ‘north’, and based on 2 we deduce that ata = ‘west’. Moreover, knowing already that the two main directions are ata – awa and ilau – auta, we can also deduce the other two cardinal points, mainly awa = ‘east’ and ilau = ‘south’.\n\nThus, from sentence 7, we find out that Sala's house is to the south-east of Onkau's, so Sala's house can only be E, which is also confirmed by sentence 5, which mentions that Sala's house is to the east of Mombwa's. Next, from sentence 3, we deduce that Tola's house is to the north of Sala's, so Tola's house can only be A or C, but, since sentence 4 says that Sulang's house is to the east of Tola's, Tola's house needs to be C and Sulung's A (if Tola's house were A, there is no other house to the east of it). From sentence 6, Pita's house is to the south of Sulung's, so it is most likely D. Finally, according to sentence 8, Butokang's house is to the north-east of Pita's, but, at the same time, we know that Butokang's house must be B, since it is the only house left. Thus, we reach a contradiction which points to the fact that, most likely, the four words are not cardinal points.\n\nIf we carefully read the introduction, we learn that the island is in fact a volcano. Taking this into account, we can interpret the first sentence to mean that Onkau's house is higher up the mountain than Kulu's. Since we excluded the possibility that this word (auta) means ‘north’, perhaps it means ‘towards the top’ or ‘further away from the shore’. Thus, its pair ilau will mean ‘towards the shore’. We can conclude that the first directional axis is based on altitude (from the sea towards the top of the volcano).\n\nFrom sentence 2, we understand that we need to find one more direction which points laterally on the map and we already figured out that it cannot be ‘east’ and ‘west’. Thus, perhaps the words actually represent ‘left’ and ‘right’, when looking towards the top of the volcano. In other words, we can imagine the island to be a clock whose centre is the top of the volcano and the relative positions of the houses are not described by means of east–west but rather clockwise–anticlockwise. Thus, from sentence 2 we deduce that ata = ‘clockwise’ (‘to the left, facing the volcano’) and, consequently, awa = ‘anticlockwise’ (‘to the right, facing the volcano’).\n\nConsequently, in sentence 7 we are told that Sala's house is towards the shore and to the right of Onkau's house, so, again, Sala's house can only correspond to E (since D is approximately at the same altitude with Onkau's, so it is not towards the shore). This is also confirmed by sentence 5 which states that Sala's house is anticlockwise with respect to Mombwa's (nothing about the relative vertical position is mentioned, so it is on the same level).\n\nFrom sentence 3, Tola's house is higher than Sala's, so Tola's house = D. Next, from sentence 4, Sulung's house is anticlockwise of Tola's (to the right, facing the volcano), so Sulung's house = C; from sentence 6, Pita's house is lower than Sulung's (towards the shore), so Pita's house = A. Finally, we are left with B which must be Butokang's house, as confirmed by sentence 8, which states that Butokang's house is higher and to the right of Pita's.\n\nNow we can solve task (b). The house marked with X will be ‘towards the shore’ with respect to B, ‘to the right’ of A and ‘towards the shore and to the right’ of C.\n\nTherefore, we can solve all tasks.\n\n- A = Pita, B = Butokang, C = Sulung, D = Tola, E = Sala\n\n- Arongo pera kana awa ieno, Pita pera kana ata ieno.\nArongo pera kana awa ilau ieno, Sulung pera kana ata auta ieno.\nArongo pera kana ilau ieno, Butokang pera kana auta ieno.","source":"langsci_420","problem_group_id":"langsci420:10.1","chapter":10,"chapter_title":"Other types of problems","section":1,"section_title":"Problems based on orientation systems","topic":"orientation, kinship, and other structural problems","language":"Manam","author":"Patrick Littell","competition":"NACLO","year":2008,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Problems based on orientation systems” in the Other types of problems chapter, so it illustrates that method or topic.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":15,"source_line_end":35,"solution_line_start":37,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nProblems based on orientation systems\norientation, kinship, and other structural problems\nThe author places this worked example under “Problems based on orientation systems” in the Other types of problems chapter, so it illustrates that method or topic.\nManam Pile is a Malayo-Polynesian language spoken on Manam Island off the coast of Papua New Guinea. Manam is one of the most active volcanoes in the world. Below, a Manam islander describes the relative locations of the houses shown on the map.\n\n- Onkau pera kana auta ieno, Kulu pera kana ilau ieno.\n\n- Mombwa pera kana ata ieno, Kulu pera kana awa ieno.\n\n- Tola pera kana auta ieno, Sala pera kana ilau ieno.\n\n- Sulung pera kana awa ieno, Tola pera kana ata ieno.\n\n- Sala pera kana awa ieno, Mombwa pera kana ata ieno.\n\n- Pita pera kana ilau ieno, Sulung pera kana auta ieno.\n\n- Sala pera kana awa ilau ieno, Onkau pera kana ata auta ieno.\n\n- Butokang pera kana awa auta ieno, Pita pera kana ata ilau ieno.\n\n[VISUAL OMITTED: images/Manam.png]\n- Onkau's, Mombwa's and Kulu's houses have already been located on the map above. Who lives in the other five houses (A-E)?\n\n- Arongo is building his new house in the location marked with an X on the map. In three Manam Pile sentences like the ones on the previous page, describe the location of Arongo's house in relation to the three closest houses (A-C)."}
{"id":"book_10_02","context":"Below you can find part of an Arawak family tree. Three family members – two men and a woman (not necessarily in this order) – describe their family:\n\n- De to Fatan. Onikhan to dajo. Mithakotoan ken Kolhen to dakhithonon. Tholhady to dato. Ematonoa to dathi.\n\n- De to Sobole. Bokoa to dakhithi. Kolhen ken Moty to dajonon. Balhose ken Konoko to dathinon. Onikhan ken Ylhydaba to dakythynon. Fatan ken Mithakotoan to dajaboathonon. Sareke to dajorodatho. Ematonoa to dadokothi.\n\n- De to Balhose. Ylhydaba to dajo. Kolhen to daretho. Sobole ken Bokoa to daithinon. Konoko to dakhithi. Moty to dajorodatho. Mithakotoan ken Fatan to darebiathonon. Sareke to dato.\n\n[VISUAL OMITTED: figures/Arawak.pdf]\n\nIn the diagram above, triangles represent men and circles represent women. Horizontal lines represent siblings and vertical lines children. The equals sign denotes marriage.","query":"- Supply the tree with names. If multiple options are possible, provide them all.\n\n- Three more people (from the same family) describe their family:\n\n- De to Ajonym. Fatan ken Kolhen to [blank]. Onikhan to dakythy. Mithakotoan to dajo. [blank] to dadokothi.\n\n- De to [blank]. Balhose ken Konoko to daithinon. Holholho ken Sobole ken [blank] to dalykynthinon. Moty to dato. [blank] to dalykyntho.\n\n- De to Kolhen. [blank] to dajo. [blank] to darethi. Ematonoa to\n[blank]. Sareke to dato. Sobole ken Bokoa to [blank]. Konoko to [blank].\n\n- Fill each gap with exactly one word.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"Firstly, we look at the structure of the sentences. Each sentence, except for the first, follows the pattern Name to X. So we know that X represents the kinship term. We deduce that ko = ‘is/are’, and the first sentence most likely means ‘I am X’, therefore de = ‘I’. Moreover, we notice that if in the rest of the sentences there are more names co-occurring, they are separated by ken, so this word most likely means ‘and’. Last but not least, we notice that every time that a sentence contains more than one name, the kinship term ends in non, so we deduce that the suffix -non marks the plural.\n\nBased on this we can make a table in which we show the relations between the persons mentioned in the data:\n\n| Fatan | Sobole | Balhose\n| Fatan | Sobole | Balhose\nFatan | 808080 | dajaboatho | darebiatho\nOnikhan | dajo | dakythy |\nMithakotoan | dakhitho | dajaboatho | darebiatho\nKolhen | dakhitho | dajo | daretho\nTholhady | dato | |\nEmatonoa | dathi | dadokothi |\nSobole | | 808080 | daithi\nBokoa | | dakhithi | daithi\nMoty | | dajo | dajorodatho\nBalhose | | dathi | 808080\nKonoko | | dathi | dakhithi\nYlhydaba | | dakythy | dajo\nSareke | | dajorodatho | dato\n\nMoreover, we notice that two names are missing: Ajonym and Holholho (both of them found in task (b)).\n\nGenerally, the first step in solving this type of problem, once the table above is made, is assuming that if two persons have the same relation with a third, then those two persons belong to the same generation (e.g., if A and B are m to person X – or X is m to persons A and B – then, most likely, A and B are part of the same generation, i.e., they are on the same level of the tree). In this case, we notice from the diagram that we have three generations: the top one, which has three members, the middle one (siz members) and the bottom one (six members).\n\nStarting with Fatan, we notice that they are the same relation (dakhitho) to both Mithakotoan and Kolhen, so we can assume that these two belong to the same generation. Similarly, we deduce that Fatan and Mithakotoan belong to the same generation (since they both are dajaboatho to Sobole). Knowing that Mithakotoan and Kolhen as well as Mithakotoan and Fatan belong to the same generation, we can deduce that all three of them are part of the same generation.\n\nUsing the same thought process, we get the following pairs of persons belonging to the same generation: Kolhen – Moty (they are dajo for Sobole), Balhose – Konoko (dathi for Sobole), Fatan – Mithakotoan (darebiatho for Balhose), Sobole – Bokoa (daithi for Balhose), Onikhan – Ylhydaba (dakythy for Sobole).\n\nCollecting all the information, we get:\n\n- Group 1: Mithakotoan – Kolhen – Fatan – Moty\n\n- Group 2: Balhose – Konoko\n\n- Group 3: Sobole – Bokoa\n\n- Group 4: Onikhan – Ylhydaba\n\nWe need to take into account that two (or more) of these groups can combine to form a generation. Moreover, we know for sure that Group 1 is part of the middle generation since it contains Moty.\n\nFurthermore, we can use task (b) to see if there are any other names that cooccur. In example 5, sentence 3, we notice that Holholho and Sobole appear together. At first sight, it can seem insignificant since we have no information about Holholho in the corpus. However this information is actually extremely important. If we add Holholho to Group 3, then this group will contain three persons. Since Group 1 has four persons and Group 3 has three persons, we certainly know that these two cannot represent the same generation (since there is no generation with seven members), so we deduce that Group 1 and Group 3 belong to different generations.\n\nLet us look now at the kinship term dajo. It appears between Sobole (Group 3) and Kolhen (Group 1), so we know that this term spans across generations. The same relation appears between Fatan (Group 1) and Onikhan (Group 4). Based on this, we deduce that Group 4 represents the last separate generation (it does not combine with either Group 1 or Group 3). This might not seem obvious at first, but we know that the relation between a person from Group 3 and a person from Group 1 is the same as the relation between a person from Group 1 and one from Group 4 (we can write this succinctly as G3–G1 = G1–G4). Moreover, we already know that G3 and G1 belong to different generations, so, if G4 belonged to the same generation as G1, then the second relation (the word dajo which refers to Kolhen from G1 and Onikhan from G4) would be within the same generation, while this is not true for the first relation (the word dajo which refers to G3–G1). If G4 was part of the same generation as G3, then we would have a reciprocal relation (the relation of X to Y uses the same name as the relation of Y to X – but across different generations), which is highly unlikely. The only option left is, therefore, that G4 belongs to a separate generation.\n\nLet us focus now on the relation dajo, which appears between Onikhan (G4) and Fatan (G1), as well as between Ylhydaba (G4) and Balhose (G2) (i.e., G4–G1 = G4–G2). From here, we deduce that G2 and G1 belong to the same generation.\n\nNow we can classify the three generations:\n\n- Generation A (Gen. A): Mithakotoan, Kolhen, Fatan, Moty, Balhose, Konoko\n\n- Generation B (Gen. B): Sobole, Bokoa, Holholho\n\n- Generation C (Gen. C): Onikhan, Ylhydaba\n\nFor simplicity, we can remake the table, but this time replacing the name with the generation.\n\n| A | B | A\nA | 808080 | dajaboatho | darebiatho\nC | dajo | dakythy |\nA | dakhitho | dajaboatho | darebiatho\nA | dakhitho | dajo | daretho\nTholhady | dato | |\nEmatonoa | dathi | dadokothi |\nB | | 808080 | daithi\nB | | dakhithi | daithi\nA | | dajo | dajorodatho\nA | | dathi | 808080\nA | | dathi | dakhithi\nC | | dakythy | dajo\nSareke | | dajorodatho | dato\n\nThe first observation is that both Tholhady and Sareke have the relation dato with respect to Gen. A, so they both belong to the same generation (B or C, since Gen. A already has six members, so it is complete).\n\nThe term dajorodatho is established between two persons from Gen. A, so it is a kind of relation established within the same generation. Since Sareke uses the same relation with a person from Gen. B, we deduce that Sareke also belongs to Gen. B.\n\nFor Ematonoa, we look at the term dathi. We have the equivalence: A–B = Ematonoa–A. Since we said we exclude transitive relations, Ematonoa must belong to Gen. C. Thus, the generations become:\n\n- Gen. A: Mithakotoan, Kolhen, Fatan, Moty, Balhose, Konoko\n\n- Gen. B: Sobole, Bokoa, Holholho, Tholhady, Sareke\n\n- Gen. C: Onikhan, Ylhydaba, Ematonoa\n\nThere is only one person unassigned, Ajonym, who surely belongs to Gen. B (since it is the only incomplete generation in terms of the number of members). Moreover, we know the correspondence between the letters A–C and the top/middle/bottom generations. Gen. C is surely the top one, since it has only three members, while Gen. A is the middle one since it contains Moty. Therefore, Gen. B remains and must be the bottom one. The final generations are:\n\n- Top generation: Onikhan, Ylhydaba, Ematonoa\n\n- Middle generation: Mithakotoan, Kolhen, Fatan, Moty, Balhose, Konoko\n\n- Bottom generation: Sobole, Bokoa, Holholho, Tholhady, Sareke, Ajonym\n\nWe expect that the kinship terms established between the middle and the top generation to be ‘mother’ and ‘father’ (the other option is something like ‘wife's sister's mother’, which is rather too complex). Thus, we notice that for Fatan, Onikhan and Ematonoa are dathi and dajo, respectively; we can assume that they represent ‘mother’ and ‘father’. Since there is only one married couple in the top generation, it must be Onikhan-Ematonoa. To differentiate between ‘mother’ and ‘father’, we notice that dajo also appears with Ylhydaba, who belongs to the top generation. Since the only person left in the top generation is a woman, we deduce that dajo = ‘mother’ and dathi = ‘father’. Moreover, we can assign all the names to the top generation (from left to right: Onikhan, Ematonoa, Ylhydaba).\n\nWe notice that for Sobole, both Onikhan and Ylhydaba are dakythy. Since Sobole is part of the bottom generation, we can easily deduce that dakythy = ‘grandmother’. Moreover, we deduce that Sobole must be one of the children in the middle of the tree (the group of three siblings), since they are the only persons whose grandparents are both Onikhan and Ylhydaba.\n\nLet us now look at Sobole's statements. Since we already know the words for ‘mother’ and ‘father’, we notice that in the generation above, Sobole has two persons who they refer to as dajo ‘mother’ (Kolhen and Moty), two who they call dathi ‘father’ (Konoko and Balhose) and two who they refer to as dajaboatho (Fatan and Mithakotoan). Among the two persons called ‘mother’, we can surely expect that one of them but not both is their biological mother. Since we already know where Moty is placed, we deduce that Kolhen is the (biological) mother of Sobole (the married woman). Moreover, certainly the two men will be those called ‘father’ (Konoko and Balhose), and the two remaining women on the right will be Fatan and Mithakotoan. Furthermore, the relation between Fatan and Mithakotoan is dakhitho, so dakhitho = ‘sister (of a woman)’. Similarly, the relation between Konoko and Balhose is dakhithi, so dakhithi = ‘brother (of a man)’. Next, we notice the similarity between the two terms, which differ only in terms of their last vowel (-i or -o), which makes us assume that the difference in gender is marked by the last vowel (thus, the stem dakhith- means ‘same-sex sibling’; if it ends in the vowel -i, meaning masculine, it will refer to same-sex brothers i.e., brother of a male, while if it receives the suffix -o, it means same-sex sister, i.e., a woman's sister).\n\nWe also notice that Bokoa and Sobole are dakhithi, so the two are siblings. Therefore, Sobole and Bokoa are the two men from the bottom generation. Moreover, the two men are daithi for Balhose, so daithi = ‘son’. We can assume that Balhose is the biological father of the two children (unlike Konoko). This is also confirmed by the fact that Kolhen is daretho for Balhose, and this kinship term does not occur again, so it means that daretho = ‘wife’.\n\nSareke is dato for Balhose, and Sareke is part of the bottom generation. The only person, in relation with Balhose, which we have not described, is their daughter, so Sareke is the daughter of Balhose (the sister of Sobole and Bokoa), and dato = ‘daughter’.\n\nFurthermore, since Tholhady is the daughter of Fatan (knowing that Fatan and Mithakotoan are the two women in the middle generation, and only one of them has a daughter), we can determine all the correspondences of the middle generation. The names are, from left to right: Fatan, Mithakotoan, Kolhen, Balhose, Konoko, Moty.\n\nThe only persons left to be assigned to the diagram are Ajomyn and Holholho. Checking task (b), sentence 4, Ajonym says that Onikhan is their dakythy ‘grandmother’, so Ajonym is the son of Mithakotoan, while Holholho is the son of Moty.\n\nThe only thing left undetermined is the difference between Sobole and Bokoa. Since we have no information which could help differentiate between the two (and since task (a) says that there are multiple options in some cases), we deduce that the correct assignment of names is as presented in Figure fig:arawak-solution (with the mention that Sobole and Bokoa can be swapped).\n\n[VISUAL OMITTED: figures/Arawak_withNames.pdf]\nCaption: The name assignment for Problem 10.2.\n\nBased on this, we can easily deduce the remaining kinship terms, and make a table with all the words we know (since we saw that the masculine-feminine pairs are similar, we organise them in different columns):\n\nKinship term | Male | Female\n‘child’ | daithi | dato\n‘parent’ or ‘father's sibling’ | dathi | dajo\n‘grandparent’ | dadokothi | dakythy\n‘grandchild’ | dalykynthi | dalykyntho\n‘same-sex sibling’ | dakhithi | dakhitho\n‘opposite-sex sibling’ | | dajorodatho\n‘spouse’ | darethi | daretho\n‘spouse's same-sex sibling’ | darebiathi | darebiatho\n‘mother's sibling’ | | dajaboatho\n\nWe notice again that some kinship terms can switch between masculine and feminine by changing the last vowel from -i (masculine) to -o (feminine).\n\nBased on this, we can solve task (b):\n\n- dajaboathonon\n\n- Ematonoa\n\n- Ylhydaba\n\n- Bokoa\n\n- Sareke\n\n- Onikhan\n\n- Balhose\n\n- dathi\n\n- daithinon\n\n- darebiathi","source":"langsci_420","problem_group_id":"langsci420:10.2","chapter":10,"chapter_title":"Other types of problems","section":2,"section_title":"Kinship problems","topic":"orientation, kinship, and other structural problems","language":"Arawak","author":"Michał Boroń","competition":"original","year":null,"solution_tier":"detailed_worked","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"author_placement","method_description":"The author places this worked example under “Kinship problems” in the Other types of problems chapter, so it illustrates that method or topic.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":153,"source_line_end":181,"solution_line_start":183,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nKinship problems\norientation, kinship, and other structural problems\nThe author places this worked example under “Kinship problems” in the Other types of problems chapter, so it illustrates that method or topic.\nBelow you can find part of an Arawak family tree. Three family members – two men and a woman (not necessarily in this order) – describe their family:\n\n- De to Fatan. Onikhan to dajo. Mithakotoan ken Kolhen to dakhithonon. Tholhady to dato. Ematonoa to dathi.\n\n- De to Sobole. Bokoa to dakhithi. Kolhen ken Moty to dajonon. Balhose ken Konoko to dathinon. Onikhan ken Ylhydaba to dakythynon. Fatan ken Mithakotoan to dajaboathonon. Sareke to dajorodatho. Ematonoa to dadokothi.\n\n- De to Balhose. Ylhydaba to dajo. Kolhen to daretho. Sobole ken Bokoa to daithinon. Konoko to dakhithi. Moty to dajorodatho. Mithakotoan ken Fatan to darebiathonon. Sareke to dato.\n\n[VISUAL OMITTED: figures/Arawak.pdf]\n\nIn the diagram above, triangles represent men and circles represent women. Horizontal lines represent siblings and vertical lines children. The equals sign denotes marriage.\n- Supply the tree with names. If multiple options are possible, provide them all.\n\n- Three more people (from the same family) describe their family:\n\n- De to Ajonym. Fatan ken Kolhen to [blank]. Onikhan to dakythy. Mithakotoan to dajo. [blank] to dadokothi.\n\n- De to [blank]. Balhose ken Konoko to daithinon. Holholho ken Sobole ken [blank] to dalykynthinon. Moty to dato. [blank] to dalykyntho.\n\n- De to Kolhen. [blank] to dajo. [blank] to darethi. Ematonoa to\n[blank]. Sareke to dato. Sobole ken Bokoa to [blank]. Konoko to [blank].\n\n- Fill each gap with exactly one word."}
{"id":"book_10_03","context":"In the picture below, note that both you and the speaker are facing the paper. The bird is to the left of everything else and the kangaroo is to the right of everything else. The cat is behind everything else and the kangaroo is in front of everything else.\n\n[VISUAL OMITTED: images/Bardi.png]\n\nHere are some Bardi sentences describing the scene:\n\n- Aamba bornkony yaawardon.\n\n- Baawa joorroonggony garrabalgoon.\n\n- Boorroo alaboor yaawardon.\n\n- Iila alaboor ooranygoon.\n\n- Iila baybirrony aambon.\n\n- Minyaw baybirrony baawon.\n\n- Oorany joorroonggony baawon.\n\n- Yaawarda bornkony aambon.","query":"- Based on these, determine the following correspondences:\n\n. | Aarlgoodony | . | ‘bird’\n. | Aamba | . | ‘child’\n. | Alaboor | . | ‘cat’\n. | Baawa | . | ‘dog’\n. | Baybirrony | . | ‘horse’\n. | Boorroo | . | ‘kangaroo’\n. | Bornkony | . | ‘man’\n. | Garrabal | . | ‘woman’\n. | Iila | . | ‘next to’\n. | Joorroonggony | . | ‘behind’\n. | Minyaw | . | ‘in front of’\n. | Oorany | . | ‘to the left of’\n. | Yaawarda | . | ‘to the right of’","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"match_letters","eval_type":"single","reasoning_trace":"10.3. Bardi\n\n- 1-l, 2-g, 3-k, 4-b, 5-j, 6-f, 7-i, 8-a, 9-d, 10-m, 11-c, 12-h, 13-e.","source":"langsci_420","problem_group_id":"langsci420:10.3","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Bardi","author":"Catherine Sheard","competition":"UKLO","year":2012,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":351,"source_line_end":389,"solution_line_start":651,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nIn the picture below, note that both you and the speaker are facing the paper. The bird is to the left of everything else and the kangaroo is to the right of everything else. The cat is behind everything else and the kangaroo is in front of everything else.\n\n[VISUAL OMITTED: images/Bardi.png]\n\nHere are some Bardi sentences describing the scene:\n\n- Aamba bornkony yaawardon.\n\n- Baawa joorroonggony garrabalgoon.\n\n- Boorroo alaboor yaawardon.\n\n- Iila alaboor ooranygoon.\n\n- Iila baybirrony aambon.\n\n- Minyaw baybirrony baawon.\n\n- Oorany joorroonggony baawon.\n\n- Yaawarda bornkony aambon.\n- Based on these, determine the following correspondences:\n\n. | Aarlgoodony | . | ‘bird’\n. | Aamba | . | ‘child’\n. | Alaboor | . | ‘cat’\n. | Baawa | . | ‘dog’\n. | Baybirrony | . | ‘horse’\n. | Boorroo | . | ‘kangaroo’\n. | Bornkony | . | ‘man’\n. | Garrabal | . | ‘woman’\n. | Iila | . | ‘next to’\n. | Joorroonggony | . | ‘behind’\n. | Minyaw | . | ‘in front of’\n. | Oorany | . | ‘to the left of’\n. | Yaawarda | . | ‘to the right of’"}
{"id":"book_10_04","context":"Below is shown the kinship tree of a Kharia family in which circles represent women and squares represent men. The age of each person is written under their name.\n\n[VISUAL OMITTED: figures/Kharia.pdf]\n\nEach member of this family says something about their family in Kharia:\n\n- Bhaiiɲaʔ ɲimi Thuyu.\n\n- Didiiɲaʔ ɲimi Muni. Ɖonkuiiɲaʔ ɲimi Mariya.\n\n- Sowiɲaʔ ɲimi Nuh.\n\n- Didikiiɲaʔ ɲimiki Olem oɖoyoʔ no Ewa.\n\n- Konon bahiniɲaʔ ɲimi Olem. Didikiiɲaʔ ɲimiki Ewa oɖoyoɁ no Kolo.\n\n- Ɖonkuiiɲaʔ ɲimi Muni. Dad=iɲaʔ ɲimi Dele.\n\n- Sowiɲaʔ ɲimi Thuyu. Beʔʈiɲaʔ ɲimi Anil.\n\n- Dadakiiɲaʔ ɲimiki Beni oɖoyoʔ no Sim.\n\n- Beʔʈiɲaʔ ɲimi Beni. Ɖonkuiiɲaʔ ɲimi Mariya.\n\n- Bhaikiiɲaʔ ɲimiki Beni oɖoyoʔ no Anil. Apaiɲaʔ ɲimi Dele.\n\n- Konon bahinkiiɲaʔ ɲimiki Kolo, Ewa oɖoyoʔ no Olem.\n\n- Konon bahinkiiɲaʔ ɲimiki Muni oɖoyoʔ no Kepka.\n\n- Apaiɲaʔ ɲimi Nuh. Dad=iɲaʔ ɲimi Sim.","query":"- Assign each of the sentences above to the person who uttered it.\n\n- Fill in the blanks:\n\n- Muni: “[blank] ɲimi Dele.”\n\n- Kepka: “[blank] ɲimi Nuh.”\n\n- Ewa: “Konon bahinkiiɲaʔ ɲimiki [blank].”\n\n- Anil: “Dad=iɲaʔ ɲimi [blank].”\n\n- Beni: “[blank] ɲimi Dele.”\n\n- A few years later, Kepka has a son named Caitu. Fill in the blanks:\n\n- Sim: “[blank] ɲimi Caitu.”\n\n- Kepka: “[blank] ɲimi Caitu.”\n\n- Caitu: “[blank] ɲimiki Ewa, Olem oɖoyoʔ no Kolo.”","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"10.4. Kharia\n\n-\n\n- Dele\n\n- Kepka\n\n- Mariya\n\n- Anil\n\n- Beni\n\n- Thuyu\n\n- Rut\n\n- Olem\n\n- Muni\n\n- Ewa\n\n- Sim\n\n- Nuh\n\n- Kolo\n\n-\n\n- Sowiɲaʔ\n\n- Dad=iɲaʔ\n\n- Kolo oɖoyoʔ no Olem\n\n- Beni\n\n- Apaiɲaʔ\n\n-\n\n-\n\n- Bhaiiɲaʔ\n\n- Beʔʈiɲaʔ\n\n- Didikiiɲaʔ\n\nRules:\n\nSentence structure: [Kinship term]–(pl)–iɲaʔ ɲimi–(pl) [Persons]\n\n- pl = -ki- = plural marker (if there is more than one person)\n\n- Persons: Their names; if it's more than one person, oɖoyoʔ no = ‘and’ is added before the last one.\n\n- Kinship terms:\n\n- bhai = ‘younger brother’\n\n- dad= = ‘older brother’ (plural: dadaki)\n\n- konon bahin = ‘younger sister’\n\n- didi = ‘older sister’\n\n- beʔʈ = ‘son’\n\n- apa = ‘father’\n\n- sow = ‘husband’\n\n- đonkui = ‘brother's wife’","source":"langsci_420","problem_group_id":"langsci420:10.4","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Kharia","author":"Barbora Dohnalová","competition":"ČLO","year":2021,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":391,"source_line_end":432,"solution_line_start":659,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow is shown the kinship tree of a Kharia family in which circles represent women and squares represent men. The age of each person is written under their name.\n\n[VISUAL OMITTED: figures/Kharia.pdf]\n\nEach member of this family says something about their family in Kharia:\n\n- Bhaiiɲaʔ ɲimi Thuyu.\n\n- Didiiɲaʔ ɲimi Muni. Ɖonkuiiɲaʔ ɲimi Mariya.\n\n- Sowiɲaʔ ɲimi Nuh.\n\n- Didikiiɲaʔ ɲimiki Olem oɖoyoʔ no Ewa.\n\n- Konon bahiniɲaʔ ɲimi Olem. Didikiiɲaʔ ɲimiki Ewa oɖoyoɁ no Kolo.\n\n- Ɖonkuiiɲaʔ ɲimi Muni. Dad=iɲaʔ ɲimi Dele.\n\n- Sowiɲaʔ ɲimi Thuyu. Beʔʈiɲaʔ ɲimi Anil.\n\n- Dadakiiɲaʔ ɲimiki Beni oɖoyoʔ no Sim.\n\n- Beʔʈiɲaʔ ɲimi Beni. Ɖonkuiiɲaʔ ɲimi Mariya.\n\n- Bhaikiiɲaʔ ɲimiki Beni oɖoyoʔ no Anil. Apaiɲaʔ ɲimi Dele.\n\n- Konon bahinkiiɲaʔ ɲimiki Kolo, Ewa oɖoyoʔ no Olem.\n\n- Konon bahinkiiɲaʔ ɲimiki Muni oɖoyoʔ no Kepka.\n\n- Apaiɲaʔ ɲimi Nuh. Dad=iɲaʔ ɲimi Sim.\n- Assign each of the sentences above to the person who uttered it.\n\n- Fill in the blanks:\n\n- Muni: “[blank] ɲimi Dele.”\n\n- Kepka: “[blank] ɲimi Nuh.”\n\n- Ewa: “Konon bahinkiiɲaʔ ɲimiki [blank].”\n\n- Anil: “Dad=iɲaʔ ɲimi [blank].”\n\n- Beni: “[blank] ɲimi Dele.”\n\n- A few years later, Kepka has a son named Caitu. Fill in the blanks:\n\n- Sim: “[blank] ɲimi Caitu.”\n\n- Kepka: “[blank] ɲimi Caitu.”\n\n- Caitu: “[blank] ɲimiki Ewa, Olem oɖoyoʔ no Kolo.”"}
{"id":"book_10_05","context":"A tourist travels to a village on the course of the river Benoit Martinus Ambala (Kalimantan Island, Indonesia), in order to learn the Embaloh language. He will live at the Chief's House (see map). On the first day, the Chief takes his guest outside, points towards the north, south, east and west and says “urait, kalaut, anait, suali”. The tourist wrote down in his own dictionary: urait = ‘north’, kalaut = ‘south’, anait = ‘east’, suali = ‘west’.\n\n[VISUAL OMITTED: images/Embolah_EN.png]\n\nThe next day, the tourist wanted to visit the Sanctuary – the place where all the important tribal ceremonies take place. He took his dictionary and compass, but he left his map at home. Exiting the Chief's House, he started walking north and reached the Shaman's House. He asked the Shaman: “How can I get to the Sanctuary?” “Keep going urait,” replied the Shaman. “So, I should head north” thought the tourist, checking his dictionary. He crossed the river, but then he got lost in a Rice Field, so he decided to return to the Shaman. A plantation worker guided him: “Towards the Shaman's House, go suali.” “That means west?! Weird!” thought the tourist, but nevertheless he headed west. However, the river didn't come up and the rice fields were slowly replaced by coconut plantations and the tourist realised he was completely lost. “Whatever it is,” a worker on the coconut plantation started comforting the tourist, “keep going kalaut. You will get to the School and the teacher will explain everything.”\n\nChecking his dictionary, he headed south and he indeed reached the school. “Chief's House anait?” the tourist asked the teacher. “No, anait Diamond Mine. Chief's House suali” he replied. The tourist, humbled, headed west and found himself at the Diamond Mine. Extremely angry, he asked: “How can I finally reach the Chief's House or at least the School?” “Chief's House suali, but School andoor.” Unfortunately, this last word does not appear in the tourist's dictionary.","query":"- Explain why the tourist got lost and explain how the orientation system of this tribe works, as well as what each direction means.\n\n- Describe in Embolah the directions:\n\n- from the Sanctuary to the Shaman's House;\n\n- from the Bamboo Forest to the Shaman's House;\n\n- from the Shaman's House to the Rice Field.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"10.5. Embaloh\n\n- On the first day, when he was told the four directions, he automatically assumed that they represented cardinal directions. In reality, they are based on the topography of the area and represent the relative positions with respect to the river. As such:\n\n- andoor = ‘towards (closer to) the river’\n\n- anait = ‘away from the river’\n\n- urait = ‘upstream’\n\n- kalaut = ‘downstream’\n\n- suali = ‘across the river’\n\n-\n\n- kalaut\n\n- andoor\n\n- suali","source":"langsci_420","problem_group_id":"langsci420:10.5","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Embaloh","author":"Ksenia Gilyarova","competition":"MSK","year":2006,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":434,"source_line_end":454,"solution_line_start":726,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nA tourist travels to a village on the course of the river Benoit Martinus Ambala (Kalimantan Island, Indonesia), in order to learn the Embaloh language. He will live at the Chief's House (see map). On the first day, the Chief takes his guest outside, points towards the north, south, east and west and says “urait, kalaut, anait, suali”. The tourist wrote down in his own dictionary: urait = ‘north’, kalaut = ‘south’, anait = ‘east’, suali = ‘west’.\n\n[VISUAL OMITTED: images/Embolah_EN.png]\n\nThe next day, the tourist wanted to visit the Sanctuary – the place where all the important tribal ceremonies take place. He took his dictionary and compass, but he left his map at home. Exiting the Chief's House, he started walking north and reached the Shaman's House. He asked the Shaman: “How can I get to the Sanctuary?” “Keep going urait,” replied the Shaman. “So, I should head north” thought the tourist, checking his dictionary. He crossed the river, but then he got lost in a Rice Field, so he decided to return to the Shaman. A plantation worker guided him: “Towards the Shaman's House, go suali.” “That means west?! Weird!” thought the tourist, but nevertheless he headed west. However, the river didn't come up and the rice fields were slowly replaced by coconut plantations and the tourist realised he was completely lost. “Whatever it is,” a worker on the coconut plantation started comforting the tourist, “keep going kalaut. You will get to the School and the teacher will explain everything.”\n\nChecking his dictionary, he headed south and he indeed reached the school. “Chief's House anait?” the tourist asked the teacher. “No, anait Diamond Mine. Chief's House suali” he replied. The tourist, humbled, headed west and found himself at the Diamond Mine. Extremely angry, he asked: “How can I finally reach the Chief's House or at least the School?” “Chief's House suali, but School andoor.” Unfortunately, this last word does not appear in the tourist's dictionary.\n- Explain why the tourist got lost and explain how the orientation system of this tribe works, as well as what each direction means.\n\n- Describe in Embolah the directions:\n\n- from the Sanctuary to the Shaman's House;\n\n- from the Bamboo Forest to the Shaman's House;\n\n- from the Shaman's House to the Rice Field."}
{"id":"book_10_06","context":"The picture below represents a field divided into 49 squares (7x7), aligned with north at the top and east on the right. In some of the squares there are rocks, indicated by a black circle ●.\n\n[VISUAL OMITTED: figures/Hungarian_Squares.pdf]\n\nThere are four Hungarian friends - A, B, C and D – standing in the field, each in a different square not containing a rock, and each facing in one of the four cardinal directions (north, south, east, west). Each person makes some statements describing the position of the rocks. For instance, A's first statement means ‘To the east (behind me) there is one stone’. References to directions are to be understood as describing a single line in the field: ‘due east’, ‘directly behind me’, and so on. No directions describe a more complex spatial relationship.\n\n- Délre két kő van.\nKeletere (mögöttem) egy kő van.\nJobbra nincs kő.\n\n- Délre (balra) nincs kő.\nÉszakra egy kő van.\nMögöttem két kő van.\n\n- Északra (előttem) nincs kő.\nNyugatra egy kő van.\nJobbra két kő van.\n\n- Nyugatra (jobbra) két kő van.\nÉszakra egy kő van.\nBalra nincs kő.","query":"- Which square is occupied by each of B, C and D? Draw an arrow (like the one under A) to show the direction they are facing.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"10.6. Hungarian\n\n[VISUAL OMITTED: figures/Hungarian_Squares_solution.pdf]\n\n- előttem = ‘front’\n\n- mögöttem = ‘back’\n\n- balra = ‘left’\n\n- jobbra = ‘right’\n\n- északra = ‘north’\n\n- délre = ‘south’\n\n- nyugatra = ‘west’\n\n- keletere = ‘east’\n\n- nincs = ‘0’\n\n- egy = ‘1’\n\n- két = ‘2’\n\n-","source":"langsci_420","problem_group_id":"langsci420:10.6","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Hungarian","author":"Adam Hesterberg","competition":"UKLO","year":2014,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":456,"source_line_end":476,"solution_line_start":750,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nThe picture below represents a field divided into 49 squares (7x7), aligned with north at the top and east on the right. In some of the squares there are rocks, indicated by a black circle ●.\n\n[VISUAL OMITTED: figures/Hungarian_Squares.pdf]\n\nThere are four Hungarian friends - A, B, C and D – standing in the field, each in a different square not containing a rock, and each facing in one of the four cardinal directions (north, south, east, west). Each person makes some statements describing the position of the rocks. For instance, A's first statement means ‘To the east (behind me) there is one stone’. References to directions are to be understood as describing a single line in the field: ‘due east’, ‘directly behind me’, and so on. No directions describe a more complex spatial relationship.\n\n- Délre két kő van.\nKeletere (mögöttem) egy kő van.\nJobbra nincs kő.\n\n- Délre (balra) nincs kő.\nÉszakra egy kő van.\nMögöttem két kő van.\n\n- Északra (előttem) nincs kő.\nNyugatra egy kő van.\nJobbra két kő van.\n\n- Nyugatra (jobbra) két kő van.\nÉszakra egy kő van.\nBalra nincs kő.\n- Which square is occupied by each of B, C and D? Draw an arrow (like the one under A) to show the direction they are facing."}
{"id":"book_10_07","context":"Two linguists, Dr. David Lovelang and Dr. Matt Hateword were studying the language spoken by the Tabaq people in South Sudan. While Dr. Lovelang was focused on the phonology of the language, Dr. Hateword was concerned with the way their kinship system works. To further his studies, he chose ten members of a big family and asked them to say a name first and then use the kinship term they'd use to describe that person. He carefully wrote everything down in a notebook and drew the following diagram:\n\n[VISUAL OMITTED: figures/Tabaq.pdf]\n\nShortly after, Dr. Hateword had to give up on his research, leaving all his scribbles as well as the blank diagram to his colleague. At first, Dr. Lovelang had no clue as to how he could fill in the diagram, but, after a closer look at the information in the notebook, he managed to fill it in.\n\nHere are the scribbles from the notebook:\n\n- Rowa: ít̪ɛ̀ t̪ɛ́ɛ̀r\nMinni, t̪ɔ̀ɔ̀d̪ʊ̀\nNadwah, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀-t̪ɛ́ɛ̀r\n\n- Kuwa: Salva, ʊ́t̪ɛ́-kɔ̀t̪ʊ̀\nAbdalla, t̪ɔ̀ɔ̀d̪ʊ̀\nRowa, t̪ɔ̀ɔ̀d̪ʊ̀-t̪ɛ́ɛ̀r\n\n- Salva: Abir, wɔ́ɔ́\nMalak, áɲá-n-t̪ɔ̀ɔ̀d̪ʊ̀\nNadwah, ít̪ɛ̀ t̪ɛ́ɛ̀r\n\n- Sihan: Sadiq, ít̪ɛ̀\nMinni, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀-kɔ̀t̪ʊ̀\nKuwa, áfá\n\n- Malak: Minni, ít̪ɛ̀\nSihan, màà\nAbdalla, t̪íì\n\n- Sadiq: Salva, t̪ɔ̀ɔ̀d̪ʊ̀\nAbir, màà\nSihan, ít̪ɛ̀ t̪ɛ́ɛ̀r\n\n- Minni: Rowa, màà\nSadiq, t̪íì\nAbir, wɔ́ɔ́\n\n- Nadwah: Kuwa, wɔ́ɔ́\nAbdalla, fáàfá\nRowa, áɲá\n\n- Abir: Malak, ʊ́t̪ɛ́\nNadwah, ʊ́t̪ɛ́\nSadiq, t̪ɔ̀ɔ̀dʊ̀-kɔ̀t̪ʊ̀\n\n- Abdalla: Kuwa, áfá\nMalak, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀\nSalva, ít̪ɛ̀-n-t̪ɔ̀ɔ̀dʊ̀-kɔ̀t̪ʊ̀\n\nWhile filling in the diagram, Dr. Lovelang noticed that, in Tabaq, certain kinship terms can be expressed using two different terms, and one of them is derived from the other. Moreover, he noticed somewhere in the notebook the following information: Sadiq is a man. and Rowa has children.","query":"=3pt\n\n- Fill in the diagram above with the names of the ten family members (in the diagram above circles represents women and squares men).\n\n- Write in Tabaq all the possible kinship terms that denote the relation between the following persons:\n\n- Sadiq to Salva\n\n- Abir to Nadwah\n\n- Salva to Sihan\n\n- Nadwah to Minni\n- Malak to Kuwa\n\n- Abdalla to Rowa\n\n- Abdalla to Salva","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"other","eval_type":"single","reasoning_trace":"10.7. Tabaq\n\n- The names in the diagram are, from left to right:\n\n- Top generation: Abir, Kuwa\n\n- Middle generation: Sihan, Rowa, Sadiq, Abdalla\n\n- Bottom generation: Malak, Minni, Nadwah, Salva\n\n-\n\n- áfá\n\n- wɔ́ɔ́\n\n- ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀ or ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀-kɔ̀t̪ʊ̀\n\n- tíì-n-t̪ɔ̀ɔ̀d̪ʊ̀ or tíì-n-t̪ɔ̀ɔ̀d̪ʊ̀-t̪ɛ́ɛ̀r\n\n- ʊ́t̪ɛ́ or ʊ́t̪ɛ́-t̪ɛ́ɛ̀r\n\n- ít̪ɛ̀ or ít̪ɛ̀-kɔ̀t̪ʊ̀\n\n- fáàfá\n\nRules:\n\nThe kinship terms are:\n\n- ít̪ɛ̀* = ‘sibling’\n\n- t̪ɔ̀ɔ̀d̪ʊ* = ‘child’\n\n- ʊ́t̪ɛ́* = ‘grandchild’\n\n- ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀* = ‘nephew, niece’\n\n- wɔ́ɔ́ = ‘grandparent’\n\n- áɲá = ‘father's sister’\n\n- màà = ‘mother, mother's sister’\n\n- fáàfá = ‘father's brother’\n\n- tíì = ‘mother's brother’\n\n- áfá = ‘father’\n\nThe words marked with * can receive the suffixes -t̪ɛ́ɛ̀r and -kɔ̀t̪ʊ̀, in order to mark the gender (feminine and masculine, respectively).\n\nThe structure X-n-t̪ɔ̀ɔ̀d̪ʊ is translated as ‘X's child’ (thus, a nephew/niece is actually translated as the ‘child of the sibling’). The words màà, áɲá, tíì, and fáàfá can be combined with -n-t̪ɔ̀ɔ̀d̪ʊ̀ to express ‘cousin’.","source":"langsci_420","problem_group_id":"langsci420:10.7","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Tabaq","author":"Dan-Mircea Mirea","competition":"RoLO","year":2017,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":478,"source_line_end":532,"solution_line_start":775,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nTwo linguists, Dr. David Lovelang and Dr. Matt Hateword were studying the language spoken by the Tabaq people in South Sudan. While Dr. Lovelang was focused on the phonology of the language, Dr. Hateword was concerned with the way their kinship system works. To further his studies, he chose ten members of a big family and asked them to say a name first and then use the kinship term they'd use to describe that person. He carefully wrote everything down in a notebook and drew the following diagram:\n\n[VISUAL OMITTED: figures/Tabaq.pdf]\n\nShortly after, Dr. Hateword had to give up on his research, leaving all his scribbles as well as the blank diagram to his colleague. At first, Dr. Lovelang had no clue as to how he could fill in the diagram, but, after a closer look at the information in the notebook, he managed to fill it in.\n\nHere are the scribbles from the notebook:\n\n- Rowa: ít̪ɛ̀ t̪ɛ́ɛ̀r\nMinni, t̪ɔ̀ɔ̀d̪ʊ̀\nNadwah, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀-t̪ɛ́ɛ̀r\n\n- Kuwa: Salva, ʊ́t̪ɛ́-kɔ̀t̪ʊ̀\nAbdalla, t̪ɔ̀ɔ̀d̪ʊ̀\nRowa, t̪ɔ̀ɔ̀d̪ʊ̀-t̪ɛ́ɛ̀r\n\n- Salva: Abir, wɔ́ɔ́\nMalak, áɲá-n-t̪ɔ̀ɔ̀d̪ʊ̀\nNadwah, ít̪ɛ̀ t̪ɛ́ɛ̀r\n\n- Sihan: Sadiq, ít̪ɛ̀\nMinni, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀-kɔ̀t̪ʊ̀\nKuwa, áfá\n\n- Malak: Minni, ít̪ɛ̀\nSihan, màà\nAbdalla, t̪íì\n\n- Sadiq: Salva, t̪ɔ̀ɔ̀d̪ʊ̀\nAbir, màà\nSihan, ít̪ɛ̀ t̪ɛ́ɛ̀r\n\n- Minni: Rowa, màà\nSadiq, t̪íì\nAbir, wɔ́ɔ́\n\n- Nadwah: Kuwa, wɔ́ɔ́\nAbdalla, fáàfá\nRowa, áɲá\n\n- Abir: Malak, ʊ́t̪ɛ́\nNadwah, ʊ́t̪ɛ́\nSadiq, t̪ɔ̀ɔ̀dʊ̀-kɔ̀t̪ʊ̀\n\n- Abdalla: Kuwa, áfá\nMalak, ít̪ɛ̀-n-t̪ɔ̀ɔ̀d̪ʊ̀\nSalva, ít̪ɛ̀-n-t̪ɔ̀ɔ̀dʊ̀-kɔ̀t̪ʊ̀\n\nWhile filling in the diagram, Dr. Lovelang noticed that, in Tabaq, certain kinship terms can be expressed using two different terms, and one of them is derived from the other. Moreover, he noticed somewhere in the notebook the following information: Sadiq is a man. and Rowa has children.\n=3pt\n\n- Fill in the diagram above with the names of the ten family members (in the diagram above circles represents women and squares men).\n\n- Write in Tabaq all the possible kinship terms that denote the relation between the following persons:\n\n- Sadiq to Salva\n\n- Abir to Nadwah\n\n- Salva to Sihan\n\n- Nadwah to Minni\n- Malak to Kuwa\n\n- Abdalla to Rowa\n\n- Abdalla to Salva"}
{"id":"book_10_08","context":"A linguist came to Salu Leang (Sulawesi) to study the Aralle-Tabulahan language. He visited various hamlets of Salu Leang (see the map below) and asked local residents: Umba laungngola? ‘Where are you going?’\n\n[VISUAL OMITTED: images/Aralle_EN.jpg]\n\nBelow are the answers he got. There are gaps in some of them.\n\n- In Kahangang hamlet:\n\n- Lamaoä' bete' di Bulung.\n\n- Lamaoä' sau di Kota.\n\n- Lamaoä' [blank] di Palempang.\n\n- In Kombeng hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' tama di Sohongang.\n\n- Lamaoä' naung di Tamonseng.\n\n- Lamaoä' [blank] di Palempang.\n\n- In Kota hamlet:\n\n- Lamaoä' dai' di Kombeng.\n\n- Lamaoä' dai' di Palempang.\n\n- Lamaoä' naung di Pikung.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Sohongang.\n\n- In Palempang hamlet:\n\n- Lamaoä' bete' di Kahangang.\n\n- Lamaoä' dai' di Kombeng.\n\n- Lamaoä' pano di Panampo.\n\n- Lamaoä' sau di Sohongang.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Kota.\n\n- Lamaoä' [blank] di Pahihuang.\n\n- In Pahihuang hamlet:\n\n- Lamaoä' naung di Bulung.\n\n- Lamaoä' naung di Pikung.\n\n- In Bulung hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' pano di Panampo.\n\n- Lamaoä' [blank] di Kota.\n\n- Lamaoä' [blank] di Pikung.\n\n- In Panampo hamlet:\n\n- Lamaoä' tama di Kahangang.\n\n- Lamaoä' pano di Tamonseng.\n\n- Lamaoä' [blank] di Kota.\n\n- In Pikung hamlet:\n\n- Lamaoä' pano di Kota.\n\n- Lamaoä' dai' di Pahihuang.\n\n- Lamaoä' sau di Sohongang.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Kahangang.\n\n- Lamaoä' [blank] di Panampo.\n\n- In Sohongang hamlet:\n\n- Lamaoä' bete' di Bulung.\n\n- Lamaoä' tama di Kahangang.\n\n- Lamaoä' tama di Kota.\n\n- Lamaoä' dai' di Pahihuang.\n\n- In Tamonseng hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' pano di Panampo\n\n- Lamaoä' [blank] di Kahangang.\n\n- Lamaoä' [blank] di Palempang.","query":"- Fill in the blanks.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"10.8. Aralle-Tabulahan\n\n-\n\n- dai'\n\n- dai'\n\n- bete'\n\n- sau\n\n- naung\n\n- sau\n\n- naung\n\n- tama\n\n- naung\n\n- pano\n\n- bete'\n\n- tama\n\n- dai'\n\n- bete'\n\n- dai'\n\n-\n\nRules:\n\nBasic directions are:\n\n- bete' = ‘across the river’\n\n- tama = ‘upstream’\n\n- sau = ‘downstream’\n\n- pano = ‘on a flat road’\n\n- dai' = ‘upwards’\n\n- naung = ‘downwards’","source":"langsci_420","problem_group_id":"langsci420:10.8","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Aralle-Tabulahan","author":"Ksenia Gilyarova","competition":"IOL","year":2016,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":534,"source_line_end":622,"solution_line_start":823,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nA linguist came to Salu Leang (Sulawesi) to study the Aralle-Tabulahan language. He visited various hamlets of Salu Leang (see the map below) and asked local residents: Umba laungngola? ‘Where are you going?’\n\n[VISUAL OMITTED: images/Aralle_EN.jpg]\n\nBelow are the answers he got. There are gaps in some of them.\n\n- In Kahangang hamlet:\n\n- Lamaoä' bete' di Bulung.\n\n- Lamaoä' sau di Kota.\n\n- Lamaoä' [blank] di Palempang.\n\n- In Kombeng hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' tama di Sohongang.\n\n- Lamaoä' naung di Tamonseng.\n\n- Lamaoä' [blank] di Palempang.\n\n- In Kota hamlet:\n\n- Lamaoä' dai' di Kombeng.\n\n- Lamaoä' dai' di Palempang.\n\n- Lamaoä' naung di Pikung.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Sohongang.\n\n- In Palempang hamlet:\n\n- Lamaoä' bete' di Kahangang.\n\n- Lamaoä' dai' di Kombeng.\n\n- Lamaoä' pano di Panampo.\n\n- Lamaoä' sau di Sohongang.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Kota.\n\n- Lamaoä' [blank] di Pahihuang.\n\n- In Pahihuang hamlet:\n\n- Lamaoä' naung di Bulung.\n\n- Lamaoä' naung di Pikung.\n\n- In Bulung hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' pano di Panampo.\n\n- Lamaoä' [blank] di Kota.\n\n- Lamaoä' [blank] di Pikung.\n\n- In Panampo hamlet:\n\n- Lamaoä' tama di Kahangang.\n\n- Lamaoä' pano di Tamonseng.\n\n- Lamaoä' [blank] di Kota.\n\n- In Pikung hamlet:\n\n- Lamaoä' pano di Kota.\n\n- Lamaoä' dai' di Pahihuang.\n\n- Lamaoä' sau di Sohongang.\n\n- Lamaoä' [blank] di Bulung.\n\n- Lamaoä' [blank] di Kahangang.\n\n- Lamaoä' [blank] di Panampo.\n\n- In Sohongang hamlet:\n\n- Lamaoä' bete' di Bulung.\n\n- Lamaoä' tama di Kahangang.\n\n- Lamaoä' tama di Kota.\n\n- Lamaoä' dai' di Pahihuang.\n\n- In Tamonseng hamlet:\n\n- Lamaoä' pano di Pahihuang.\n\n- Lamaoä' pano di Panampo\n\n- Lamaoä' [blank] di Kahangang.\n\n- Lamaoä' [blank] di Palempang.\n- Fill in the blanks."}
{"id":"book_10_09","context":"Below three Akan men who belong to one family introduce themselves and some members of their family (see the family tree):\n\n- Yɛfrɛ me Enu. Yɛfrɛ me banom Thema ne Yaw ne Ama. Yɛfrɛ me yere Kunto. Yɛfrɛ me nuanom Awotwi ne Nsia. Yɛfrɛ me wɔfaase Berko.\n\n- Yɛfrɛ me Kofi. Yɛfrɛ me nua Esi. Yɛfrɛ me agya Ofori. Yɛfrɛ me sewaanom Dubaku ne Kunto. Yɛfrɛ me sewaabanom Yaw ne Ama ne Kobina.\n\n- Yɛfrɛ me Kobina. Yɛfrɛ me ɛnanom Dubaku ne Kunto. Yɛfrɛ me nuanom Yaw ne Ama. Yɛfrɛ me wɔfa Ofori. Yɛfrɛ me yere Efua.\n\n[VISUAL OMITTED: figures/akan.pdf]\n[VISUAL OMITTED: figures/akan_legend.pdf]","query":"- Supply the family tree with names.\n\n- Here are some more statements by two other men from this family:\n\n- Yɛfrɛ me Yaw. Yɛfrɛ me ɛnanom [blank]. Yɛfrɛ me [blank] Nsia ne [blank]. Yɛfrɛ me nuanom Thema ne [blank]. Yɛfrɛ me [blank] Awotwi. Yɛfrɛ me [blank] Ofori. Yɛfrɛ me [blank] Esi ne [blank]. Yɛfrɛ me [blank] Berko.\n\n- Yɛfrɛ me [blank]. Yɛfrɛ me banom Kofi ne [blank]. Yɛfrɛ me\n[blank] Yaw ne [blank]. Yɛfrɛ me [blank] Kunto ne [blank].\n\n- Fill in the gaps. Some gaps contain more than one word.","answer":[],"explanation":"","work_lang":"eng_Latn","task_lang":[],"task_type":"fill_blanks","eval_type":"single","reasoning_trace":"10.9. Akan\n\n- [VISUAL OMITTED: figures/akan_solutions.pdf]\n\n-\n\n- Dubaku ne Kunto\n\n- agyanom\n\n- Enu\n\n- Ama ne Kobina\n\n- sewaa\n\n- wɔfa\n\n- wɔfabanom\n\n- Kofi\n\n- sewaaba\n\n- Ofori\n\n- Esi\n\n- wɔfaasenom\n\n- Ama ne Kobina\n\n- nuanom\n\n- Dubako\n\nRules:\n\n- Yɛfrɛ me N. = ‘My name is N.’\n\n- Yɛfrɛ me R N. = ‘My R's name is N.’ (R = kinship term)\n\n- X ne Y = ‘X and Y’\n\n- -nom = pl\n\n- Kinship terms:\n\n- ɛna = ‘mother, mother's sister’\n\n- wɔfaase = ‘sister's child’\n\n- sewaa = ‘father's sister’\n\n- sewaaba = ‘father's sister's child’\n\n- nua = ‘sibling, parallel cousin’\n\n- agya = ‘father, father's brother’\n\n- ba = ‘child, brother's child’\n\n- wɔfa = ‘mother's brother’\n\n- wɔfaba = ‘mother's brother's child’\n\n- yere = ‘wife’","source":"langsci_420","problem_group_id":"langsci420:10.9","chapter":10,"chapter_title":"Other types of problems","section":3,"section_title":"Practice problems","topic":"orientation, kinship, and other structural problems","language":"Akan","author":"Ksenia Gilyarova","competition":"IOL","year":2018,"solution_tier":"practice_solution","answer_extraction_status":"not_separated_from_solution","assignment_environment_count":1,"method_ids":["book_method_c10_s01_p01","book_method_c10_s02_p01","book_method_c10_s02_p02","book_method_c10_s02_p03"],"method_link_type":"chapter_candidate_methods","method_description":"This practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.","string_only_usable":false,"visual_dependency_reasons":["included_image"],"source_file":"chapters/10-OtherProblems.tex","source_line_start":624,"source_line_end":646,"solution_line_start":868,"license":"CC-BY-4.0","attribution":"Vlad A. Neacșu, Linguistics Olympiad: Training guide, Language Science Press","retrieval_text":"Other types of problems\nPractice problems\norientation, kinship, and other structural problems\nThis practice problem belongs to the book's Other types of problems chapter and is intended to exercise methods from that chapter. Retrieval should select the most relevant linked method chunk.\nBelow three Akan men who belong to one family introduce themselves and some members of their family (see the family tree):\n\n- Yɛfrɛ me Enu. Yɛfrɛ me banom Thema ne Yaw ne Ama. Yɛfrɛ me yere Kunto. Yɛfrɛ me nuanom Awotwi ne Nsia. Yɛfrɛ me wɔfaase Berko.\n\n- Yɛfrɛ me Kofi. Yɛfrɛ me nua Esi. Yɛfrɛ me agya Ofori. Yɛfrɛ me sewaanom Dubaku ne Kunto. Yɛfrɛ me sewaabanom Yaw ne Ama ne Kobina.\n\n- Yɛfrɛ me Kobina. Yɛfrɛ me ɛnanom Dubaku ne Kunto. Yɛfrɛ me nuanom Yaw ne Ama. Yɛfrɛ me wɔfa Ofori. Yɛfrɛ me yere Efua.\n\n[VISUAL OMITTED: figures/akan.pdf]\n[VISUAL OMITTED: figures/akan_legend.pdf]\n- Supply the family tree with names.\n\n- Here are some more statements by two other men from this family:\n\n- Yɛfrɛ me Yaw. Yɛfrɛ me ɛnanom [blank]. Yɛfrɛ me [blank] Nsia ne [blank]. Yɛfrɛ me nuanom Thema ne [blank]. Yɛfrɛ me [blank] Awotwi. Yɛfrɛ me [blank] Ofori. Yɛfrɛ me [blank] Esi ne [blank]. Yɛfrɛ me [blank] Berko.\n\n- Yɛfrɛ me [blank]. Yɛfrɛ me banom Kofi ne [blank]. Yɛfrɛ me\n[blank] Yaw ne [blank]. Yɛfrɛ me [blank] Kunto ne [blank].\n\n- Fill in the gaps. Some gaps contain more than one word."}