On Bipartite Negation

University of Minnesota Ph.D. dissertation.July 2019. Major: Linguistics. Advisors: Brian Reese, Hooi Ling Soh. 1 computer file (PDF); x, 318 pages.Bipartite negation is the phenomenon in which two negators output to one instance of semantic negation. In this thesis I present an analysis of bipartite negation in Sgaw Karen, Ojibwe, and French, using original data from the former two languages and data from existing sources for French. I show that the negators in these languages differ with respect to clausal position, internal structure, meaning, and how the negators relate to each other. I argue that bipartite negation derives from either syntactic agreement or what I term NegP splitting, whereby two constituents in an extended projection of negation are merged in separate locations in the clause, similar to Poletto (2008) and de Clercq (2013). Sgaw Karen and French exhibit distinct variants of syntactic agreement. In Sgaw Karen, one negator is semantically uninterpretable and undergoes AGREE with the structurally lower interpretable negator, while in French both negators are interpretable goals for a structurally higher silent head responsible for imparting sentential negation. Ojibwe exhibits NegP splitting such that the sentential negator and a structurally higher negator are derived from a single extended projection of negation and are merged in two clausal positions. Both negators are interpretable for negation and cannot be in a syntactic agreement relation as I assume that only uninterpretable constituents initiate the AGREE operation. I present a framework of negation to explicate the functions of the negators in each language and to motivate why AGREE and NegP splitting are necessary to account for the range of facts on bipartite negation in these languages. Building on the work of de Clercq (2013), I argue that there are three classes of negators imparting contrary, contradictory, and focus negation respectively, each class having different internal structure. Each class of negator may merge in up to two distinct locations in the clausal spine, sentential negation being imparted by a contradictory negator merged in the TP domain. I show that dividing negators into classes based on meaning, internal structure, and clausal position has implications for the syntax of negative polarity emphasis, negative replies, and syntactic doubling outside of the domain of negation

Digital tabletops and collaborative learning

People collaborate around tables at home, school and work. Digital tabletop technology presents an opportunity to bring computer support to these traditional face-to-face collaborative settings. This thesis principally addresses the challenge of designing digital tabletop applications for small group learning in the classroom and makes contributions in two distinct, but closely related areas: (i) interaction techniques for digital tabletops; and (ii) the design and evaluation of a digital tabletop-based system for supporting collaborative learning. A review of previous literature combined with a preliminary observational study on collaboration around traditional tables indentifies a number of requirements for tabletop interaction. These include the need for fluid interaction techniques that allow control of interface object attributes when these objects are moved between tabletop territories. Attribute gates are proposed as a solution to this problem through utilizing a novel, crossing-based, interaction technique. A recognition of the territorial focus in existing interaction techniques, and their limiting assumption that users work at relatively fixed locations around the table, led to the identification of another challenge, supporting the mobility of users around the shared workspace of the table. TANGISOFT is presented as a hybrid tangible-soft keyboard designed specifically for applications that require mobile users with moderate text entry requirements. The investigation of the potential of tabletop technology to support collaborative learning was carried out through the design, development, and evaluation of Digital Mysteries. From an interaction design perspective, the design aimed to utilize the unique affordances of tabletops in terms of combining the benefits of traditional tables and digital technology. From a learning perspective, the design aimed to support higher-level thinking skills, feedback, reflection, and metacognition by focusing on activities that promote these skills and supporting effective collaboration. The evaluation of Digital Mysteries demonstrated that the design was successful in encouraging the targeted learning activities. The design process and validation of Digital Mysteries embody a significant contribution to the development of our understanding of digital tabletop technology at the application level, and collaborative learning applications in particular. This understanding is summarized in the form of general guidelines for designing collaborative learning applications for digital tabletop technology.EThOS - Electronic Theses Online ServiceDiwan Software LtdGBUnited Kingdo