Professor E: No .
Grad A: Um .
Grad C: No .
Grad A: How much does it cost ?
Professor E: Just beyond that .
Grad F: Onward .
Grad C: Where is the castle ?
Professor E: Yeah .
Grad F: A castle .
Grad C: How old is it ? How much does it cost ?
Grad D: Oh .
Grad F: Mm - hmm .
Grad A: To go in , that 's like Grad F: Two hundred million dollars .
Professor E: Right . It 's not for sale . Uh . So
Grad F: Yeah , I think that 's a good example , actually .
Grad C: S
Grad A: Yeah , that 's good . u
Grad C: But as Nancy just su suggested it 's probably ellipticus .
Grad A: Ellipsis .
Grad C: Huh .
Grad A: Like , " it " doesn't refer to " thing , " it refers to acti you know , j thing standing for activ most relevant activity for a tourist you could think of it that way , but .
Professor E: Yeah .
Grad F: Well , shoot , isn't that I mean , that 's what Grad C: Well , I mean , my argument here is it 's it 's it 's the same thing as " Plato 's on the top shelf , "
Grad F: figuring that out is what this is about .
Grad A: Yeah , yeah , no , I I agree .
Grad C: I 'm con you know , th that you can refer to a book of Plato by using " Plato , "
Grad A: Yeah . No no , I I 'm agreeing that this is a good , um Grad C: and you can refer back to it , and so you can Castles have as tourist sites , have admission fees , so you can say " Where is the castle , how much does it cost ? " Um . " How far is it from here ? "
Grad F: Mm - hmm .
Grad C: So , You 're also not referring to the width of the object , or so ,
Grad A: Hmm . Mm - hmm .
Grad C: www .
Grad F: Mmm .
Professor E: OK . Can we think of a nice metaphorical use of " where " in the tourist 's domain ? Um .
Grad F: Hmm .
Professor E: So you know it 's you you can sometimes use " where " f for " when "
Grad F: O
Professor E: in the sense of , you know , um , where wh where where was , um , " where was Heidelberg , um , in the Thirty Years ' War ? " Or something .
Grad C: Mm - hmm .
Grad F: Uh , yeah .
Professor E: You know , or some such thing . Um .
Grad F: Like what side were they on ,
Grad A: What ?
Professor E: Yeah . Essentially , yeah .
Grad F: or ?
Grad A: OK . I was like , " Huh ? It was here . " Like {comment} Um .
Professor E: But anyway th so there are there are cases like that . Um ,
Grad A: Ah ! Or like its developmental state or something like that , you could I guess you could get that .
Professor E: Yeah .
Grad A: Um .
Professor E: Um .
Grad F: I mean , there 's also things like I mean , s um , I guess I could ask something like " Where can I find out about blah - blah - blah " in a sort of doesn't nece I don't necessarily have to care about the spatial location , just give me a phone number
Professor E: Yeah . There certainly is that , yeah .
Grad F: and I 'll call them or something like that ?
Professor E: You know , " Where could I learn its opening hours , " or something .
Grad F: Yeah .
Professor E: But that 's not metaphorical .
Grad A: Hmm .
Professor E: It 's another Grad F: Yeah .
Professor E: So we 're thinking about , um , or we could also think about , uh Grad C: Well , I I I Professor E: How about " I 'm in a hurry " ?
Grad A: State .
Professor E: It i But it 's a state and the the issue is , is that it may be just a usage ,
Grad F: Hmm ?
Professor E: you know , that it 's not particularly metaphorical , I don't know .
Grad F: Mmm .
Grad A: Right . So you want a more exotic one version of that .
Grad F: Oh .
Professor E: Yeah . Yeah , right .
Grad A: I 'm really into Professor E: Ah ! How about I I I you know , " I 'm in I 'm in a state of exhaustion " ?
Grad A: Do you really say that ?
Professor E: or something like that , which a tourist w Huh ?
Grad A: Would you really say that ?
Professor E: A st uh , well , you can certainly say , um , you know , " I 'm in overload . " Tu - stur tourists will often say that .
Grad F: Yeah .
Grad D: I I 'm really into art .
Grad A: Yeah , I was gonna say , like Grad D: Uh Professor E: Oh , you can do that ? Really ? Of course that 's that that 's definitely a , uh Grad F: Fixed .
Grad A: A fixed expression , yeah .
Professor E: that 's a , uh Right . But . Grad A: There 're too there 're all sorts of fixed expressions I don't like uh " I 'm out of sorts now ! "
Professor E: Right .
Grad A: Like {comment} " I 'm in trouble ! "
Grad C: Well I when , uh just f u the data that I 've looked at so far that rec
Professor E: Yeah .
Grad C: I mean , there 's tons of cases for polysemy .
Professor E: Right .
Grad A: Uh - huh .
Grad C: So , you know , mak re making reference to buildings as institutions , as containers , as build
Professor E: Right .
Grad C: you know , whatever . Um , so ib in mus for example , in museums , you know , as a building or as something where pictures hang versus , you know , ev something that puts on exhibits , so forth .
Professor E: Right . As an institution ,
Grad C: But Professor E: yeah .
Grad C: Um .
Grad A: Why don't you want to use any of those ?
Grad C: Hmm ?
Grad A: So y you don't wanna use one that 's Grad C: Yeah , well No , but this that 's what I have , you know , started doing .
Professor E: The castle the that old castle one is sort of Grad C: Metonymy , polysemy .
Grad D: I love Van Gogh .
Professor E: Yeah .
Grad A: " I wanna go see the Van Gogh . "
Professor E: Ah !
Grad F: Oh geez .
Grad A: Anyway , I 'm sorry .
Grad C: But I think the argument should be uh , can be made that , you know , despite the fact that this is not the most met metaphorical domain , because people interacting with HTI systems try to be straightforward and less lyrical ,
Professor E: Yeah .
Grad C: construal still is , uh , you know , completely , um , key in terms of finding out any of these things , so , um .
Professor E: Right . So that 's that 's that 's a that 's a reasonable point , that it in this domain you 're gonna get less metaphor and more metonymy .
Grad C: We , uh I with a I looked with a student I looked at the entire database that we have on Heidelberg for cases of metonymy .
Professor E: And polysemy , and stuff like that . Yeah .
Grad C: Hardly anything . So not even in descriptions w did we find anything , um , relevant .
Grad F: I have to go .
Professor E: Alright . Yeah .
Grad C: But OK this is just something we 'll we 'll see , um ,
Professor E: Right . s See you .
Grad C: and deal with .
Professor E: OK , well . I guess if anybody has additional suggestions ,
Grad C: I mean maybe the " where is something " question as a whole , you know , can be construed as , u i locational versus instructional request .
Professor E: w Yeah .
Grad C: So , if we 're not talk about the lexic
Grad A: Location versus what ?
Grad C: instruction .
Grad A: Instruction . Oh , directions ? Yeah .
Professor E: Sure .
Grad A: Oh , I thought that was definitely treated as an example of construal .
Grad C: Yeah .
Grad A: Right ?
Grad C: Yeah but then you 're not on the lexical level , that 's sort of one level higher .
Grad A: Oh , you want a lexical example .
Grad C: But I don't need it .
Professor E: Well , you might want both .
Grad C: Mm - hmm .
Grad A: Yeah .
Grad C: Also it would be nice to get ultimately to get a nice mental space example ,
Professor E: We Grad C: so , even temporal references are just in the spatial domain are rare .
Professor E: But it 's it 's easy to make up plausible ones .
Grad C: When when you 're getting information on objects .
Professor E: You know .
Grad C: So , I mean Professor E: Right , you know you know , where r Yeah . What color was this in in in the nain nineteenth century .
Grad C: Yeah .
Professor E: What was this p instead of wh what you know how was this painted , what color was this painted , um , was this alleyway open .
Grad C: Yeah , maybe we can include that also in our second , uh , data run .
Professor E: Uh .
Grad C: We c we can show people pictures of objects and then have then ask the system about the objects and engage in conversation on the history and the art and the architecture and so forth .
Professor E: Mm - hmm . OK . So why don't we plan to give you feedback electronically . Wish you a good trip . All success .
Grad D: For some reason when you said " feedback electronically " I thought of that you ever see the Simpsons where they 're like the family 's got the buzzers and they buzz each other when they don't like what the other one is saying ?
Grad A: Yeah . That 's the first one , I think . The very very first one .
Grad D: It was a very early one . I don't know if it 's the first one .
Grad A: Mmm . Mmm .