Grad A: Yeah . No , right . I mean , tha that role is is , uh , indispensable
Professor C: So .
Grad A: but that 's not where sort of our heads were at in these meetings .
Professor C: Right .
Grad A: It was a little strange .
Professor C: Yeah , yeah . No , that 's fine . I just wanted t to I have to catch up with him , and I wanted t to get a feeling for that . OK .
Grad A: Yeah .
Grad B: Mm - hmm .
Grad A: So I don't know what his take will be on these meetings exactly , you know .
Professor C: OK . Good .
Grad A: Cuz sometimes he sort of sounds like we 're talking a bunch of goobledy - gook from his point of view .
Grad B: I think it 's good when we 're when we 're into data and looking at the some specific linguistic phenomenon in in English or in German , in particular , whatever , that 's great ,
Professor C: Yeah .
Grad A: Mm - hmm .
Grad B: and Ben and and Hans are , if if anything , more you know , they have more to say than , let 's say , I would about some of these things .
Professor C: Right .
Grad B: But when it 's like , well , w how do we capture these things , you know , I think it 's definitely been Keith and I who have d you know , who have worried more about the Grad A: Mm - hmm .
Professor C: Well , that 's good . That 's I I I think that should be the the core group
Grad B: s Which is fine .
Grad A: Yeah .
Grad B: Mm - hmm .
Professor C: and um that 's , you know , I think very close to the maximum number of people working together that can get something done .
Grad A: Yeah .
Grad B: Yes . Yeah . We actually have I think we have been making progress ,
Grad A: Yeah .
Grad B: and its sort of surprising .
Professor C: I I I I definitely get that impression . Yeah .
Grad B: You know , like Grad A: Yep .
Professor C: That 's great .
Grad B: Yeah . So anyone else would like uh {comment} ruin the balance of Anyway .
Professor C: Well , but Well . But th th then w then we have to come back to the bigger group .
Grad A: Yeah .
Grad B: Right .
Professor C: Yeah . {comment} Great . And then we 're gon we 're gonna because of this other big thing we haven't talked about is actually implementing this stuff ? So that I guess the three of us are gonna connect tomorrow about that .
Grad B: Yeah , we could talk tomorrow . I was just gonna say , though , that , for instance , there was you know , out of a meeting with Johno came the suggestion that " oh , could it be that the meaning constraints really aren't used for selection ? " which has sort of been implicit in the parsing strategy we talked about .
Professor C: Right .
Grad B: In which case we w we can just say that they 're the effects or the bindings . Which uh , so far , in terms of like putting up all the constraints as , you know , pushing them into type constraints , the when I 've , you know , propo then proposed it to linguists who haven't yet given me you know , we haven't yet thought of a reason that that wouldn't work . Right ? As long as we allow our type constraints to be reasonably complex .
Professor C: Well , it Grad B: So Anyway , to be to talk about later .
Professor C: Yeah , it has to in the sense that you 're gonna use them eventu it 's you know , it 's sort of a , um , generate and test kind of thing ,
Grad B: Mm - hmm . Mm - hmm .
Professor C: and if you over - generate then you 'll have to do more . I mean , if there are some constraints that you hold back and don't use uh , in your initial matching then you 'll match some things Grad B: Mm - hmm . Mm - hmm .
Professor C: I mean , I I d I don't think there 's any way that it could completely fail . It it could be that uh , you wind up I mean The original bad idea of purely context - free grammars died because there were just vastly too many parses . You know , exponentially num num many parses . And so th the concern might be that not that it would totally fail , but that Grad B: Mm - hmm . Mm - hmm . That it would still generate too many . {comment} Right ? So by just having semantic even bringing semantics in for matching just in the form of j semantic types , right ?
Professor C: it would still genera
Grad B: Like " conceptually these have to be construed as this , this , and this " might still give us quite a few possibilities
Professor C: Yeah .
Grad B: that , you know And and it certainly helps a lot .
Professor C: We don't know , but , yeah .
Grad B: I mean , le let 's put it that way . So .
Professor C: No question . Yeah . And I think it 's a it 's a perfectly fine place to start . You know , and say , let let 's see how far we can go this way .
Grad B: Mm - hmm . Mm - hmm .
Professor C: And , uh Grad D: Well it definitely makes the problem easier .
Professor C: I 'm I 'm in favor of that . Uh , cuz I think i I think it 's As you know , I think it 's real hard and if w if we Right .