input: Text: Grad B: what things to talk about. Grad F: I'm <unk>disfmarker<unk> What? Really? Oh, that's horrible! Disincentive! Grad A: OK, we're recording. Grad F: Hello? Grad B: Check check <unk>pause<unk> check check. Grad D: Uh, yeah. Grad F: Hello? Which am I? Professor C: Oh right. Grad B: Alright. Good. Grad F: Channel fi OK. OK. Are you doing something? OK, then I guess I'm doing something. So, um, So basically the result of m much thinking since the last time we met, um, but not as much writing, um, is a sheet that I have a lot of, like, thoughts and justification of comments on but I 'll just pass out as is right now. So, um, here. If you could pass this around? And there's two things. And so one on one side is <unk>disfmarker<unk> on one side is a sort of the revised sort of updated semantic specification. Grad D: Um <unk>disfmarker<unk> The <unk>disfmarker<unk> wait. Grad F: And the other side is, um, sort of a revised construction formalism. Grad E: This is just one sheet, right? Grad D: Ah! Just one sheet. Grad F: It's just one sheet. Grad D: OK. Grad F: It's just a <unk>disfmarker<unk> Nothing else. Grad D: Front, back. Grad F: Um, Enough to go around? OK. And in some ways it's <unk>disfmarker<unk> it's <unk>disfmarker<unk> it's very similar to <unk>disfmarker<unk> There are very few changes in some ways from what we've, um, uh, b done before but I don't think
  Question: What is the description of the domains in the mental spaces?
  Answer:
output: Given the domains currently used (tourist, child language learning), some features, like speaker attitude, are not of equal importance at this stage. On the other hand, it was decided for the inheritance between constructions to be left out for now, as the notation can be rendered more elegant later on.