MPI-PL Archive

S0811251
Fo Yao gives a description of the ECOM clips (Bohnemeyer & Caelen 1999). This is a set of video clips of moving geometrical shapes. They are meant to find out information about how motion events are encoded.
S0811262
Saskia mostly tries out Avatime sentences on Fo Yao to see if they are grammatical and if so what they mean. The goal is to find out the properties of motion serial verb constructions.
S0810231
In this session, Sammy and I listened to two short directional stories Sammy gave us before (part of RS0809221). The first is how to get to the Catholic Church, the second is how to get to the cemetery. I asked Sammy to repeat what he had said and I wrote it down. Sammy whistled each bit for me. He also gave free translations of each bit, and sometimes I asked him for the translation of a specific word.
S0811123
Saskia shows the 'run walk crawl climb' video clips to Mathias and asks him to tell her after each clip what the person or animal in the clip did. The video clips show mostly animals but also some people moving in different ways. The set of clips has been designed by researchers involved in the 'motion encoding in language' project at NTNU.
RS0809171
Rebecca and Saskia asked Sammy to whistle the tones of some verb paradigms. They also asked for the Avatime translations of some English questions (both yes/no questions and information questions), got some noun class prefixes on verbs and asked for the words for different kinds of mushrooms.
S0810212
After trying myself to transcribe Sammy's description on the Slobin manner of motion clips (RS0809221), I was left with some questions. So I went through the sentences I had questions about, asked Sammy to listen to them and whistle them and/or translate them. Sometimes I asked for a more detailed explanation of the meaning of a specific word.
S0810061
I asked Sammy to make sentences with some nouns, with and without 'definite' suffix. Every now and then I asked if a specific other sentence was also possible. I also asked Sammy to whistle the sentences. This session was designed to find out more about the tones on these nouns, in particular whether they change or not. In the end it doesn't look like I got the right data to check if the tones of the nouns change when followed by a high tone. When I asked for sentences without 'definite' suffix, I often got the noun with demonstrative 'ya' which seems to change the tone of any preceding syllable to extra high. I did get some sentences with the noun without suffix followed by something else, but often they seemed only marginally acceptable.
S0811131
Saskia shows the 'run walk crawl climb' video clips to Adzoyo and asks her to tell her after each clip what the person or animal in the clip did. The video clips show mostly animals but also some people moving in different ways. The set of clips has been designed by researchers involved in the 'motion encoding in language' project at NTNU.
S0811111
Saskia made a list of English sentences that express motion and asked Yao to translate these to Avatime. Every now and then she asked if another Avatime sentence was also correct. The goal was to get a first idea of the way motion is expressed in Avatime.
S0811263
Saskia tried out some Avatime sentences on Mathias to see if they are grammatical and if so what they mean. She also asked him to translate some English sentences to Avatime. The sentences were all descriptions of motion events, the goal was looking into the properties of motion serial verb constructions.
S0811172
Saskia describes motion scenes based on the scenes of the 'come and go questionnaire' Wilkins and Hill, 1993. She asks Mathias to describe these imagined scenes in Avatime. The forms of some motion verbs and constructions in different aspects / moods is also tested.
RS0809051
Rebecca and Saskia asked Sammy for verb paradigms and asked him to whistle the verbs.
S0811252
I went through some words and phrases that according to Schuh 1995 and/or Ford 1971 have a mid tone somewhere Ford's tone 2. I asked Manfred if he knew the words, and asked him to put them in a sentence and whistle the sentence. I also asked him to compare the tones to tones in other words. The goal was to find out whether this mid tone or tone 2 occurs in Avatime, as we had difficulties identifying it.
S0811202
Saskia demonstrated some motion events with a doll moving through a toy landscape and asked Fo Yao what this 'person' did. Fo Yao gave the Avatime descriptions of the scenes. She also asked for the Avatime translations of English motion expressions.
RS0809021
Rebecca and Saskia went through the sentences from R0809011 and asked Sammy to whistle the tone patterns of these sentences. The goal was to find out the tone patterns of verbs in the aorist aspect.
S0811141
Saskia describes motion scenes based on the scenes of the 'come and go questionnaire' (Wilkins and Hill, 1993). She asks Da Adzo to describe these imagined scenes in Avatime. Between 5 and 8 minutes into the recording, Saskia and Da Adzo talk about the clans of Avatime. Da Adzo gives the names of the clans and explains where these clans are located.
S0810211
I went through the frog story Susan told earlier (frog_SN). Sammy listened to it and translated what Susan said. Sometimes I asked him to repeat and/or whistle a part.
S0811121
First, Saskia showed the Slobin manner clips to Fo Yao and after each clip asked in Avatime 'what did he/she do'. The clips show people moving in different manners. After this, Saskia demonstrates the scenes from the 'come and go questionnaire' (Wilkins and Hill, 1993) with a doll moving through a toy landscape and asked again in Avatime after each scene 'what did he/she do'. The 'come and go questionnaire' consists of 20 schematic motion scenes which differ in path of motion.
S0810062
Saskia asked Sammy to whistle and explain some of the sentences that were elicited earlier (RS0809223).
S0810232
I planned to get nouns from all noun classes with some modifiers of which we thought they might agree with the noun class of the head noun. I asked Sammy for a word + modifier and asked him to make a sentence with it and whistle it. At some point I asked for the word for snake, and the session took a different turn when Sammy started to tell which kinds of snakes they have here. I got many words for the different kinds of snakes, with explanations of what they look like, where they live and how they behave. After that, we briefly got back to the nouns and modifiers, but didn't have time to finish it.