Natural Language Processing aka Computational Linguistics aka Text Analytics: Introduction and overview

1. School of Computing FACULTY OF ENGINEERING Natural Language Processing aka Computational Linguistics aka Text Analytics: Introduction and overview Eric Atwell, Language Research Group (with thanks to Katja Markert, Marti Hearst, and other contributors)

2. School of Computing FACULTY OF ENGINEERING • Thanks to many others for much of the material; particularly… • Katja Markert, Reader, School of Computing, Leeds University http://www.comp.leeds.ac.uk/markerthttp://www.comp.leeds.ac.uk/lng • Marti Hearst, Associate Professor, School of Information, University of California at Berkeley http://www.ischool.berkeley.edu/people/faculty/martihearsthttp://courses.ischool.berkeley.edu/i256/f06/sched.html

3. Today • Module Objectives • Why NLP is difficult: language is a complex system • How to solve it? Corpus-based machine-learning approaches • Motivation: applications of “The Language Machine”

4. Objectives • On completion of this module, students should be able to:- understand theory and terminology of empirical modelling of natural language;- understand and use algorithms, resources and techniques for implementing and evaluating NLP systems;- be familiar with some of the main language engineering and text analytics application areas;- appreciate why unrestricted natural language processing is still a major research task.

5. Goals of this Module • Learn about the problems and possibilities of natural language analysis: • What are the major issues? • What are the major solutions? • How well do they work? • How do they work? • At the end you should: • Agree that language is subtle and interesting! • Feel some ownership over the algorithms • Be able to assess NLP problems • Know which solutions to apply when, and how • Be able to read research papers in the field

6. Why is NLP difficult? • Computers are not brains • There is evidence that much of language understanding is built into the human brain • Computers do not socialize • Much of language is about communicating with people • Key problems: • Representation of meaning • Language presupposes knowledge about the world • Language is ambiguous: a message can have many interpretations • Language presupposes communication between people

7. 2001: A Space Odyssey (1968) • Dave Bowman: “Open the pod bay doors, HAL” HAL 9000: “I’m sorry Dave. I’m afraid I can’t do that.”

8. Hidden Structure • English plural pronunciation • Toy + s  toyz ; add z • Book + s  books ; add s • Church + s  churchiz ; add iz • Box + s  boxiz ; add iz • Sheep + s  sheep ; add nothing • What about new words? • Bach + ‘s  baXs ; why not baXiz? Adapted from Robert Berwick's 6.863J

9. Language subtleties • Adjective order and placement • A big black dog • A big black scary dog • A big scary dog • A scary big dog • A black big dog • Antonyms • Which sizes go together? • Big and little • Big and small • Large and small • Large and little

10. World Knowledge is subtle • He arrived at the lecture. • He chuckled at the lecture. • He arrived drunk. • He chuckled drunk. • He chuckled his way through the lecture. • He arrived his way through the lecture. Adapted from Robert Berwick's 6.863J

11. Words are ambiguous: multiple functions and meanings • I know that. • I know that block. • I know that blocks the sun. • I know that block blocks the sun. Adapted from Robert Berwick's 6.863J

12. How can a machine understand these differences? • Get the cat with the gloves.

13. How can a machine understand these differences? • Get the sock from the cat with the gloves. • Get the glove from the cat with the socks.

14. How can a machine understand these differences? • Decorate the cake with the frosting. • Decorate the cake with the kids. • Throw out the cake with the frosting. • Throw out the cake with the kids.

15. News Headline Ambiguity • Iraqi Head Seeks Arms • Juvenile Court to Try Shooting Defendant • Teacher Strikes Idle Kids • Kids Make Nutritious Snacks • British Left Waffles on Falkland Islands • Red Tape Holds Up New Bridges • Bush Wins on Budget, but More Lies Ahead • Hospitals are Sued by 7 Foot Doctors • (Headlines leave out punctuation and function-words) • Lynne Truss, 2003. Eats shoots and leaves: • The Zero Tolerance Approach to Punctuation Adapted from Robert Berwick's 6.863J

16. The Role of Memorization • Children learn words quickly • Around age two they learn about 1 word every 2 hours. • (Or 9 words/day) • Often only need one exposure to associate meaning with word • Can make mistakes, e.g., overgeneralization “I goed to the store.” • Exactly how they do this is still under study • Adult vocabulary • Typical adult: about 60,000 words • Literate adults: about twice that.

17. The Role of Memorization • Dogs can do word association too! • Rico, a border collie in Germany • Knows the names of each of 100 toys • Can retrieve items called out to him with over 90% accuracy. • Can also learn and remember the names of unfamiliar toys after just one encounter, putting him on a par with a three-year-old child. http://www.nature.com/news/2004/040607/pf/040607-8_pf.html

18. But there is too much to memorize! • establish • establishment the church of England as the official state church. • disestablishment • antidisestablishment • antidisestablishmentarian • antidisestablishmentarianism is a political philosophy that is opposed to the separation of church and state. MAYBE we don’t remember every word separately; MAYBE we remember MORPHEMES and how to combine them Adapted from Robert Berwick's 6.863J

19. Rules and Memorization • Current thinking in psycholinguistics is that we use a combination of rules and memorization • However, this is controversial • Mechanism: • If there is an applicable rule, apply it • However, if there is a memorized version, that takes precedence. (Important for irregular words.) • Artists paint “still lifes” • Not “still lives” • Past tense of • think  thought • blink  blinked • This is a simplification…

20. Representation of Meaning • I know that block blocks the sun. • How do we represent the meanings of “block”? • How do we represent “I know”? • How does that differ from “I know that…”? • Who/what is “I”? • How do we indicate that we are talking about earth’s sun vs. some other planet’s sun? • When did this take place? What if I move the block? What if I move my viewpoint? How do we represent this?

21. How to tackle these problems? • The field was stuck for quite some time… • linguistic models for a specific example did not generalise • A new approach started around 1990: Corpus Linguistics • Well, not really new, but in the 50’s to 80’s, they didn’t have the text, disk space, or GHz • Main idea: combine memorizing and rules, learn from data • How to do it: • Get large text collection (a corpus; plural: several corpora) • Compute statistics over the words in the text collection (corpus) • Surprisingly effective • Even better now with the Web: Web-as-Corpus research

22. Example Problem • Grammar checking example: Which word to use? <principal><principle> • Empirical solution: look at which words surround each use: • I am in my third year as the principal of Anamosa High School. • School-principal transfers caused some upset. • This is a simple formulation of the quantum mechanical uncertainty principle. • Power without principle is barren, but principlewithout power is futile. (Tony Blair)

23. Using Very Large Corpora • Keep track of which words are the neighbors of each spelling in well-edited text, e.g.: • Principal: “high school” • Principle: “rule” • At grammar-check time, choose the spelling best predicted by the probability of co-occurring with surrounding words. • No need to “understand the meaning” !? • Surprising results: • Log-linear improvement even to a billion words! • Getting more data is better than fine-tuning algorithms!

24. The Effects of LARGE Datasets • From Banko & Brill, 2001. Scaling to Very Very Large Corpora for Natural Language Disambiguation, Proc ACL

25. Motivation: Real-World Applications of NLP • Spelling Suggestions/Corrections • Grammar Checking • Synonym Generation • Information Extraction • Text Categorization • Automated Customer Service • Speech Recognition • Machine Translation • Question Answering • Chatbots Improving Web Search Engine results Automated Metadata Assignment Online Dialogs Adapted from Robert Berwick's 6.863J

26. Machine Translation

27. Information Retrieval, e.g. Google … and scholar, books, products, AdWords, AdSense

28. Synonym Generation

29. Programming: Python and NLTK • Python: A suitable programming language • Interpreted – easy to test ideas • Object-oriented • Easy to interface to other things (web, DBMS, TK) • Data-structures, OO concepts etc from: java, lisp, tcl, perl • Easy to learn, FUN! (?) • Python NLTK: Natural Language Tool Kit with demos and tutorials • Suggested private study this week: • Load python and NLTK onto your own PCs: http://www.nltk.org/ • Read “The Language Machine” http://www.comp.leeds.ac.uk/eric/atwell99bc.pdf • Read NLTK “Getting Started” http://www.nltk.org/getting-started

30. Summary: Intro to NLP • Module Objectives: learn about NLP and how to apply it • Why NLP is difficult: language is a complex system • How to solve it? Corpus-based machine-learning approaches • Motivation: applications of “The Language Machine”