The Indo-European Cognate Relationships dataset

The Indo-European Cognate Relationships (IE-CoR) dataset is an open-access relational dataset showing how related, inherited words (‘cognates’) pattern across 160 languages of the Indo-European family. IE-CoR is intended as a benchmark dataset for computational research into the evolution of the Indo-European languages. It is structured around 170 reference meanings in core lexicon, and contains 25731 lexeme entries, analysed into 4981 cognate sets. Novel, dedicated structures are used to code all known cases of horizontal transfer. All 13 main documented clades of Indo-European, and their main subclades, are well represented. Time calibration data for each language are also included, as are relevant geographical and social metadata. Data collection was performed by an expert consortium of 89 linguists drawing on 355 cited sources. The dataset is extendable to further languages and meanings and follows the Cross-Linguistic Data Format (CLDF) protocols for linguistic data. It is designed to be interoperable with other cross-linguistic datasets and catalogues, and provides a reference framework for similar initiatives for other language families.Background & Summary Background: the Indo-European languages and phylogenetic research Summary of the IE-CoR Dataset. Background: research in cognacy, etymology and lexical semantics. Methods Overview of methodology Language sample. Meaning sample. Lexeme determination: Overview. Lexeme determination: Synonymy. Lexeme determination: Meaning definitions. Cognate determination. Loanwords. Dataset Data Records Technical Validation Usage Notes Code availabilit

Why the Basics Still Matter: The Cost of Using a Machine to Do Mathematics

© 2020 Springer Nature Switzerland AGRemember the joke 1 + 1 = a window? If you rearrange the numbers and symbols you can draw a simple window. It is a playful answer, and quite creative. This creativity based on playfulness is commonly missing these days from mathematics courses. Dan Finkel (2019), founder of For the Love of Math, says that when a student comes to a teacher with a playful solution such as the one above the response should always be “yes,” because “yes,” compared to “correct,” starts a true dialogue between student and teacher, because “yes” says “I value and accept your idea;” “yes” is a mark of respect, and “no” can be a motivation destroyer