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[SQUEAKER] [SQUEAK] [SQUEAKIN] NORVIN RICHARDS: I'm going to start today with a little bit of a review of something that we talked about sort of earlier when we were doing syntax because it came in handy. At a certain point, you guys were pushing me with questions about the fine details of syntactic structures. And I wasn't able to answer your questions without making reference to another kind of test for syntactic structure, which was binding theory. And so I showed you binding theory back then, but I'm going to go over it again in a little more detail. And we'll talk about some things that we didn't get a chance to talk about last time. And then we'll go on from there. Binding theory is the theory that's meant to handle facts like the facts that are on this slide, namely, the fact that, if you say that these are both grammatical sentences, but that they mean different things. The first one, "Susan likes herself," you could paraphras...

[SQUEAK] [RUSTLING] [CLICKING] NORVIN RICHARDS: Welcome back. Hope everybody had a restful break, spent lots of time doing syntax in their spare time. Let's do a little syntax now. I don't have any announcements. Are there any questions about the things that I'm not announcing, things that people are, like, wondering about, where we start? OK. So I just wanted to start with some review, just to remind everybody where we were. We were drawing trees like this one. So here's a tree for "I will tickle the child with the feather." It's a tree that has various kinds of information in it about, well, various things, including substrings that we think are treated as constituents for various kinds of syntactic phenomena. So this tree is meant to reflect the fact that this sentence, first of all, has a meaning in which I'm going to use a feather to tickle a child. That's the meaning that's been diagrammed here. And that if you perform certa...