NLP - Robert Dilts - Anchoring

Anchoring

In NLP, “anchoring ” refers to the process of associating an internal response with some environmental or mental trigger, so that the response may be quickly, and sometimes covertly, reaccessed. Anchoring is a process that on the surface is similar to the “conditioning ” technique used by Pavlov to create a link between the hearing of a bell and salivation in dogs. By associating the sound of a bell with the act of giving food to his dogs, Pavlov found he could eventually just ring the bell and the dogs would start salivating, even though no food was given. In the behaviorist ’s stimulus-response conditioning formula, however, the stimulus is always an environmental cue and the response is always a specific behavioral action. The association is considered reflexive and not a matter of choice.

In NLP this type of associative conditioning has been expanded to include links between aspects of experience other than purely environmental cues and behavioral responses. A remembered picture may become an anchor for a particular internal feeling, for instance. A touch on the leg may become an anchor for a visual fantasy or even a belief. A voice tone may become an anchor for a state of excitement or confidence. A person may consciously choose to establish and retrigger these associations for him or herself. Rather than being a mindless knee-jerk reflex, an anchor becomes a tool for self empowerment. Anchoring can be a very useful tool for helping to establish and reactivate the mental processes associated with creativity, learning, concentration and other important resources.

The notion of “anchoring ” emerged in NLP when Bandler and Grinder were first modeling the hypnotic techniques of Milton Erickson. Erickson often used or suggested particular cues as posthypnotic triggers to help a person change his or her internal state or reaccess a hypnotic trance. Grinder and Bandler generalized the use of these cues and triggers to include other types of internal processes, without the need of initially establishing a hypnotic state. By 1976 the first NLP anchoring techniques (such as collapsing anchors) were developed.

It is significant that the metaphor of an “anchor ” is used in NLP terminology. The anchor of a ship or boat is attached by the members of the ship ’s crew to some stable point in order to hold the ship in a certain area and keep it from floating away. The implication of this is that the cue which serves as a psychological “anchor ” is not so much a mechanical stimulus which “causes ” a response as it is a reference point that helps to stabilize a particular internal state. To extend the analogy fully, a ship could be considered the focus of our consciousness on the ocean of experience. Anchors serve as reference points which help us to find a particular location on this experiential sea, and to hold our attention there and keep it from drifting. Similar to the Metaphor of a Boat or Ship, an Anchor Is a Reference Point that Stabilizes a Particular StateThe process of establishing an anchor basically involves associating two experiences together in time. In behavioral conditioning models, associations become more strongly established through repetition. Repetition may also be used to strengthen anchors. For example, you could ask someone to vividly re-experience a time she was very creative and pat her shoulder while she is thinking of the experience. If you repeat this once or twice, the pat on the shoulder will begin to become linked to the creative state. Eventually a pat on the shoulder will automatically remind the person of the creative state.

‘Anchoring ’ and Learning

A good way to begin to understand the uses of anchoring is to consider how they can be applied in the context of teaching and learning. The process of anchoring, for instance, is an effective means to solidify and transfer learning experiences. In its simplest form, ‘anchoring ’ involves establishing an association between an external cue or stimulus and an internal experience or state, as in the example of Pavlov ringing the bell for his dogs. A lot of learning relates to conditioning, and conditioning relates to the kind of stimuli that become attached to reactions. An anchor is a stimulus that becomes associated with a learning experience. If you can anchor something in a classroom environment, you can then bring the anchor to the work environment as, minimally, an associative reminder of what was learned.

As an example of this, they did a research study with students in classrooms. They had students learn some kind of task in a certain classroom. Then they split the class in half and put one of the groups in a different room. Then they tested them. The ones who were in the same room where they had learned the material did better on the exams than the students who had been moved to a different room. Presumably this was because there were environmental cues that were associated with the material they had been learning.

We have probably all been in the situation of experiencing something that we wanted to remember, but when we go into a new environment where all the stimuli are so different, it ’s easier to forget.

By developing the ability to use certain kinds of anchors, teachers and learners can facilitate the generalization of learning. There will certainly be a greater possibility that learning will be transferred if

one can also transfer certain stimuli.

There is another aspect to anchoring related to the fact that Pavlov ’s dog had to be in a certain state for the bell to mean anything. The dogs had to be hungry; then Pavlov could anchor the stimulus to the response. Similarly, there is an issue related to what state learners are in, in order to effectively establish an anchor. For instance, a transparency is a map, but it ’s also a stimulus. That is, it gives information, but it can also be a trigger for a reference experience. An effective teacher needs to know when to send a message or not

to send a message. If people have a sudden insight — an “Aha! ” — and you turn on a transparency, it is going to be received in a different way and associated in a different way than if people are struggling with a concept.

Timing can be very important. It is important for a teacher to time the presentation of material in relation to the state of his or her learners. If the teacher has a cognitive package to present, such as a key word or a visual map, he or she must wait for the moment that the “iron gets hot. ” When the teacher senses that there ’s a kind of a readiness, a surge, or an openness in the group, at that moment he or she would introduce the concepts or show the key words. Because the point of anchoring is that a teacher is not just giving information, he or she is also providing stimuli that gets connected to the reference experiences of the learners. This is why stimuli that are symbolic are often more effective anchors.

The kinds of questions that a teacher needs to answer are, “When do I introduce this idea? ” and “How strongly do I want people to experience it, or respond to it? ” For example, if the teacher is facilitating a discussion, an issue might arise that is deeply related to beliefs and values that is strongly felt, especially by some people. In that moment, if the presenter puts information out, it becomes connected with that degree

of interest or involvement.

The point is that anchoring is not simply a mechanical matter of presenting cognitive maps and giving examples. There ’s also the issue of the state of commitment or interest of the learners. Sometimes a teacher will want to let a discussion go on, not just because people are making logical connections, but because the energy level of the group is intensifying, and you want to capture that moment. In other times, if the state of the group is low, the teacher might not want to anchor that state to certain topics or reference experiences.

People may use anchors to reaccess resourceful states in themselves as well as in others. It is possible for a teacher, for instance, to use a self-anchor to get into the state he or she desires to be in as a leader of a group. A self-anchor could be an internal image of something that, when thought about, automatically brings on that state; somebody one is close to, for instance. One could also make a self-anchor through an example. Talking about one ’s children, or some experience that has a lot of very deep associations.

In summary, anchors employ the process of association to:

? focus awareness

? reaccess cognitive knowledge and internal states

? connect experiences together in order to:

- enrich meaning

- consolidate knowledge

? transfer learnings and experiences to other contexts

Cues that are anchors can help to transfer learnings to other contexts. The ‘cue ’ used as an anchor may be either verbal, non-verbal or symbolic (a person may even become an anchor). Common objects and cues from a person ’s home or working environment may make effective anchors. Some common types of cues used to create anchors include:

? Stimuli ? Symbols ? Universals

voice tone metaphors analogies

gestures slogans common experiences

locations

key wordsEstablishing an Anchor

One of the skills of effective teaching or learning is being able to ‘imprint ’ something by catching those moments when information will be associated with positive or powerful internal states. Pavlov found there were two ways of creating associations. One was through repetition, the continual association between a stimulus and a response. The other had to do with connecting an intense internal state to a particular stimulus. For example, people remember the details of highly emo tional experiences with no repetition at all. The association is made immediately.

These are two important aspects related to establishing an anchor. One is the continued reinforcement of the anchor. Pavlov found that if he started ringing the bell without giving the food, eventually the response to the bell would diminish and fail. For an anchor to last for a long time, it has to be reinforced in some way. This is an important issue with respect to continued self-learning.

The other aspect has to do with the richness and intensity of the experience one is attempting to anchor.

As an example, let ’s say a couple is preparing for childbirth. The husband is usually in the role of the coach to the expectant mother. One of the challenges of being a coach during birth is that the experience is so intense that it ’s hard to transfer everything you know because the real situation is so different than the one in which you practice. You practice breathing and the various other techniques at home in a comfortable state, but when the reality occurs it ’s a completely different situation that makes it difficult to remember all the techniques that you have practiced.

One helpful strategy is to make an anchor. When the expectant mother is in the state that she wants to be able to maintain throughout the birth process, she can make an internal anchor, such as a symbol. She could be asked, “What would symbolize this state? ” Let ’s say she imagines a nautilus shell — a snail shell that has a big opening on the bottom. The couple could then actually buy one of these shells. Then during all their practice sessions, the expectant mother could focus her eyes on the shell. The shell may then be brought into the hospital during the actual childbirth process, and be an ongoing trigger to help generalize the desired state to the actual birthing process.

As another example, let ’s say a team leader is trying to get a group into a positive state for brainstorming, and has done a very nice job of creating a motivated state. The question is, how can the leader anchor that

Anchoring-Elaboration Cycle

The more that can be elaborated or elicited with respect to a particular concept or reference experience, the stronger that anchor will tend to be.

For example, music often affects people because of what was happening when they first heard a particular song. Something important or something significant in their life was going on and the song happened to be on the radio. This is the essence of “nostalgia. ”

One can anchor by returning to specific examples, stories, or jokes. Think about being with a group of friends. When you repeat a story about some experience, you recreate the same feeling that you had when you were together before.

The word ‘anchoring ’ is itself an anchor. During this discussion, for example, we have been connecting a number of different reference experiences to the term ‘anchor ’. ‘Anchoring ’ is the term we keep coming back to in order to elaborate the richness of its meaning. Natural Anchors

Natural anchors relate to the fact that not all stimuli are equally effective as anchors. We form associations with respect to some cues more readily than others. Clearly, the ability to make associations with respect to environmental cues in order to choose appropriate responses is vital to the survival of all higher animals. As a result, various species of animals develop more sensitivity to certain types of stimuli than others. Rats, for instance, who are given two water dishes containing safe or tainted drinking water, learn very quickly to distinguish the safe from the tainted water if the tainted water is a different color than the safe water. It takes them much longer to learn to distinguish the two if they are put in two containers of different shapes. Color is a more “natural ” associative anchor for rats than shape. Similarly, Pavlov found that his dogs could be conditioned to salivate much more quickly and easily with sound as a stimulus than if visual cues, such as colors and shapes, were used as a conditioning stimuli.

Natural anchors are probably related to basic neurological capabilities. Words, for instance, are able to form powerful anchors for humans, but not for other species. Other mammals (provided they can hear) respond to tone of voice more than the specific words being used. This is presumably because they lack the neural apparatus to be able to recognize verbal distinctions to the same degree of detail that humans do. Even in humans, some sense organs and parts of the body have more discriminative capacity than others. A person ’s back or forearm, for example, has fewer tactile nerve endings than the fingers or palm of the hand. Thus, a person is able to make finer discriminations with the fingers and hands than with his or her back or arms.

The awareness of “natural anchors ” is important in selecting types of stimuli to be used for anchoring. Different types of media can be used to help make certain types of associations more easily. With people, individuals may have certain natural tendencies toward certain types of anchors because of their natural or learned representational abilities. A visually oriented person will be more sensitive to visual cues; kinesthetically oriented people may make associations more easily with tactile cues; individuals who are auditorily oriented will be responsive to subtle sounds, and so on. Smells often form powerful anchors for people. This is partially because the sense of smell is wired directly to the association areas of the brain. Covert Anchors

Sometimes the most powerful anchors for people are those in which the stimulus is outside of awareness. These are called “covert ” anchors. The power of covert anchors comes from the fact that they bypass conscious filtering and interference. This can be useful if a person (or group) is struggling to make a change because his or her conscious mind keeps getting in the way. It also makes covert anchors a powerful form

of influence.

Anchors as Meta Messages

Anchoring is often considered to be a purely mechanical process, but it is important to keep in mind that we are not merely robots. Not all cues are neutral. A touch on the shoulder or arm may certainly be a stimulus from which to form an anchor, but it can be interpreted at the same time as a “meta message ” about context and relationship. Many cues are not simply triggers for responses but are symbolic messages as well. Placing one ’s hand on the upper center of another person ’s chest (over the heart) is a stimulus, and is also a very symbolic gesture.

These types of symbolic and relational messages can be either a help or hindrance to anchoring, depending on whether or not they are aligned with the type of response one is attempting to anchor.

As a rule of thumb, for example, if you are using kinesthetic anchors, it is better to establish anchors for negative states toward the periphery of the body (i.e., knees, forearms, or locational anchors). Anchors for positive states can take on more intensity if they are established on areas of the body closer to a person ’s center or core.

Well-Formedness Conditions for Anchoring

The “Well-Formedness Conditions ” for anchoring summarize the key elements necessary for establishing an effective anchor. They essentially relate to important characteristics of both the stimulus and response one is attempting to pair up, to the relationship between stimulus and response, and to the context surrounding the stimulus and response.

1. Intensity and “Purity ” of the Response

Intensity has to do with how fully a particular state or response has been accessed. Even from Aristotle ’s time it was observed that the more vivid and intense a particular response was, the more easily it was remembered, and the more quickly it became associated with other stimuli. It was easier for Pavlov to “condition ” hungry dogs to salivate, for example, than satiated dogs. If a person has accessed only a small amount of the state or experience you are anchoring, then the anchor can only be associated with that particular amount. Incidentally, “intensity ” does not simply have to do with a person ’s degree of emotional arousal. A person may be in a very strong disassociated state, in which he or she feels no emotional reaction at all.

“Purity ” of response has to do with whether or not the response or experience you are attempting to anchor has been “contaminated ” by other irrelevant or conflicting thoughts, feelings or reactions. It is possible that a person may very intensely experience the state to be anchored, but also mix it with other states and experiences. Another way to state this condition is that you will get back exactly what you anchor. As they say in the parlance of computer programming, “Garbage in, garbage out. ” If reaching out to anchor someone with a touch makes him or her suspicious, then that suspicion becomes part of the state that is anchored. If you ask a person to think of something positive, but that person is recalling a disassociated memory of the event, and judging whether or not he or she has chosen the right event, then you will be anchoring disassociation and judgment.

2. Uniqueness of the Stimulus Used as the “Anchor ”

The condition of “uniqueness of stimulus ” relates to the fact that we are always making associations between cues in the world around us and our internal states and reactions. Some stimuli are so common that they make ineffective anchors, largely because they have already been associated with so many other contexts and responses. Shaking hands or touching a person ’s shoulder are much less unique stimuli than a touch on the middle digit of the little finger. Unique stimuli make better and longer lasting anchors.

It is important to note that “uniqueness ” is not the same as “intensity. ” A more intense stimulus is not necessarily a more effective anchor. A more intense stimulus may be unique, but very subtle, even unconscious stimuli (such as the subtle smells and sensations that trigger allergic reactions), may be unique and thus very strong anchors.

3. Timing of the Pairing of Stimulus and Response

The relationship in time between stimulus and response is one of the key conditions of effective association. According to the basic ‘laws ’ of association, when two experiences occur close enough together a sufficient number of times, the two experiences become associated with one another.

Studies involving classical conditioning have shown that this association proceeds only forward in time; that is, the stimulus (the bell) must precede the response (salivating when eating food).

There also seems to be an optimal interval at which various types of associations are most easily made. For quick reflexes such as an eyeblink, this interval is about one-half second; longer or shorter intervals are less effective. For slower reactions such as salivation the interval is longer, perhaps two seconds or so. In learning verbal associations, timing is much less critical than in classical conditioning. Verbal pairs are learned with almost equal ease whether presented simultaneously or separated by several seconds.

In NLP, the optimal anchoring period is determined in relationship to the peak of the intensity of the response or state one is anchoring. It is generally taught that the stimulus should be initiated when the response to be anchored had reached about two-thirds of its peak. If possible, the anchoring stimulus should be held until just after the state has stabilized or begins to diminish. In this way, the association is created between the stimulus and the crest of the response. To do this, the response must be “calibrated, ” so that the behavioral characteristics of the response are known before the anchoring is attempted.

It Is Best to Provide the Anchoring Stimulus Just Before the Intensity of the Response Reaches Its Peak The following sequence of photographs illustrates how to establish a ‘kinesthetic ’ anchor by touching a person as he or she enters a positive state. The intensity of the state is reflected in the body posture and

‘accessing cues ’ of the individual being anchored.

Eliciting the State to be Anchored

Establishing the Anchor When the State Reaches Its Peak

Releasing the Anchor When the State Is Past Its Peak

4. Context Surrounding the Anchoring Experience

Context is an important influence on anchoring that is often ignored. The context or environment surrounding an interaction contains many cues which may effect the anchoring process. Even though they are not the primary focus of attention, environmental cues can become anchors. In what is called “context association, ” the general environment may begin to elicit a response that is being conditioned to a specific stimulus. (Context association is the basis for “locational anchors. ”)

It is interesting to note, in this regard, that Pavlov first accidentally discovered the notion of conditioned reflexes as a result of contextual conditioning. For his research on digestion, Pavlov needed to collect saliva from his laboratory animals. He stimulated saliva flow by placing meat powder in the dog ’s mouth; soon

he noticed the dog would begin salivating at the sight of the experimenter, in the expectation of receiving meat powder.

In some cases, contextual stimuli may combine with the primary anchoring stimulus, making the environment part of the overall anchoring experience. Because of this, many anchors are “context dependent. ” That is, they work more effectively in the context in which they were initially established.

The influence of context relates to the process of ‘Learning II ’. In addition to being part of the anchoring stimulus, context shapes perceptual filters and attention. Anchoring is a classical ‘Learning I ’ process, but humans and animals are not robots. Whether or not a context is interpreted as being “safe, ” “important, ” “unfamiliar, ” “a learning context, ” “a place to explore, ” etc., will determine which type of stimuli people pay attention to, and how readily and easily certain types of anchors will be established. From this perspective, it is important that the rapport between the individuals involved in the anchoring process and

the environment be conducive to the type of anchors one intends to establish. Exercise: Anchoring a “Resource ” State

The following exercise applies the process of anchoring, and the “well-formedness ” conditions for establishing an anchor, to the creation of a “resource anchor. ” It is best practiced in a location where you can be focused and undisturbed.

Step 1. Choose a resourceful state you would like to experience more often (e.g., self-confidence). Identify a specific time in which you fully experienced that state.

Step 2. Relive the experience, associating yourself fully in your own point of view. See through your own eyes, hear through your own ears, and feel the sensations in your body. Take an inventory of the cognitive and behavioral patterns, both obvious and subtle, associated with the resource experience and your internal state:

a) Listen to any sounds or words associated with the resource experience.

b) Look through your mind ’s eye at scenes and details of objects and events which make up that resourceful experience.

c) Get in touch with the sensations, both emotional and tactile, associated with feeling resourceful. Notice your body posture, breathing, etc.

d) Remember any smells or tastes related to the resource experience. When you have finished your inventory, stop thinking of the experience and shake off the state.

Step 3. Select a unique self-anchor. Identify some part of your upper body that is easy for you to touch, but which is not usually touched during daily interactions. For example, the palms of your hands, your shoulders, and even your cheeks are often touched by yourself or others in the natural course of daily interaction. Therefore, they do not usually make a unique enough trigger for an effective and lasting anchor. On the other hand, your ear lobe, the knuckle of your ring finger, or the skin in between your forefinger and middle finger can provide areas of unique stimuli that will not be “contaminated ” by more random contact.

Step 4. Begin to reaccess the resource experience. As you feel that the state is about to reach its maximum intensity, touch or squeeze the part of your body that you have chosen as your anchor. Adjust the pressure of your touch or tightness of your squeeze to match the degree of intensity of your feeling of the resource state. After you have done this for a few seconds, stop thinking of the experience and shake off the state.

Step 5. Repeat ‘Step 4 ’ several times, each time enhancing your experience of the resource state by amplifying any submodalities (color, movement, brightness, etc.) associated with the state, and including all representational modalities (sight, sound, feeling, movement, smell and taste).

Step 6. Test your anchor by clearing your mind and simply touching or squeezing your self-anchor location. The associated experience of your resource state should arise spontaneously without any conscious effort. Continue to repeat steps 4 and 5 until you have easy access to your resource state.

Step 7. Identify some of the situations in which you would like to have more of your state. Imagine being in each situation and touch your self-anchor in order to create an automatic association.

As you do this exercise, pay attention to the cues and distinctions that allow you to access and discriminate between the representational systems you are accessing and the state you are creating.

You may also wish to establish anchors for yourself in this way for other states or experiences such as relaxation, creativity, motivation, etc. In a way, the pattern of this process is that embodied by all biofeedback: A certain state is selected and identified. As the individual accesses that state, he or she is given feedback for it by way of a particular stimulus — the tightness of the grip in this case (Ke); it is done

Extinguishing an Anchor

A common question that people have is, “How long does an anchor last? ” The answer to that question relates to how many of the “well-formedness conditions ” for anchoring it meets. An anchor made of an intense response, a unique stimulus, a well-timed association, and which has been appropriately contextualized, can last a very long time. According to Pavlov, some of the conditioned reflexes of his dogs were only extinguished with the death of the animal.

This holds true with negative anchors (such as phobias) as well as positive anchors, however. Sometimes it is useful to have a way of changing or “extinguishing ” an anchor. NLP provides a number of ways to have more choices about automatic anchors.

One of the most common methods of extinguishing an anchor is through the process of “systematic desensitization. ” This involves first entering a neutral or disassociated state, and then introducing the “problem anchor ” in small ‘doses ’. If someone experiences anxiety at seeing algebraic equations, for example, he or she would first be instructed to close his or her eyes and get into a very relaxed or confident state. Then, the person would open his or her eyes very slowly and look at the equations for only a brief period and see if he or she were able to stay in the relaxed or confident state. If not, the person simply closes his or her eyes again, re- enters and strengthens the relaxed or confident state, and tries again until he or she is able to look at the equations and maintain the positive state.

Another strategy to “reprogram ” an anchor is to “collapse ” the anchor with some other anchor or experience by simultaneously firing off two anchors together. In this case it is important to be sure that the state experience associated with the other anchor is of at least equal intensity and strength to the one you are changing (see Collapsing Anchors). Anchors which trigger beliefs, for instance, will need to be paired with other beliefs in order to have an effect.

Anchors may also be “reframed ” by placing them in contexts which shift the way they are interpreted or experienced. The NLP techniques of VK Disassociation, Chaining and Change Personal History provide other ways of “extinguishing ” or transforming problematic anchors.

(See Associative Conditioning, Chaining, Circle of Excellence and Collapsing Anchors.)

References:

NLP Vol. I, Dilts, R., Grinder, J., Bandler, J., DeLozier, J., 1980.

浅谈自然语言处理

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自然语言处理_NLP Dataset for Training and Testing Models(NLP训练和测试模型数据集)

NLP Dataset for Training and Testing Models(NLP训 练和测试模型数据集) 数据摘要： Three data sets from the PASCAL Recognising Textual Entailment Challenge. they are Development Set,Test Set,Annotated Test Set. 中文关键词： 训练,测试模型,开发集,测试集,带注释的测试集, 英文关键词： Training,Testing Models,Development Set,Test Set,Annotated Test Set, 数据格式： TEXT 数据用途： Information Processing 数据详细介绍：

NLP Dataset for Training and Testing Models Three data sets from the PASCAL Recognising Textual Entailment Challenge. For more information about the contest (now ended) and instructions for the data sets, please visit the official site. Development Set (58k zipped) Test Set (74k zipped) Annotated Test Set (67k zipped) 数据预览：

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自然语言处理

《自然语言处理》课程教学大纲 一、课程基本信息 1、课号：CS229 2、课程名称（中/英文）：自然语言处理/Natural Language Processing 3、学时/学分：32/2 4、先修课程：程序设计语言 5、面向对象：本科三\四年级（ACM班） 7、教材、教学参考书： ?James Allen. Natural Language Understanding (The Second Ver.) The Benjamin / Cummings Publishing Company, Inc., 1995. ?Christopher D. Manning and Hinrich Schütze. Foundations of Statistical Natural Language Processing. The MIT Press. Springer-Verlag, 1999 二、本课程的性质和任务 自然语言处理是计算机科学与技术专业的一门专业选修课。它的主要任务是使学生了解自然语言处理的主要研究内容及关键技术，并介绍自然语言处理方面的研究成果，为学生从事自然语言处理研究和开发做准备。此外，通过指导学生阅读计算语言学专业会议的论文，进行摘要和评价，并进行介绍、提问和讨论，使他们对所学课程的有关概念与目前的流行方法和技术的关系有更深入地了解。在此基础上，要求学生完成一篇有关自然语言处理主题的课程项目，使他们能用所学的知识发挥自身的能力查找有关资料和概括某一研究领域的国内外最新理 论和技术并最终加以实践。 三、本课程教学内容和基本要求 1. Overview (4)

自然语言处理大纲

课程编号：S0300010Q 课程名称：自然语言处理 开课院系：计算机科学与技术学院任课教师：关毅刘秉权 先修课程：概率论与数理统计适用学科范围：计算机科学与技术 学时：40 学分：2 开课学期：秋季开课形式：课堂讲授 课程目的和基本要求： 本课程属于计算机科学与技术学科硕士研究生学科专业课。计算机自然语言处理是用计算机通过可计算的方法对自然语言的各级语言单位进行转换、传输、存贮、分析等加工处理的科学。是一门与语言学、计算机科学、数学、心理学、信息论、声学相联系的交叉性学科。通过本课程的学习，使学生掌握自然语言（特别是中文语言）处理技术（特别是基于统计的语言处理技术）的基本概念、基本原理和主要方法，了解当前国际国内语言处理技术的发展概貌，接触语言处理技术的前沿课题，具备运用基本原理和主要方法解决科研工作中出现的实际问题的能力。为学生开展相关领域（如网络信息处理、机器翻译、语音识别）的研究奠定基础。 课程主要内容： 本课程全面阐述了自然语言处理技术的基本原理、实用方法和主要应用，在课程内容的安排上，既借鉴了国外学者在计算语言学领域里的最新成就，又阐明了中文语言处理技术的特殊规律，还包括了授课人的实践经验和体会。 1 自然语言处理技术概论（2学时） 自然语言处理技术理性主义和经验主义的技术路线；自然语言处理技术的发展概况及主要困难；本学科主要科目；本课程的重点与难点。 2 自然语言处理技术的数学基础（4学时） 基于统计的自然语言处理技术的数学基础：概率论和信息论的基本概念及其在语言处理技术中的应用。如何处理文本文件和二进制文件，包括如何对文本形式的语料文件进行属性标注；如何处理成批的文件等实践内容 3 自然语言处理技术的语言学基础（4学时） 汉语的基本特点；汉语的语法功能分类体系；汉语句法分析的特殊性；基于规则的语言处理方法。ASCII字符集、ASCII扩展集、汉字字符集、汉字编码等基础知识。 4 分词与频度统计（4学时） 中文分词技术的发展概貌；主要的分词算法；中文分词技术的主要难点：切分歧义的基本概念与处理方法和未登录词的处理方法；中外人名、地名、机构名的自

自然语言处理技术分享1

内容大概分为：自然语言处理的简介、关键技术、流程及应用。 首先，介绍一下什么是自然语言处理（也叫自然语言理解）： 语言学家刘涌泉在《大百科全书》（2002）中对自然语言处理的定义为：“自然语言处理是人工智能领域的主要内容，即利用电子计算机等工具对人类所特有的语言信息（包括口语信息和文字信息）进行各种加工，并建立各种类型的人-机-人系统，自然语言理解是其核心，其中包括语音和语符的自动识别以及语音的自动合成。” 从微观上讲,自然语言理解是指从自然语言到机器(计算机系统)内部之间的一种映射。 从宏观上看,自然语言理解是指机器能够执行人类所期望的某些语言功能。这些功能包括： ①回答有关提问；计算机正确地回答用自然语言输入的有关问题 ②提取材料摘要；机器能产生输入文本的摘要 ③同词语叙述；机器能用不同的词语和句型来复述输入的自然语言信息 ④不同语言翻译。机器能把一种语言翻译成另外一种语言 自然语言处理的关键技术 自然语言处理的关键技术包括：词法分析、句法分析、语义分析、语用分析和语句分析。 1．词法分析 词法分析的主要目的是从句子中切分出单词，找出词汇的各个词素，并确定其词义。 词法分析包括词形和词汇两个方面。一般来讲，词形主要表现在对单词的前缀、后缀等的分析，而词汇则表现在对整个词汇系统的控制。在中文全文检索系统中，词法分析主要表现在对汉语信息进行词语切分，即汉语自动分词技术。通过这种技术能够比较准确的分析用户输入信息的特征，从而完成准确的搜索过程。它是中文全文检索技术的重要发展方向。 不同的语言对词法分析有不同的要求，例如英语和汉语就有较大的差距 汉语中的每个字就是一个词素，所以要找出各个词素是相当容易的，但要切分出各个词就非常难。 如”我们研究所有东西“，可以是“我们——研究所——有——东西”也可是“我们——研究——所有——东西”。

自然语言处理的应用及发展趋势

自然语言处理的应用及发展趋势 摘要本文主要阐述了自然语言处理的研究内容，以及对目前相关领域的应用加以讨论。自然语言处理的研究内容主要有四大块[1-2]：语言学方向、数据处理方向、人工智能和认知科学方向、语言工程方向。最后对自然语言处理的未来发展趋势做简单的介绍。 关键词自然语言处理应用发展趋势 一.自然语言处理的研究内容 自然语言处理的范围涉及众多方面，如语音的自动识别与合成，机器翻译，自然语言理解，人机对话，信息检索，文本分类，自动文摘，等等。我们认为，这些部门可以归纳为如下四个大的方向： (1）语言学方向 本方向是把自然语言处理作为语言学的分时来研究，它之研究语言及语言处理与计算相关的方面，而不管其在计算机上的具体实现。这个方向最重要的研究领域是语法形式化理论和数学理论。 （2）数据处理方向 是把自然语言处理作为开发语言研究相关程序以及语言数据处理的学科来研究。这一方向早起的研究有属于数据库的建设、各种机器可读的电子词典的开发，近些年来则有大规模的语料库的涌现。 （3）人工智能和认知科学方向 在这个方向中，自然语言处理被作为在计算机上实现自然语言能力的学科来研究，探索自然语言理解的只能机制和认知机制。这一方向的研究与人工智能以及认知科学关系密切。 （4）语言工程方向 主要是把自然语言处理作为面向实践的、工程化的语言软件开发来研究，这一方向的研究一般称为“人类语言技术”或者“语言工程”。 二.自然语言处理的应用 以上所提及的自然语言处理的四大研究方向基本上涵盖了当今自然语言处理研究的内容，更加细致的说，自然语言处理可以进一步细化为以下13项研究内容，也即为自然语言处理的应用方向，这13个应用方向分别是[3]：口语输入、

NLP入门+实战必读：一文教会你最常见的10种自然语言处理技术(附代码)

大数据文摘作品 编译：糖竹子、吴双、钱天培 自然语言处理（NLP）是一种艺术与科学的结合，旨在从文本数据中提取信息。在它的帮助下，我们从文本中提炼出适用于计算机算法的信息。从自动翻译、文本分类到情绪分析，自然语言处理成为所有数据科学家的必备技能之一。 在这篇文章中，你将学习到最常见的10个NL P任务，以及相关资源和代码。

为什么要写这篇文章？ 对于处理NL P问题，我也研究了一段时日。这期间我需要翻阅大量资料，通过研究报告，博客和同类NL P问题的赛事内容学习该领域的最新发展成果，并应对NL P处理时遇到的各类状况。 因此，我决定将这些资源集中起来，打造一个对N L P常见任务提供最新相关资源的一站式解决方案。下方是文章中提到的任务列表及相关资源。那就一起开始吧。 目录: 1.词干提取

2.词形还原 3.词向量化 4.词性标注 5.命名实体消岐 6.命名实体识别 7.情感分析 8.文本语义相似分析 9.语种辨识 10.文本总结 1.词干提取 什么是词干提取？词干提取是将词语去除变化或衍生形式，转换为词干或原型形式的过程。词干提取的目标是将相关词语还原为同样的词干，哪怕词干并非词典的词目。例如，英文中: 1.b e a u t i f u l和b e a u t i f u l l y的词干同为b e a u t i 2.G o o d,b e t t e r和b e s t的词干分别为g o o d,b e t t e r和b e s t。 相关论文：M a r t i n P o r t e r的波特词干算法原文

相关算法：在P yt h o n上可以使用P o r t e r2词干算法 (h t t p s://t a r t a r u s.o r g/m a r t i n/P o r t e r S t e m m e r/d e f.t xt) 程序实现：这里给出了在p yt h o n的s t e mm i n g库中使用 (https://https://www.wendangku.net/doc/1818468436.html,/mchaput/stemming/src/5c242aa592a6 d4f0e9a0b2e1afdca4fd757b8e8a/stemming/porter2.py?at=d efault&fileviewer=file-view-default) P o r t e r2算法做词干提取的代码： #!pip install stemmingfrom stemming.porter2 import stem stem("casually") 2.词形还原 什么是词形还原？词形还原是将一组词语还原为词源或词典的词目形式的过程。还原过程考虑到了P O S问题，即词语在句中的语义，词语对相邻语句的语义等。例如，英语中： 1.b e a u t i f u l和b e a u t i f u l l y被分别还原为b e a u t i f u l和b e a u t i f u l l y。 2.g o o d,b e t t e r和b e st被分别还原为g o o d,g o o d和g o o d 相关论文1:这篇文章详细讨论了词形还原的不同方法。想要了解传统词形还原的工作原理必读。(h t t p://www.i j r a t.o r g/d o wn l o a d s/i c a t e st2015/I CA TE S T-2015127.p d f)

自然语言处理技术的三个里程碑

自然语言处理技术的三个里程碑 微软亚洲研究院黄昌宁张小凤 摘要要：本文就半个世纪以来自然语言处理（NLP）研究领域中笔者所观察到的要点进行阐述，其中包括两个事实和三大重要成果。近年自然语言处理研究所揭示的两个事实为：（1）对于句法分析来说，基于单一标记的短语结构规则是不充分的；（2）短语结构规则在真实文本中的分布呈现严重扭曲。换言之，有限数目的短语结构规则不能覆盖大规模语料中的语法现象。这与原先人们的预期大相径庭。笔者认为，NLP技术的发展历程在很大程度上受到以上两个事实的影响。从这个意义上来说，在该领域中可以称得上里程碑式的成果有如下三个：（1）复杂特征集和合一语法；（2）语言学研究中的词汇主义；（3）语料库方法和统计语言模型。业内人士普遍认为，大规模语言知识的开发和自动获取是NLP 技术的瓶颈问题。因此，语料库建设和统计学习理论将成为该领域中的关键课题。 关键词词：自然语言处理复杂特征集词汇主义语料库方法统计语言模型 1. 引言 随着高科技的迅速发展，其应用深入人们生活的各个方面。信息输入、检索、人机对话等对自然语言处理（NLP）提出越来越高的要求，使NLP 研究成为本世纪最热门的学科之一。从50年代的机器翻译和人工智能研究算起， NLP 至今至少也有长达半个世纪的历史了。在这个进程中，学术界曾经提出过许多重要的理论和方法，也诞生了丰富的成果。但笔者认为，近二十年年来在这一领域中堪称里程碑式的贡献有如下三个：（1）复杂特征集和合一语法；（2）语言学研究中的词汇主义；（3）语料库方法和统计语言模型。这三个成果将继续对语言学、计算语言学和NLP 的研究产生深远影响。为了更好地理解这些成果的意义，有必要先介绍一下两个与此相关的事实。 2. 两个事实 2.1 事实之一 大家知道，在自然语言处理中为了识别一个输入句子的句法结构，首先要把句子中的词一个一个地切分出来：然后去查词典，给句子中的每个词指派一个合适的词性（part ofspeech）；之后再用句法规则把句子里包含的的句法成分，如名词短语、动词短语、小句等，逐个地识别出来。进而，判断每个短语的句法功能，如主语、谓语、宾语等，及其语义角色，最终得到句子的意义表示，如逻辑语义表达式。这就是一个句法分析的全过程。 本文要提到的第一个事实是：短语结构语法（Phrase Structure Grammar，简称PSG）不能有效地描写自然语言。PSG在Chomsky 的语言学理论中占有重要地位，并且在自然语言的句法描写中担当着举足轻重的角色。但是它有一些根本性的弱点，主要表现为它使用的是像词类和短语类那样的单一标记，因此不能有效地指明和解释自然语言中的结构歧义问题。让我们先来看一看汉语中“V+N”组合。假如我们把“打击，委托，调查”等词指派为动词（V）；把“力度，方式，盗版，甲方”等词视为名词（N）。而且同意“打击力度”、“委托方式”是名词短语（NP）,“打击盗版”、“委托甲方”是动词短语（VP）。那么就会产生如下两条

中国自然语言处理白皮书

中国自然语言处理白皮书 中国人工智能学会 二○一五年十一月

《中国人工智能系列白皮书》编委会 主任：李德毅 执行主任：王国胤 副主任：杨放春谭铁牛黄河燕焦李成马少平刘宏蒋昌俊任福继杨强 委员：陈杰董振江杜军平桂卫华韩力群何清黄心汉贾英民李斌刘民刘成林刘增良 鲁华祥马华东马世龙苗夺谦朴松昊乔俊飞 任友群孙富春孙长银王轩王飞跃王捍贫 王万森王卫宁王小捷王亚杰王志良吴朝晖 吴晓蓓夏桂华严新平杨春燕余凯余有成 张学工赵春江周志华祝烈煌庄越挺 《中国自然语言处理白皮书》编写组 任福继王小捷黄河燕孙茂松靳光谨 周国栋王明文蔡东风何婷婷黄萱菁 常宝宝王晓龙黄德根胡海青于浩 朱靖波古丽拉·阿东别克昝红英吴华 晋耀红王厚峰张玉洁张桂平谭咏梅 张克亮全昌勤孙晓陈清财王荣波 卫志华钟茂生徐睿峰邱锡鹏沈李斌 张仰森李蕾袁彩霞

目录 第1章引言 (1) 第2章汉语切分 (2) 2.1汉语切分的性能 (2) 2.2汉语切分的问题 (4) 2.3小结 (6) 第3章人机对话 (7) 3.1 人机对话系统 (7) 3.2 对话管理技术 (9) 3.3 小结 (12) 第4章总结 (13) 第5章参考文献 (16)

第1章引言 近年来，随着自然语言处理技术的迅速发展，出现了一批基于自然语言处理技术的应用系统，这些系统引起了大众的热议。例如，IBM 的Watson在电视问答节目中战胜人类冠军，苹果公司的Siri个人助理被大众广为测试，谷歌、微软、百度等公司纷纷发布个人智能助理，科大讯飞牵头研发高考机器人。这些应用的出现使自然语言处理一时成为热点话题，人们对这些应用乃至应用背后的技术进行了各种各样的评论。有的充满期待，希望未来自然语言处理技术能产生越来越多有价值的应用系统；也有的表示担心，担心技术的发展会对人们自身的工作机会造成冲击。 那么，自然语言处理当前的技术和应用状况究竟如何，已经取得了什么进展、未来的发展会如何？人们的什么期待可能变成现实，什么担心其实还没有必要呢？本白皮书力图对这两个问题作出部分回应。 本白皮书首先对目前研究人员在自然语言处理技术及应用方面主要做了什么、做得怎么样进行一些介绍。但是，本白皮书并不准备也不可能做成一个自然语言处理领域的全面技术综述，而只是分别选择自然语言处理领域的一个典型技术和一个典型应用进行介绍和分析。之后，就如何认识当前以及未来的自然语言处理技术和系统给出我们的观点。白皮书力求不用太多的专业术语，而是以较为浅显的语言进行阐述。 全书的内容安排如下：在第二章是汉语切分技术的发展介绍和现状分析，第三章是人机对话系统的发展介绍和现状分析，第四章是总结，给出我们的观点。

自然语言处理技术分享1

自然语言处理技术分享1 -标准化文件发布号：（9456-EUATWK-MWUB-WUNN-INNUL-DDQTY-KII

内容大概分为：自然语言处理的简介、关键技术、流程及应用。 首先，介绍一下什么是自然语言处理（也叫自然语言理解）： 语言学家刘涌泉在《大百科全书》（2002）中对自然语言处理的定义为：“自然语言处理是人工智能领域的主要内容，即利用电子计算机等工具对人类所特有的语言信息（包括口语信息和文字信息）进行各种加工，并建立各种类型的人-机-人系统，自然语言理解是其核心，其中包括语音和语符的自动识别以及语音的自动合成。” 从微观上讲,自然语言理解是指从自然语言到机器(计算机系统)内部之间的一种映射。 从宏观上看,自然语言理解是指机器能够执行人类所期望的某些语言功能。这些功能包括： ①回答有关提问；计算机正确地回答用自然语言输入的有关问题 ②提取材料摘要；机器能产生输入文本的摘要 ③同词语叙述；机器能用不同的词语和句型来复述输入的自然语言信息 ④不同语言翻译。机器能把一种语言翻译成另外一种语言 自然语言处理的关键技术 自然语言处理的关键技术包括：词法分析、句法分析、语义分析、语用分析和语句分析。 1．词法分析 词法分析的主要目的是从句子中切分出单词，找出词汇的各个词素，并确定其词义。 词法分析包括词形和词汇两个方面。一般来讲，词形主要表现在对单词的前缀、后缀等的分析，而词汇则表现在对整个词汇系统的控制。在中文全文检索系统中，词法分析主要表现在对汉语信息进行词语切分，即汉语自动分词技术。通过这种技术能够比较准确的分析用户输入信息的特征，从而完成准确的搜索过程。它是中文全文检索技术的重要发展方向。 不同的语言对词法分析有不同的要求，例如英语和汉语就有较大的差距 汉语中的每个字就是一个词素，所以要找出各个词素是相当容易的，但要切分出各个词就非常难。