Results for 'Multimodal instruction'

987 found
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  1.  28
    A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence.Shaylene E. Nancekivell, Xin Sun, Susan A. Gelman & Priti Shah - 2021 - Cognitive Science 45 (10):e13047.
    The learning style myth is a commonly held myth that matching instruction to a student's “learning style” will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning exercise about the efficacy of multimodal instruction to investigate the nature of learning styles beliefs. We aimed to: understand how learning style beliefs interact with beliefs about multimodal learning; characterize the potential complexity of learning style beliefs (...)
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  2.  28
    “Pay attention and take some notes”: Middle school youth, multimodal instruction, and notions of citizenship.Anthony M. Pellegrino, Kristien Zenkov & Nicholas Calamito - 2013 - Journal of Social Studies Research 37 (4):221-238.
    The study of a middle school social studies and literacy project this paper addresses occurred in the national capital region of the United States, where perceptions of “patriotism” and immigration policies were the subjects of frequent media reports. With this examination the authors considered one overarching research question: how do middle school students describe and illustrate citizenship when given access to multimodal texts and media (e.g., digital photography and slam poetry)? The authors called on young adolescents to create slam (...)
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  3.  8
    A multimodal contrastive analysis of regulations and instructions during the COVID-19 lockdown in the context of the Island of Madeira and the United Kingdom.Leandro da Silva & Svetlana Kurteš - 2024 - Lodz Papers in Pragmatics 20 (1):67-101.
    The paper analyses aspects of multilingual and multimodal narratives employed during the COVID-19 lockdown, attempting to identify how they were used in professional and public environments. More specifically, the paper looks at editing choices, photography, design, drawing, colour, and writing to get a better understanding of multimodal communication, semiotics, image analysis, and their correlation with the written text and the way it has been perceived and interpreted, be it in online or print-based contexts. Methodologically, this is a contrastively (...)
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  4.  16
    The quality enhancement of action research on primary school English instruction in Chinese rural areas: An analysis based on multimodality.Haiyan Zhang, Cunxin Han, Hongyan Ma & Liusheng Wang - 2022 - Frontiers in Psychology 13.
    This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance. Four English teachers’ 9 real classroom teaching videos before and after action research are collected and annotated by using ELAN software. The results show that primary school English teachers in Chinese rural areas prefer closed questions to open questions; They make some language errors; Deictic gestures are the most (...)
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  5.  16
    Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning.Wenwen Li, Jia Yu, Zina Zhang & Xiaobin Liu - 2022 - Frontiers in Psychology 13.
    In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language learners’ (...)
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  6.  21
    “Noah’s Family Was on Lockdown”: Multimodal Metaphors in Religious Coronavirus-Related Internet Memes in the Nigerian WhatsApp Space.Oluwabunmi O. Oyebode & Foluke O. Unuabonah - 2022 - Metaphor and Symbol 37 (4):287-302.
    This paper examines the forms and functions of religious Internet memes that relate to Covid-19, with a view to identifying the conceptual metaphors that underlie the creation of the memes. The data, which consist of thirty religious Internet memes shared in the Nigerian WhatsApp space, are analyzed qualitatively using the categorization of religious Internet memes, and the concept of multimodal metaphors. The memes contain (non-)linguistic metaphors such as the picture of Biblical Noah’s ark and expressions such as Noah’s family (...)
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  7.  19
    Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments.Yasusuke Minami, Hiro Yuki Nisisawa, Mitsuhiro Okada & Rui Sakaida - 2023 - Human Studies 46 (4):723-756.
    Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, (...)
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  8.  28
    Distributed Attention: A Cognitive Ethnography of Instruction in Sport Settings.Dafne Muntanyola-Saura & Raúl Sánchez-García - 2018 - Journal for the Theory of Social Behaviour 48 (4):433-454.
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  9.  13
    Paint me a picture: translating academic integrity policies and regulations into visual content for an online course.Vanda Ivanovic, Stephanie Reid & Tricia Bingham - 2016 - International Journal for Educational Integrity 12 (1).
    In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective (...)
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  10.  17
    Absence of modulatory action on haptic height perception with musical pitch.Michele Geronazzo, Federico Avanzini & Massimo Grassi - 2015 - Frontiers in Psychology 6:139245.
    Although acoustic frequency is not a spatial property of physical objects, in common language, pitch, i.e., the psychological correlated of frequency, is often labeled spatially (i.e., “high in pitch” or “low in pitch”). Pitch-height is known to modulate (and interact with) the response of participants when they are asked to judge spatial properties of non-auditory stimuli (e.g., visual) in a variety of behavioral tasks. In the current study we investigated whether the modulatory action of pitch-height extended to the haptic estimation (...)
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  11.  14
    Emotion Socialization in Teacher-Child Interaction: Teachers’ Responses to Children’s Negative Emotions.Asta Cekaite & Anna Ekström - 2019 - Frontiers in Psychology 10.
    The present study examines 1- to 5-year-old children’s emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to children’s negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation and distress. Data consist of 14 hours of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and five preschool teachers. By adopting a sociocultural perspective (...)
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  12.  17
    Teachers’ use of reported speech in Korean elementary school classroom interactions.Sol Kim & Yujong Park - 2022 - Discourse Studies 24 (4):445-470.
    Research on reported speech in classrooms has focused on the roles and functions of quoted conversation produced by the teacher; however, there is less information on the responses following this device and its multimodal character. This study draws on a multimodal conversation analysis approach to investigate teachers’ use of reported speech in evaluating students’ performances by examining 83 hours of videotaped elementary school classroom interactions in Korea. The findings suggest that teachers frequently employ reported speech in the evaluative (...)
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  13.  40
    Arguments from Ostension.Hubert Marraud - 2018 - Argumentation 32 (3):309-327.
    My purpose here is to describe a type of argument characterized by the fact that one of its premises is a directive—i.e. what is expressed by a directive sentence: a general instruction how to proceed or act. This directive premise brings an ostensive mechanism for the inclusion of visual or multimodal elements in an argument. If an argument is an invitation to inference, by using such a directive utterance the addresser is inviting the addressee to make an inference (...)
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  14.  19
    Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System.Roger Azevedo, François Bouchet, Melissa Duffy, Jason Harley, Michelle Taub, Gregory Trevors, Elizabeth Cloude, Daryn Dever, Megan Wiedbusch, Franz Wortha & Rebeca Cerezo - 2022 - Frontiers in Psychology 13.
    Self-regulated learning is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems, have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory system. (...)
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  15.  4
    How to Speak Silently - Rethinking Materiality, Agency, and Communicative Competence in Virtual Reality.Maria Erofeeva, Nils Klowait & Denis Zababurin - 2023 - Sociology of Power 34 (3-4):156-181.
    While thinkers of the material turn offer new conceptual resources for talking about non-human ontologies, interaction researchers are trying to reassemble the social situation fragmented by telecommunication. Conversation analysts tend to see technical objects in their situation-constitutive role, but they can also disrupt the current projects of the participants whilst remaining "unseen and unnoticed" (e.g. Zoom delays). We propose a conceptualization of the relationship between the participant and the interaction environment as a source of agency, which makes it possible to (...)
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  16.  39
    Evaluating the subject-performed task effect in healthy older adults: relationship with neuropsychological tests.Ana Rita Silva, Maria Salomé Pinho, Céline Souchay & Christopher J. A. Moulin - 2015 - Socioaffective Neuroscience and Psychology 5.
    Background : An enhancement in recall of simple instructions is found when actions are performed in comparison to when they are verbally presented – the subject-performed task effect. This enhancement has also been found with older adults. However, the reason why older adults, known to present a deficit in episodic memory, have a better performance for this type of information remains unclear. In this article, we explored this effect by comparing the performance on the SPT task with the performance on (...)
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  17.  50
    The Development of the Ability to Semantically Integrate Information in Speech and Iconic Gesture in Comprehension.Kazuki Sekine, Hannah Sowden & Sotaro Kita - 2015 - Cognitive Science 39 (8):1855-1880.
    We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate information in (...)
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  18.  10
    Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks.Denise Wakke & Vivien Heller - 2022 - Frontiers in Psychology 12.
    This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused on (...)
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  19.  37
    How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction.Jessica Allen Hanssen - 2018 - Studier i Pædagogisk Filosofi 6 (2):41-57.
    It is impossible to ignore the enduring and sweeping popularity of young adult novels written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various formsof pain and suff ering. More frequently than not, the tensions of the dystopian YA universe (...)
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  20.  16
    Conversational Eyebrow Frowns Facilitate Question Identification: An Online Study Using Virtual Avatars.Naomi Nota, James P. Trujillo & Judith Holler - 2023 - Cognitive Science 47 (12):e13392.
    Conversation is a time-pressured environment. Recognizing a social action (the ‘‘speech act,’’ such as a question requesting information) early is crucial in conversation to quickly understand the intended message and plan a timely response. Fast turns between interlocutors are especially relevant for responses to questions since a long gap may be meaningful by itself. Human language is multimodal, involving speech as well as visual signals from the body, including the face. But little is known about how conversational facial signals (...)
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  21.  11
    Negative Requests Within Hair Salons: Grammar and Embodiment in Action Formation.Anne-Sylvie Horlacher - 2022 - Frontiers in Psychology 12:689563.
    Although requests constitute a type of action that have been widely discussed within conversation analysis-oriented work, they have only recently begun to be explored in relation to the situated and multimodal dimensions in which they occur. The contribution of this paper resides in the integration of bodily-visual conduct (gaze and facial expression, gesture and locomotion, object manipulation) into a more grammatical account of requesting. Drawing on video recordings collected in two different hair salons located in the French-speaking part of (...)
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  22.  34
    Compensating for age limits through emotional crossmodal integration.Laurence Chaby, Viviane Luherne-du Boullay, Mohamed Chetouani & Monique Plaza - 2015 - Frontiers in Psychology 6:146388.
    Social interactions in daily life necessitate the integration of social signals from different sensory modalities. In the aging literature, it is well established that the recognition of emotion in facial expressions declines with advancing age, and this also occurs with vocal expressions. By contrast, crossmodal integration processing in healthy aging individuals is less documented. Here, we investigated the age-related effects on emotion recognition when faces and voices were presented alone or simultaneously, allowing for crossmodal integration. In this study, 31 young (...)
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  23.  26
    Making Sense of the Hands and Mouth: The Role of “Secondary” Cues to Meaning in British Sign Language and English.Pamela Perniss, David Vinson & Gabriella Vigliocco - 2020 - Cognitive Science 44 (7):e12868.
    Successful face‐to‐face communication involves multiple channels, notably hand gestures in addition to speech for spoken language, and mouth patterns in addition to manual signs for sign language. In four experiments, we assess the extent to which comprehenders of British Sign Language (BSL) and English rely, respectively, on cues from the hands and the mouth in accessing meaning. We created congruent and incongruent combinations of BSL manual signs and mouthings and English speech and gesture by video manipulation and asked participants to (...)
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  24.  14
    Contextualisations d’extraits de jeux vidéo et prises en compte des ressources multimodales pour une analyse des pratiques interactionnelles entre joueurs.Isabel Colón de Carvajal - 2019 - Corela. Cognition, Représentation, Langage 27 (HS).
    Notre travail s’inscrit dans les ancrages théoriques de l’ethnométhodologie et de l’analyse conversationnelle. Notre intérêt est avant tout d’analyser les pratiques interactionnelles entre joueurs en situation de jeux vidéo ; et d’autre part, de comparer différents jeux sur le plan de leur organisation interactionnelle ainsi que leur structure séquentielle et multimodale. Á partir des pratiques de joueurs, nous questionnons les problèmes et contraintes rencontrés, d’une part lors des analyses de ces données en situation de jeux vidéo, et d’autre part lors (...)
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  25.  82
    Going Multimodal: What is a Mode of Arguing and Why Does it Matter?Leo Groarke - 2015 - Argumentation 29 (2):133-155.
    During the last decade, one source of debate in argumentation theory has been the notion that there are different modes of arguing that need to be distinguished when analyzing and evaluating arguments. Visual argument is often cited as a paradigm example. This paper discusses the ways in which it and modes of arguing that invoke non-verbal sounds, smells, tactile sensations, music and other non-verbal entities may be defined and conceptualized. Though some attempts to construct a ‘multimodal’ theory of argument (...)
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  26. The Multimodal Experience of Art.Bence Nanay - 2012 - British Journal of Aesthetics 52 (4):353-363.
    The aim of this paper is to argue that our experience of artworks is normally multimodal. It is the result of perceptual processing in more than one sense modality. In other words, multimodal experience of art is not the exception; it is the rule. I use the example of music in order to demonstrate the various ways in which the visual sense modality influences the auditory processing of music and conclude that this should make us look more closely (...)
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  27.  23
    Multimodal Biometric Fusion: Performance under Spoof Attacks.Sandeep Kale, Mohammed Rizwan & Zahid Akhtar - 2011 - Journal of Intelligent Systems 20 (4):353-372.
    Biometrics is essentially a pattern recognition system that recognizes an individual using their unique anatomical or behavioral patterns such as face, fingerprint, iris, signature etc. Recent researches have shown that many biometric traits are vulnerable to spoof attacks. Moreover, recent works showed that, contrary to a common belief, multimodal biometric systems in parallel fusion mode can be intruded even if only one trait is spoofed. However, most of the results were obtained using simulated spoof attacks, under the assumption that (...)
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  28. Quantified Multimodal Logics in Simple Type Theory.Christoph Benzmüller & Lawrence C. Paulson - 2013 - Logica Universalis 7 (1):7-20.
    We present an embedding of quantified multimodal logics into simple type theory and prove its soundness and completeness. A correspondence between QKπ models for quantified multimodal logics and Henkin models is established and exploited. Our embedding supports the application of off-the-shelf higher-order theorem provers for reasoning within and about quantified multimodal logics. Moreover, it provides a starting point for further logic embeddings and their combinations in simple type theory.
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  29.  91
    Multimodal mental imagery.Bence Nanay - 2018 - Cortex 105:125-136.
    When I am looking at my coffee machine that makes funny noises, this is an instance of multisensory perception – I perceive this event by means of both vision and audition. But very often we only receive sensory stimulation from a multisensory event by means of one sense modality, for example, when I hear the noisy coffee machine in the next room, that is, without seeing it. The aim of this paper is to bring together empirical findings about multimodal (...)
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  30.  25
    The multimodal construction of acceptability: Marvel's Civil War comic books and the PATRIOT Act.Francisco Veloso & John Bateman - 2013 - Critical Discourse Studies 10 (4):427-443.
    The 9/11 attacks in the USA had profound political consequences at both domestic and international levels. Specific and controversial policy developments were pursued requiring substantial legitimation to find acceptance. A prime example was the USA PATRIOT Act, which was passed in the immediate aftermath of 9/11 and subsequently received considerable critique due to the sweeping nature of its redefinition of what was acceptable in the cause of ‘fighting terror’. The media, and their construal of events and policies, played a significant (...)
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  31.  7
    Imagination, Multimodality, and Sound.Joaquim Braga - 2019 - In Mark Grimshaw-Aagaard, Mads Walther-Hansen & Martin Knakkergaard (eds.), The Oxford Handbook of Sound and Imagination, Volume 1. Oxford Handbooks.
    Joaquim Braga deals with the role of sound in multimodal environments and multimodal surfaces. He argues that imagination not only bridges sensory dimensions that are absent from perception but also is central to “the relationship of presence,” that is, the connection between presently perceived sensory input. This involves assessing both the individuating dimension and the relational disposition of sound, which allows sound—through the activation of imagination—to develop sensory relations. Central to his discussion of the function and contribution of (...)
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  32.  53
    Multimodal and intuitionistic logics in simple type theory.Christoph Benzmueller & Lawrence Paulson - 2010 - Logic Journal of the IGPL 18 (6):881-892.
    We study straightforward embeddings of propositional normal multimodal logic and propositional intuitionistic logic in simple type theory. The correctness of these embeddings is easily shown. We give examples to demonstrate that these embeddings provide an effective framework for computational investigations of various non-classical logics. We report some experiments using the higher-order automated theorem prover LEO-II.
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  33. A multimodal conception of bodily awareness.Frédérique De Vignemont - 2014 - Mind 123 (492):00-00.
    One way to characterize the special relation that one has to one's own body is to say that only one's body appears to one from the inside. Although widely accepted, the nature of this specific experiential mode of presentation of the body is rarely spelled out. Most definitions amount to little more than lists of the various body senses (including senses of posture, movement, heat, pressure, and balance). It is true that body senses provide a kind of informational access to (...)
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  34.  20
    Multimodal Modeling: Bridging Biosemiotics and Social Semiotics.Alin Olteanu - 2021 - Biosemiotics 14 (3):783-805.
    This paper explores a semiotic notion of body as starting point for bridging biosemiotic with social semiotic theory. The cornerstone of the argument is that the social semiotic criticism of the classic view of meaning as double articulation can support the criticism of language-centrism that lies at the foundation of biosemiotics. Besides the pragmatic epistemological advantages implicit in a theoretical synthesis, I argue that this brings a semiotic contribution to philosophy of mind broadly. Also, it contributes to overcoming the polemic (...)
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  35.  46
    Multimodal Word Meaning Induction From Minimal Exposure to Natural Text.Angeliki Lazaridou, Marco Marelli & Marco Baroni - 2017 - Cognitive Science 41 (S4):677-705.
    By the time they reach early adulthood, English speakers are familiar with the meaning of thousands of words. In the last decades, computational simulations known as distributional semantic models have demonstrated that it is possible to induce word meaning representations solely from word co-occurrence statistics extracted from a large amount of text. However, while these models learn in batch mode from large corpora, human word learning proceeds incrementally after minimal exposure to new words. In this study, we run a set (...)
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  36. Multimodal Artificial Intelligence in Medicine.Joshua August Skorburg - forthcoming - Kidney360.
    Traditional medical Artificial Intelligence models, approved for clinical use, restrict themselves to single-modal data e.g. images only, limiting their applicability in the complex, multimodal environment of medical diagnosis and treatment. Multimodal Transformer Models in healthcare can effectively process and interpret diverse data forms such as text, images, and structured data. They have demonstrated impressive performance on standard benchmarks like USLME question banks and continue to improve with scale. However, the adoption of these advanced AI models is not without (...)
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  37. Perception and Multimodality.Casey O'Callaghan - 2012 - In Eric Margolis, Richard Samuels & Stephen P. Stich (eds.), The Oxford Handbook of Philosophy of Cognitive Science. Oxford University Press.
    Philosophers and cognitive scientists of perception by custom have investigated individual sense modalities in relative isolation from each other. However, perceiving is, in a number of respects, multimodal. The traditional sense modalities should not be treated as explanatorily independent. Attention to the multimodal aspects of perception challenges common assumptions about the content and phenomenology of perception, and about the individuation and psychological nature of sense modalities. Multimodal perception thus presents a valuable opportunity for a case study in (...)
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  38.  43
    Multimodal Metaphor and Metonymy in Advertising: A Corpus-Based Account.Paula Pérez-Sobrino - 2016 - Metaphor and Symbol 31 (2):73-90.
    ABSTRACTThis article offers the first large-scale study of a multimodal corpus of 210 advertisements. First, the reader is presented with a description of the corpus in terms of the distribution of conceptual operations and use of modal cues. Subsequently, the weight of mode and marketing strategy to trigger more or less amounts of conceptual complexity is analyzed. This corpus-based survey is complemented with the qualitative analysis of three novel metaphor–metonymy interactions that stem from the data and that have not (...)
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  39.  61
    Multimodal Incompleteness Under Weak Negations.Juliana Bueno-Soler - 2013 - Logica Universalis 7 (1):21-31.
    This paper shows that some classes of multimodal paraconsistent logics endowed with weak forms of negation are incompletable with respect to Kripke semantics. The reach of such incompleteness is discussed, and we argue that this shortcoming, more than just a logical predicament, may be relevant for attempts to characterize quantum logics and to handle quantum information and quantum computation.
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  40.  83
    Solving Multimodal Paradoxes.Federico Pailos & Lucas Rosenblatt - 2014 - Theoria 81 (3):192-210.
    Recently, it has been observed that the usual type-theoretic restrictions are not enough to block certain paradoxes involving two or more predicates. In particular, when we have a self-referential language containing modal predicates, new paradoxes might appear even if there are type restrictions for the principles governing those predicates. In this article we consider two type-theoretic solutions to multimodal paradoxes. The first one adds types for each of the modal predicates. We argue that there are a number of problems (...)
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  41. Multimodal logic for syntax.Alain Lecomte - 1998 - Logica Trianguli 2:49-72.
    We present a formalization of some ideas from Chomsky [9] in the framework of multimodal type logical grammar.
     
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  42.  35
    Multimodal film analysis: how films mean.John A. Bateman - 2012 - New York: Routledge. Edited by Karl-Heinrich Schmidt.
    Analysing film. Distinguishing the filmic contribution to meaning -- Examples of filmic "textual organisation" -- Redrawing boundaries -- Organisation of the book -- Semiotics and documents. Semiotics and its relations to film -- The nature of discourse semantics -- The film as cinematographic document -- A combined view: filmic documents for filmic discourse -- Constructing the semiotic mode of film. Semiotic multimodality -- The internal organisation of semiotic strata -- Composing and combining semiotic modes -- Materiality and "epistemological commitment" -- (...)
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  43. Multimodal Abduction in Knowledge Development.L. Magnani - 2009 - Preworkshop Proceedings, IJCAI2009International Workshop on Abductive and Inductive Knowledge Development (Pasadena, CA, USA, July 12, 2009).
    From the perspective of distributed cognition I will stress how abduction is essentially multimodal, in that both data and hypotheses can have a full range of verbal and sensory representations, involving words, sights, images, smells, etc., but also kinesthetic – related to the ability to sense the position and location and orientation and movement of the body and its parts – and motor experiences and other feelings such as pain, and thus all sensory modalities. The presence of kinesthetic and (...)
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  44.  29
    A multimodal investigation of emotional responding in alexithymia.Olivier Luminet, Bernard Rimé, R. Michael Bagby & Graeme Taylor - 2004 - Cognition and Emotion 18 (6):741-766.
  45.  39
    (1 other version)Multimodal Linguistic Inference.Michael Moortgat - 1995 - Logic Journal of the IGPL 3 (2-3):371-401.
    In this paper we compare grammatical inference in the context of simple and of mixed Lambek systems. Simple Lambek systems are obtained by taking the logic of residuation for a family of multiplicative connectives /, *, \, together with a package of structural postulates characterizing the resource management properties of the * connective. Different choices for Associativity and Commutativity yield the familiar logics NL, L, NLP, LP. Semantically, a simple Lambek system is a unimodal logic: the connectives get a Kripke (...)
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  46.  20
    Multimodal magnetic resonance imaging of youth sport-related concussion reveals acute changes in the cerebellum, basal ganglia, and corpus callosum that resolve with recovery.Najratun Nayem Pinky, Chantel T. Debert, Sean P. Dukelow, Brian W. Benson, Ashley D. Harris, Keith O. Yeates, Carolyn A. Emery & Bradley G. Goodyear - 2022 - Frontiers in Human Neuroscience 16:976013.
    Magnetic resonance imaging (MRI) can provide a number of measurements relevant to sport-related concussion (SRC) symptoms; however, most studies to date have used a single MRI modality and whole-brain exploratory analyses in attempts to localize concussion injury. This has resulted in highly variable findings across studies due to wide ranging symptomology, severity and nature of injury within studies. A multimodal MRI, symptom-guided region-of-interest (ROI) approach is likely to yield more consistent results. The functions of the cerebellum and basal ganglia (...)
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  47.  39
    The Instruction of Imagination: Language as a Social Communication Technology.Daniel Dor - 2015 - Oxford University Press USA.
    The book suggests a new perspective on the essence of human language. This enormous achievement of our species is best characterized as a communication technology - not unlike the social media on the Net today - that was collectively invented by ancient humans for a very particular communicative function: the instruction of imagination. All other systems of communication in the biological world target the interlocutors' senses; language allows speakers to systematically instruct their interlocutors in the process of imagining the (...)
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  48.  53
    An instructional model for a radical conceptual change towards quantum mechanics concepts.George Kalkanis, Pandora Hadzidaki & Dimitrios Stavrou - 2003 - Science Education 87 (2):257-280.
    We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for (...)
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  49.  59
    On Proprioception in Action: Multimodality versus Deafferentation.Hong Yu Wong - 2017 - Mind and Language 32 (3):259-282.
    Recent research on proprioception reveals that it relies on a systematically distorted model of bodily dimensions. This generates a puzzle about proprioception in action control: action requires accurate bodily parameters. Proprioception is crucial for ordinary action, but if it relies on a systematically distorted body model, then proprioception should contain systematic errors. But we cannot respond by discarding proprioception from motor control, since we know from the severe problems deafferented agents face in acting that ordinary action requires proprioception. The solution (...)
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  50. Multimodal structure of painful experiences.Błażej Skrzypulec - 2023 - In Aleksandra Mroczko-Wrasowicz & Rick Grush (eds.), Sensory Individuals: Unimodal and Multimodal Perspectives. Oxford, UK: Oxford University Press.
    It is common to characterize pain with touch-related terms, like ‘cutting’, ‘pressing’, ‘sharp’, and ‘pulsing’, or temperature-related terms, like ‘hot’ or ‘burning’. This suggests that many pains are phenomenally multimodal because they are experienced as having some tactile-like or thermal-like character. The goal of this chapter is to investigate the structure of phenomenally multimodal pain experiences. It is argued that the usual accounts of multimodal structure proposed in investigations regarding exteroceptive experiences cannot be plausibly applied to (...) experiences of pain. Instead, an alternative framework is proposed which characterizes the structure of tactile-like and thermal-like pains by referring to the notion of crossmodal correspondences. (shrink)
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