Thematische Bibliographien / Multimodal

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Auswahl der wissenschaftlichen Literatur zum Thema „Multimodal“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 14. September 2024

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Zeitschriftenartikel zum Thema "Multimodal"

Jakobsen, Ingrid Karoline. „Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)“. Acta Didactica Norge 13, Nr. 1 (15.03.2019): 5. http://dx.doi.org/10.5617/adno.6248.

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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn

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Xiong, Ao, Yuanzheng Tong, Shaoyong Guo, Yanru Wang, Sujie Shao und Lin Mei. „An Optimal Allocation Method of Power Multimodal Network Resources Based on NSGA-II“. Wireless Communications and Mobile Computing 2021 (26.10.2021): 1–10. http://dx.doi.org/10.1155/2021/9632277.

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Basic services for power business were provided by the power multimodel network providers. However, because the power multimodal network is usually complex and changeable, the service of power business is often unstable. This problem can be solved by a suitable network resource optimization method. Therefore, how to design a network resource optimization method that seeks a compromise between multiple performance indicators that achieve the normal operation of power multimode networks is still extremely challenging. An optimal allocation method of power multimodal network resources based on NSGA-II was proposed by this paper. Firstly, the power multimodal network-resource model is established, and the problems existing in the resource optimization process are analyzed. Secondly, preprocessing technology and indirect coding technology are applied to NSGA-II, which solves the coding problem and convergence problem of the application of genetic algorithm to the optimization of network resource allocation. Finally, the simulation results show that, compared with the control algorithm, this method has further optimized the various indicators of the resource allocation of the power multimodal network, and the performance has been improved by more than 6%.

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Da Silva Martins, Liviane. „Leitura multimodal e o processo de construção de sentido em charges“. Revista Leitura, Nr. 65 (26.03.2020): 10–23. http://dx.doi.org/10.28998/2317-9945.202065.10-23.

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Textos multimodais são aqueles compostos por mais de um modo semiótico que se integram na construção de sentido do texto e se fazem presentes no nosso dia a dia como os textos publicitários, as historinhas e as charges. O objetivo deste artigo é mostrar o processo de construção de sentido nas charges através da leitura multimodal e para isso discutimos questões sobre a multimodalidade e sua contribuição para compreensão textual baseado nos estudos de Kress e van Leeuwen (2002, 2006), Jewitt (2005), Coscarelli e Novais (2010), Kress (2010), entre outros. Selecionamos três charges para análise seguindo dois critérios estabelecidos: a temática do meio ambiente e a presença tanto da linguagem verbal como da imagem. A metodologia adotada foi qualitativa e descritiva onde os elementos multimodais das charges foram identificados e analisados. Foram observados os seguintes elementos multimodais: cor, participantes representados, olhar, relação entre os participantes, saliência, enquadramento e relação entre texto verbal e imagem. Concluímos que a construção da crítica e ironia tão marcantes desse gênero textual foram alcançadas pela contribuição de cada um dos elementos multimodais integrados entre si. Lectura multimodal y el proceso de construcción de sentido en viñetasLos textos multimodales son aquellos compuestos por más de una forma semiótica que se integran en la construcción del significado del texto y están presentes en nuestro cotidiano, como los textos publicitarios, las historietas y las viñetas. El objetivo de este trabajo es mostrar el proceso de construcción de significado en las viñetas a través de la lectura multimodal y para ello discutimos cuestiones sobre la multimodalidad y su contribución a la comprensión textual basada en los estudios de Kress y van Leeuwen (2002; 2006), Jewitt (2005), Coscarelli y Novais (2010), Kress (2010), entre otros. Seleccionamos tres viñetas para el análisis siguiendo dos criterios establecidos: el tema del medio ambiente y la presencia de lenguaje verbal e imagen. La metodología adoptada fue cualitativa y descriptiva, donde se identificaron y analizaron los elementos multimodales de las viñetas. Se observaron los siguientes elementos multimodales: color, participantes representados, la mirada, relación entre participantes, elemento sobresaliente, encuadre y relación entre texto verbal e imagen. Llegamos a la conclusión de que la construcción de la crítica y la ironía tan característicos en este género textual se logró mediante la contribución de cada uno de los elementos multimodales integrados entre sí. DOI: 10.28998/2317-9945.2020n65p10-23

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Holsting, Alexandra, Cindie Aaen Maagaard und Nina Nørgaard. „Kan man lære at skifte gear? En multimodal tilgang til plot i den litterære tekst“. NyS, Nydanske Sprogstudier, Nr. 56 (27.05.2019): 52–76. http://dx.doi.org/10.7146/nys.v1i56.112649.

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Med udgangspunkt i den multimodale socialsemiotik præsenterer denne artikel en multimodal tilgang til narrativ med særlig fokus på plot i den litterære tekst. Vi argumenterer for, at plot som en strukturering af tekstens begivenheder er særligt kendetegnende for den litterære tekst, og at det realiseres multimodalt gennem billede, grafik, verbalsprog, layout og typografi. Gennem en eksemplarisk analyse af Dorthe Nors’ roman Spejl, skulder, blink viser vi dels den multimodale socialsemiotiks udsigelseskraft i forhold til en roman, der ikke eksplicit fremhæver sin multimodalitet, dels de analytiske fordele ved at inddrage plot som et helt centralt element. Artiklens primære bidrag til det socialsemiotiske multimodale forskningsfelt består i at inddrage plotbegrebet i den multimodale analyse og derved belyse, hvordan den narrative kategori plot, der ofte opfattes som en rent verbalsproglig konstruktion designet af forfatteren, kan ses som resultatet af valg truffet gennem forskellige semiotiske ressourcer og på forskellige realisationsniveauer.

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Rita, Rita. „Penyusunan Peooman Pemberian Izin Badan Usaha Angkutan Multimoda (BUAM)“. Warta Penelitian Perhubungan 24, Nr. 6 (14.05.2019): 567. http://dx.doi.org/10.25104/warlit.v24i6.1041.

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Freight grawth lately is remarkable progress, so we need measures to optimize the transport of goods. In order to support the national logistics system the government has issued Government Regulation No. 8 of 2011 on Transport Multimioda which is the mandate of the Traffic Act and Road Transport, Shipping, Aviation and Railways. Problems in multimodal transportation is not a business entity licensing guidelines multimodal transport. With the approach of qualitative descriptive analysis of the utilization of multimodal transport in the Port of Tanjung Priok Jakarta and Medan Belawan port indicated that the licensing guidelines Multimodal Transport Enterprises really need to be designed. The draft guidelines for licensing Multimodal Transport Entity shall have permanent offices, transport equipment, loading and unloading equipment, and human resources that have a certificate of competence.Keywords: Buam licensing guidelines. Pertumbuhan angkutan barang akhir-akhir ini sangat luar biasa perkembangannya, sehingga perlu dilakukan langkah-langkah uiltuk mengoptimasikan angkutan barang tersebut. Dalam rangka mendukung sistem logistik nasional pemerintah telah menerbitkan Peraturan Pemerintah Nomor 8 Tahun 2011 tentang Angkutan Multimioda yang merupakan amanat dari Undang-Undang Lalu Lintas dan Angkutan Jalan, Pelayaran, Penerbangan dan Perkeretaapian. Permasalahan dalam angkutan multimoda adalah belum adanya pedoman pemberian izin badan usaha angkutan multimoda. Dengan pendekatan analisis deskriptif kualitatif terhadap pengusahaan angkutan multimoda di Pelabuhan Tanjung Priok Jakarta, dan Pelabuhan Belawan Medan diperoleh gambaran bahwa pedoman pemberian izin Badan Usaha Angkutan Multimoda sangat perlu untuk dirancang. Rancangan pedoman pemberian izin Badan Usaha Angkutan Multimoda wajib memiliki kantor tetap, peralatan angkut, peralatan bongkar muat, dan sumber daya manusia yang memiliki sertifikat kompetensi.Kata Kunci: Pedoman Pemberian izin BUAM.

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Pinheiro, Michelle Soares. „Nas teias da formação docente continuada: letramento multimodal crítico nos livros didáticos“. REVISTA INTERSABERES 18 (01.06.2023): e023do3001. http://dx.doi.org/10.22169/revint.v18.e023do3001.

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Nesse artigo, trazemos uma parte da nossa pesquisa de doutorado e temos como objetivo principal perceber como uma formação docente continuada sobre multimodalidade e letramento multimodal crítico, empregando predominantemente textos multimodais de livros didáticos de português, inglês e espanhol, pode agregar conhecimentos e práticas de ensino para professores de uma escola pública. O referencial teórico foi sobre formação docente continuada, multimodalidade e letramento multimodal crítico. A metodologia empregada na pesquisa foi a autoconfrontação com nuances de pesquisa-ação, envolvendo uma formação docente continuada. O principal resultado foi o início de um processo de reflexão por parte dos professores de línguas que passaram a ressignificar o uso dos livros didáticos nas atividades de leitura junto a estudantes do ensino médio. Palavras-chave: formação docente continuada; multimodalidade; letramento multimodal crítico. ABSTRACT In this paper, we show a part of a doctorate research which aims to realize how that continuing teacher education on multimodality and critical multimodal literacy — using multimodal texts of Portuguese, English and Spanish textbooks — can contribute for teachers' knowledge and teaching practices at a public school. Theoretical approach is continuing teacher education, multimodality, and critical multimodal literacy. The methodology is self-confrontation with some action-research elements in a continuing teacher education. The main result was the beginning of a reflection process by language teachers in the way that they could resignify textbooks usage in reading activities for high school students. Keywords: continuing teacher education; multimodality; critical multimodal literacy. RESUMEN En este artículo, presentamos parte de nuestra investigación de doctorado y tenemos como objetivo principal percibir cómo una formación docente continua sobre multimodalidad y literacidad multimodal crítica con el uso predominante de textos multimodales de libros didácticos de portugués, inglés y español, puede ofrecer conocimientos y prácticas docentes para profesores de una escuela pública. El referencial teórico fue sobre formación docente continua, multimodalidad y literacidad multimodal crítica. La metodología empleada en la investigación fue la autoconfrontación, con rasgos de investigación-acción, en un recorrido de formación docente continua. El principal resultado fue el comienzo de un proceso de reflexión por parte de los profesores de lenguas que pasaron a resignificar el uso de los libros didácticos en las actividades de lectura con estudiantes de la educación secundaria. Palabras-clave: formación docente continua; multimodalidad; literacidad multimodal crítica.

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Torres-Orihuela, Guido, Miluska Anggie Barriga Huamán und Alexander Ramiro Arenas Cano. „Percepciones de alfabetización multimodal en estudiantes universitarios del área de ingeniería“. Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales 25, Nr. 2 (12.05.2023): 266–82. http://dx.doi.org/10.36390/telos252.04.

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Este artículo de investigación tiene como objetivo de investigación, determinar la percepción de los estudiantes de ingenierías sobre la lectura y escritura multimodales (alfabetización multimodal). El estudio tiene como referentes teóricos y empíricos a Fedorenko (2019), Gladic-Miralles y Cautin-Epifani (2018), Kress y Van Leeuwen (2001), O’Halloran (2012), Parodi (2017, 2020), entre otros también importantes. Se usó el método mixto, es decir, el diseño ex post facto de tipo descriptico-correlacional, aplicando un cuestionario tipo Likert a 415 estudiantes del área de ingeniería de ambos sexos y paralelamente se llevó a cabo dos grupos. Los resultados muestran que los universitarios no accedieron a alfabetización multimodal formal-institucional, pero cuentan con alfabetización multimodal informal, es decir aprendieron desde la práctica personal con la interacción de la multimodalidad en las redes sociales, en las calles, en los centros comerciales y en la universidad. Sin embargo, la alfabetización multimodal informal es insuficiente para acometer la tarea de comprensión y producción de textos multimodales, pues los estudiantes manifiestan dificultades para producir o comprender discursos multimodales de carácter universitario o académico. Estos alumnos universitarios requieren alfabetización multimodal para producir y comprender textos multisemióticos de sus especialidades. No cabe duda, entonces, que los conocimientos adquiridos en alfabetización multimodal informal no son transferibles para los discursos académicos o científicos. Se discute la importancia que la universidad incluya en su estructura curricular, asignaturas de multimodalidad, para garantizar la equidad en la enseñanza aprendizaje académica, científica y profesional.

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Schmitt, Briane, Gabriel Da Silva Ribas und Ernani Cesar Freitas. „O letramento multimodal na escola: estabelecendo uma relação entre o eu e a sociedade“. Diálogo das Letras 7, Nr. 1 (05.06.2018): 96–112. http://dx.doi.org/10.22297/dl.v7i1.2972.

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Esta pesquisa aborda a questão do letramento multimodal e os movimentos de interpretação necessários para a leitura de textos multimodais. Este trabalho justifica-se à medida que, compreendendo a multimodalidade como um processo inerente às nossas experiências comunicativas, torna-se necessário o estudo das práticas de ensino de letramento multimodal. O principal objetivo desta pesquisa é analisar o movimento de leitura necessário para a compreensão de textos multimodais, tendo em vista o viés pedagógico da leitura desses textos. O estudo tem como pressupostos teóricos as noções sobre gêneros do discurso defendidas por Mikhail Bakhtin (2003), Fiorin (2008) e Marcuschi (2008), além das contribuições teóricas de Lemke (2010), Kress e Van Leeuwen (2001) e Rojo (2015). O corpus define-se a partir de um texto do gênero infográfico sobre as melhores escolas do Brasil, que foi publicado em agosto de 2014 na Revista Mundo Estranho. A pesquisa é do tipo exploratório quanto aos objetivos, uma vez que procura estabelecer hipóteses sobre como se desenvolvem os movimentos de leitura necessários, no caso da leitura multimodal, e sua análise é qualitativa, já que busca a compreensão do processo de leitura multimodal e de suas possíveis abordagens em práticas pedagógicas. A principal constatação neste trabalho é de que o letramento multimodal ainda é um desafio no âmbito do processo de leitura e compreensão textual, e cada vez mais torna-se necessário o estudo dos processos pedagógicos desses textos multimodais e as relações estabelecidas ou não com as práticas multimodais, bem como as práticas sociais a elas impreterivelmente conectadas.

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Dulce M Santamaría. „La Saga Contemporánea: Apreciación desde la lectura intercódigo y multimodal“. GACETA DE PEDAGOGÍA, Nr. 41 (06.12.2021): 197–211. http://dx.doi.org/10.56219/rgp.vi41.944.

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El presente ensayo hace referencia a como las sagas juveniles contemporáneas, establecen lecturas intercódigo y multimodales que conducen al estudiante a otros espacios como los virtuales, donde se conecta con el texto digital. Así mismo, a partir de las lecturas multimodales, multisensoriales o multifuncionales son capaces de manejarse en distintas vías lectoras que le permiten apropiarse del texto literario, emocionar desde él y con él, pero también le permiten mejorar su experticia lectora a la hora de analizar lo leído. La teoría empleada se basó en diversos autores que contemplan la literatura como experiencia y vivencia que aprecia el texto virtual desde la lectura intercódigo y multimodal. Las consideraciones y conclusiones que se hagan en él concretaran las vías lectoras que, desde las sagas contemporáneas, acercan a los estudiantes a la obra literaria, al permitirles afinar sus miradas en torno al proceso lector de sus contenidos. ABSTRACT This test refers to how contemporary youth sagas establish inter-code and multimodal readings that lead the student to other spaces such as virtual ones, where they connect with digital text. Likewise, thanks to multimodal, multisensory or multifunctional readings students are able to approach different reading paths that allow them to experience the literary text and interact with it. This type of reading also allows them to improve their reading expertise when analyzing what has been read. The theoretical basis of this test is rooted in the works of several authors who contemplate literature as an experience that appreciates virtual text from inter-code and multimodal reading. Some of these theorists are: Barrera Linares, Petit, Larrosa Colomer, Camilloni, Rosenblat, D' Zubiría, Freire, and Morin... At the end of this test, the considerations and conclusions will specify the reading paths that bring students closer to these literary works, by allowing them to refine their views around the reading process and its content, as well as that of other works. Key words: contemporary sagas, inter-code reading, virtual text, multimodal reader. RÉSUMÉ Cet essai fait référence à la manière dont les sagas de la jeunesse contemporaine établissent des lectures intercodes et multimodales qui conduisent l'étudiant vers d'autres espaces tels que les espaces virtuels, où ils se connectent au texte numérique. De même, à partir de lectures multimodales, multisensorielles ou multifonctionnelles, ils sont capables d'appréhender différents parcours de lecture qui leur permettent de s'approprier le texte littéraire, de s'en éloigner et avec lui, mais aussi leur permettent d'améliorer leur maîtrise de la lecture lors de l'analyse de ce qu'il lit. La théorie utilisée était basée sur divers auteurs qui considèrent la littérature comme une expérience et une expérience qui apprécie le texte virtuel à partir de la lecture intercode et multimodale. Certains de ces théoriciens sont: Barrera Linares, Petit, Larrosa Colomer, Camilloni, Rosenblat, D' Zubiría, Freire, Morín... À la fin de cet essai, les considérations et les conclusions qui y sont formulées préciseront les chemins de lecture qui, de les sagas contemporaines, rapprochent les étudiants de l'œuvre littéraire, en leur permettant d'affiner leur regard autour du processus de lecture de ses contenus, ainsi que celui d'autres œuvres. Mots-clés: sagas contemporaines, lecture intercode, texte virtuel, lecteur multimodal.

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Borgfeldt, Eva, und Anna Lyngfelt. „”Jag ritade först sen skrev jag” – elevperspektiv på multimodal textproduktion i årskurs 3“. Forskning om undervisning och lärande 5, Nr. 1 (06.03.2017): 64–89. http://dx.doi.org/10.61998/forskul.v5i1.27469.

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Artikelns syfte är att undersöka vad femton elever i årskurs 3, hälften av dem flerspråkiga, framhåller som betydelsefullt i samband med att de producerar multimodala texter som ska bedömas av deras lärare. Sociosemiotisk multimodal teoribildning, och multiliteracies-forskning, präglar forskningsansatsen. Det empiriska underlaget utgörs av individuella intervjuer med eleverna och deras multimodala textproduktioner. Resultaten visar att eleverna, oavsett språklig bakgrund, framhåller de semiotiska resurserna bild och färg, medan skrift tillsammans med övriga resurser utgör ett komplement. Resultaten visar också att eleverna, med ett undantag, har svårt att verbalisera sina tankar om bedömning. Sammanfattningsvis pekar resultaten på diskrepansen mellan det som eleverna i en specifik uppgift lyckas åstadkomma och det som de kan uttrycka att de har åstadkommit. Artikeln belyser också betydelsen av lärares uppgiftsformulering för resultatet av multimodal textproduktion, liksom behovet av kompetens för att kunna bedöma multimodal textproduktion. “I drew first then I wrote” - nine-year old students’ ideas on their choice of sociosemiotic resources and conceptions of assessment, when creating multimodal texts The aim of this study is to examine what students in grade 3, half of them multilingual, stress as important in multimodal text production while performing a task that is going to be assessed by their teacher. Sociosemiotic multimodal theories, and research on multiliteracies, form the theoretical basis for the study. The empirical data consists of fifteen individual interviews with the students. Through the interviews their multimodal text production appears to be complex. Also it becomes clear that images, rather than written text, play an important role for conveying messages in their texts. Furthermore, the interviews show that the students find it difficult to verbalize thoughts on qualities in their text productions. To sum up, the study stresses the risk for discrepancy between what students achieve, by the use of several resources, and the teachers’ notions of the students´ achievements. Additionally, the study highlights the role of task formulation and the need for competence when it comes to assessment of multimodal texts.

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Dissertationen zum Thema "Multimodal"

Yovera, Solano Luis Ángel, und Cárdenas Julio César Luna. „Multimodal interaction“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2017. http://hdl.handle.net/10757/621880.

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El presente trabajo tiene como objetivo identificar los avances, investigaciones y propuestas referentes a esta tecnología; en la cual se verán tanto las tendencias en desarrollo como las más intrépidas pero innovadoras propuestas de soluciones. Así mismo, para poder comprender los mecanismos que permiten esta interacción, es necesario conocer las mejores prácticas y estándares como los estipulados por la W3C (World Wide Web Consortium) y la ACM (Association for Computing Machinery). Identificados todos los avances y propuestas, se procederá a conocer todos los mecanismos como Facial Recognition, Touch Recognition, Speech Recognition y los respectivos requerimientos para que pueda ser usada permitiendo una interacción más natural entre el usuario y el sistema. Identificados todos los avances existentes sobre esta tecnología así como los mecanismos y requerimiento que permiten su uso, se define la propuesta de arquitectura, para la implementación de sistemas Multimodal Interaction. Además, como parte del modelo se propone una cartera de tres (3) proyectos la cual forma parte del plan de continuidad de este trabajo y forma parte de la validación del modelo.
This research aims to identify all the advances, research and proposals for this technology; in which they will be from developing trends to more bold but innovative solutions proposed. Likewise, in order to understand the mechanisms that allow this interaction, it is necessary to know the best practices and standards as stipulated by the W3C (World Wide Web Consortium) and the ACM (Association for Computing Machinery). It identified all the advances and proposals shall be known as the all mechanisms NLP (Natural Language Processing), Facial Recognition, Touch and respective requirements so it can be used allowing a more natural interaction between the user and the system. Identified all existing developments on this technology and the mechanisms and requirements that allow their use, a proposed developable system that is used by Multimodal Interaction is defined.

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Hoffmann, Grasiele Fernandes. „Retextualização multimodal“. reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/158434.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Estudos da Tradução, Florianópolis, 2015.
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O designer educacional (DE) é o profissional que atua em cursos mediados pelas tecnologias da informação e comunicação realizando, em meio a várias atribuições, a retextualização (adequação e adaptação) de conteúdos educativos e instrucionais para outros gêneros textuais e modalidades semióticas. Foi neste contexto, na relação entre esta atividade desenvolvida pelo DE e a realizada pelo tradutor, que surgiu nosso interesse em verificar se o movimento realizado pelo DE ao transformar o texto base em um outro/novo texto se dá por meio de um processo de tradução/retextualização multimodal. Para realizar essa investigação nos apoiamos nos princípios teóricos da Tradução Funcionalista (REISS, [1984]1996; VERMEER, [1978]1986; [1984]1996; e NORD, [1988]1991; [1997]2014; 2006), na perspectiva da Retextualização (TRAVAGLIA, 2003; MARCUSCHI, 2001; MATÊNCIO, 2002; 2003; DELL?ISOLA, 2007) e na abordagem da multimodalidade textual (HODGE e KRESS, 1988; KRESS e van LEEUWEN, 2001; 2006; JEWITT, 2009; KRESS, 2010). Neste estudo analisamos o livro-texto impresso (texto base) e o e-book (texto meta) produzido para o curso a distância Prevenção dos Problemas Relacionados ao Uso de Drogas - Capacitação para Conselheiros e Lideranças Comunitárias (6ª edição), promovido pela Secretaria Nacional de Políticas sobre Drogas (vinculada ao Ministério da Justiça) e realizado pela Universidade Federal de Santa Catarina, por meio do Núcleo Multiprojetos de Tecnologia Educacional. No e-book estão sintetizados os conceitos mais importantes apresentados no livro-texto impresso, além de algumas informações contidas no AVEA. Para realizar o cotejamento e a análise deste corpus e identificar os movimentos tradutórios/retextualização realizados pelo DE, utilizamos o modelo de análise textual aplicado à tradução proposto por Nord ([1988]1991). Os resultados demonstraram que: 1) a atividade de retextualização realizada pelo DE contempla, durante o processo tradutório, outros modos e recursos semióticos que compõem o texto multimodal; 2) os fatores intratextuais relacionados por Nord enfocavam basicamente os elementos linguísticos e não compreendiam em um nível de igualdade todas as múltiplas modalidades semióticas que compõem o texto multimodal, daí a necessidade de acrescentar outras modalidades semióticas no modelo proposto pela teórica; e 3) o trabalho desenvolvido pelo DE se equipara ao realizado pelo tradutor, pois existe na atividade de retextualização realizada por ele uma ação intencional de produzir um texto multimodal a partir de uma oferta informativa base. Neste contexto, constatamos a necessidade de: 1) ampliar o conceito de retextualização, estendendo o processo para o estudo e a análise das demais modalidades semióticas que compõem os textos multimodais; 2) acrescentar ao quadro de Nord outros fatores de análise, ampliando o modelo para a análise textual aplicada à retextualização multimodal; e 3) o DE realiza sim um trabalho de tradução ao transformar um texto em um outro/novo texto multimodal. Dessa forma, atingimos o objetivo geral de nossa pesquisa e comprovamos, com base na teoria Funcionalista da Tradução, que o movimento realizado pelo DE ao transformar o texto base em outro/novo texto se dá por meio de um processo de tradução/retextualização multimodal e que, por esta razão, nesta função específica, ele se torna um tradutor/retextualizador.

Abstract : Instructional designers (ID) act on courses mediated by Information and Communication Technologies (ICTs), performing actions such as the retextualizaiton (adaptation and adequacy) of educational and instructional content for other textual genres and semiotic modalities. Within this context of relations between designer and translator is that we have acquired an interest in verifying whether the design movement in transforming the base text in another new text is done through a process of multimodal translation/retextualization. In order to perform this investigation, we have based our study in the theoretical principles of Functionalist Translation (REISS, [1984]1996; VERMEER, [1978]1986; [1984]1996; e NORD, [1988]1991; [1997]2014; 2006), in Retextualization perspectives (TRAVAGLIA, 2003; MARCUSCHI, 2001; MATÊNCIO, 2002; 2003; DELL?ISOLA, 2007), and in the textual multimodality approach (HODGE e KRESS, 1988; KRESS e van LEEUWEN, 2001; 2006; JEWITT, 2009; KRESS, 2010). For this study, analysis of a printed textbook (base text) and its eBook (target text) produced for a Distance Education course of Problem Prevention in Drug Use - A Course for Counselors and Community Leadership (6th edition) promoted by the Brazilian office of politics on drugs (Secretaria Nacional de Políticas sobre Drogas - SENAD) with the Ministry of Justice, developed by Universidade Federal de Santa Catarina (UFSC) through the multi-project center for educational technology (Núcleo Multiprojetos de Tecnologia Educacional - NUTE). In this ebook, the most important concepts from the printed textbook are presented, as well as some information available in the VLE. In order to quota and analyze translational and retextualization moves performed by the designer, the textual analysis model for translation proposed by Nord ([1988]1991) was utilized. Results demonstrate that: 1) retextualization performed by the designer includes other modes and semiotic resources composing the multimodal text, during the translation process; 2) intratextual factors listed by Nord focused basically on linguistic elements, not understanding all the multiple semiotic modalities that comprise the text in a degree of equality - hence the need to add other semiotic modalities in Nord?s proposed model; and 3) the instructional design is equivalent to the workof a translator, as there is an intent to produce a multimodal text from an informative source. In this context, it is possible to note the need to: 1) broaden the concept of retextualization, extending the process to study and analyze the other semiotic modalities that compose multimodal texts; 2) add to Nord?s framework other factors of analysis, broadening her model to the textual analysis applied to multimodal retextualization, and 3) the designer does indeed perform translation in ransforming a text into another new multimodal text. In this sense, the main objective of this study was achieved, thus proving within the Functionalist theory of Translation that the designer transforms the source text in another new text through a process of multimoda translation/retextualization, and that designers thus become translators/retextualizers.

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Contreras, Lizarraga Adrián Arturo. „Multimodal microwave filters“. Doctoral thesis, Universitat Politècnica de Catalunya, 2013. http://hdl.handle.net/10803/134931.

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This thesis presents the conception, design and implementation of new topologies of multimodal microwave resonators and filters, using a combination of uniplanar technologies such as coplanar waveguide (CPW), coplanar strips (CPS) and slotlines. The term "multimodal" refers to uniplanar circuits in which the two fundamental modes of the CPW propagate (the even and the odd mode). By using both modes of the CPW, it is possible to achieve added functions, such as additional transmission zeros to increase the rejection, or to attenuate harmonic frequencies to improve the out-of-band rejection. Moreover, it is demonstrated that by using multimodal circuits, it is possible to reduce the length of of a conventional filter up to 80%. In addition to bandpass filters, new topologies of compact band-stop filters are developed. The proposed band-stop filters make use of slow-wave resonators to decrease the total area of the filters and achieve compact topologies. This work also addresses the development of synthesis techniques for each multimodal filter. The design equations were obtained from generalized multimodal circuits available in the literature, which have been adapted for each particular case and modeled as basic filter components, such as immitance inverters or lumped elements. By using the proposed synthesis equations, it is possible to design filters with a desired response and relative bandwidth. The use of the proposed synthesis enables a fast analysis and design of multimodal filters using circuit simulators. As an added feature, several reconfigurable and tunable filter topologies were demonstrated, using active devices (PIN diodes and varactors) or RF-MEMS. These new topologies demonstrate the flexibility of multimodal circuits. For the RF-MEMS-based tunable filters, different capacitive and ohmic switches were designed, fabricated and measured. As an example of the additional degrees of freedom using of RF-MEMS and multimodal CPW circuits, a reconfigurable filter using RF-MEMS switchable air-bridges as a reconfiguration device has been demonstrated in this work for the first time.

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Guilbeault, Douglas Richard. „Multimodal rhetorical figures“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53978.

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Rhetoricians have, for millennia, catalogued a set of persuasive techniques called rhetorical figures, but so far, they have examined them almost exclusively in the verbal modalities – i.e. in the written and spoken word. This paper shows how, in embodied contexts, figures also draw from bodily modalities to enhance their argumentative effects. Focusing on political speeches, I show how hand gestures are systematically incorporated into antithesis, a figure wherein contrastive phrases are framed in parallel form: the stronger lead, the weaker follow. Cognitive approaches to gesture provide my analysis with the tools to use gesture as a window into the embodied foundations of figures and their persuasiveness. I show how various features of gesture, including hand dominance, distance, and shape, allow speakers to channel the uptake of figures in terms of viewpoint and metaphor. With evidence that gestures are produced and perceived implicitly, my study suggests that persuasive aims are implemented by the subconscious mechanisms of multimodal cognition. I further show how multimodality participates in other figures, even in multimodal environments outside of gesture and speech, with each environment giving rise to a novel set of rhetorical affordances. These findings provide the initial steps toward a broader theory of multimodal rhetoric that examines how figures and other forms of persuasion originate from the body and evolve through the cultural and technological engineering of multimodal experience.
Arts, Faculty of
English, Department of
Graduate

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Bazo, Rodríquez Alfredo, und Rosado Vitaliano Delgado. „Eje multimodal Amazonas“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/273520.

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Kim, Hana 1980. „Multimodal animation control“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29661.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.
Includes bibliographical references (leaf 44).
In this thesis, we present a multimodal animation control system. Our approach is based on a human-centric computing model proposed by Project Oxygen at MIT Laboratory for Computer Science. Our system allows the user to create and control animation in real time using the speech interface developed using SpeechBuilder. The user can also fall back to traditional input modes should the speech interface fail. We assume that the user has no prior knowledge and experience in animation and yet enable him to create interesting and meaningful animation naturally and fluently. We argue that our system can be used in a number of applications ranging from PowerPoint presentations to simulations to children's storytelling tools.
by Hana Kim.
M.Eng.

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Caglayan, Ozan. „Multimodal Machine Translation“. Thesis, Le Mans, 2019. http://www.theses.fr/2019LEMA1016/document.

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La traduction automatique vise à traduire des documents d’une langue à une autre sans l’intervention humaine. Avec l’apparition des réseaux de neurones profonds (DNN), la traduction automatique neuronale(NMT) a commencé à dominer le domaine, atteignant l’état de l’art pour de nombreuses langues. NMT a également ravivé l’intérêt pour la traduction basée sur l’interlangue grâce à la manière dont elle place la tâche dans un cadre encodeur-décodeur en passant par des représentations latentes. Combiné avec la flexibilité architecturale des DNN, ce cadre a aussi ouvert une piste de recherche sur la multimodalité, ayant pour but d’enrichir les représentations latentes avec d’autres modalités telles que la vision ou la parole, par exemple. Cette thèse se concentre sur la traduction automatique multimodale(MMT) en intégrant la vision comme une modalité secondaire afin d’obtenir une meilleure compréhension du langage, ancrée de façon visuelle. J’ai travaillé spécifiquement avec un ensemble de données contenant des images et leurs descriptions traduites, où le contexte visuel peut être utile pour désambiguïser le sens des mots polysémiques, imputer des mots manquants ou déterminer le genre lors de la traduction vers une langue ayant du genre grammatical comme avec l’anglais vers le français. Je propose deux approches principales pour intégrer la modalité visuelle : (i) un mécanisme d’attention multimodal qui apprend à prendre en compte les représentations latentes des phrases sources ainsi que les caractéristiques visuelles convolutives, (ii) une méthode qui utilise des caractéristiques visuelles globales pour amorcer les encodeurs et les décodeurs récurrents. Grâce à une évaluation automatique et humaine réalisée sur plusieurs paires de langues, les approches proposées se sont montrées bénéfiques. Enfin,je montre qu’en supprimant certaines informations linguistiques à travers la dégradation systématique des phrases sources, la véritable force des deux méthodes émerge en imputant avec succès les noms et les couleurs manquants. Elles peuvent même traduire lorsque des morceaux de phrases sources sont entièrement supprimés
Machine translation aims at automatically translating documents from one language to another without human intervention. With the advent of deep neural networks (DNN), neural approaches to machine translation started to dominate the field, reaching state-ofthe-art performance in many languages. Neural machine translation (NMT) also revived the interest in interlingual machine translation due to how it naturally fits the task into an encoder-decoder framework which produces a translation by decoding a latent source representation. Combined with the architectural flexibility of DNNs, this framework paved the way for further research in multimodality with the objective of augmenting the latent representations with other modalities such as vision or speech, for example. This thesis focuses on a multimodal machine translation (MMT) framework that integrates a secondary visual modality to achieve better and visually grounded language understanding. I specifically worked with a dataset containing images and their translated descriptions, where visual context can be useful forword sense disambiguation, missing word imputation, or gender marking when translating from a language with gender-neutral nouns to one with grammatical gender system as is the case with English to French. I propose two main approaches to integrate the visual modality: (i) a multimodal attention mechanism that learns to take into account both sentence and convolutional visual representations, (ii) a method that uses global visual feature vectors to prime the sentence encoders and the decoders. Through automatic and human evaluation conducted on multiple language pairs, the proposed approaches were demonstrated to be beneficial. Finally, I further show that by systematically removing certain linguistic information from the input sentences, the true strength of both methods emerges as they successfully impute missing nouns, colors and can even translate when parts of the source sentences are completely removed

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Hewa, Thondilege Akila Sachinthani Pemasiri. „Multimodal Image Correspondence“. Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235433/1/Akila%2BHewa%2BThondilege%2BThesis%281%29.pdf.

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Multimodal images are used across many application areas including medical and surveillance. Due to the different characteristics of different imaging modalities, developing image processing algorithms for multimodal images is challenging. This thesis proposes effective solutions for the challenging problem of multimodal semantic correspondence where the connections between similar components across images from different modalities are established. The proposed methods which are based on deep learning techniques have been applied for several applications including epilepsy type classification and 3D reconstruction of human hand from visible and X-ray image. These proposed algorithms can be adapted to many other imaging modalities.

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Bruni, Elia. „Multimodal Distributional Semantics“. Doctoral thesis, University of Trento, 2013. http://eprints-phd.biblio.unitn.it/1075/1/EliaBruniThesis.pdf.

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Although being one very simple statement, the distributional hypothesis - namely, words that occur in similar contexts are semantically similar - has been granted the role of main assumption in many computational linguistic techniques. This is mostly due to the fact that it allows to easily and automatically construct a representation of word meaning from a large textual input. Among the computational linguistic techniques that are corpus-based and adopt the distributional hypothesis, Distributional semantic models (DSMs) have been shown to be a very effective method in many semantic-related tasks. DSMs approximate word meaning by vectors that keep track of the patterns of co-occurrence of words in the processed corpora. In addition, DSMs have been shown to be a very plausible computational model for human concept cognition, since they are able to simulate several psychological phenomena. Despite their success, one of their strongest limitations is that they entirely represent word meaning in terms of connections with other words. Cognitive scientists have argued that, in this way, DSMs neglect that humans rely also on non-verbal experiences and have access to rich sources of perceptual knowledge when they learn the meaning of words. In this work, the lack of perceptual grounding of distributional models is addressed by exploiting computer vision techniques that automatically identify discrete "visual words" in images, so that the distributional representation of a word can be extended to also encompass its co-occurrence with the visual words of images it is associated with. A flexible architecture to integrate text- and image-based distributional information is introduced and tested on a set of empirical evaluations, showing that an integrated model is superior to a purely text-based approach, and it provides somewhat complementary semantic information with respect to the latter.

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Campagnaro, Filippo. „Multimodal underwater networks“. Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3422716.

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The recent level of maturity reached by broadband underwater non-acoustic communication technologies paves the way to the development of new applications, such as wireless remote control for underwater vehicles and the possibility to retrieve a massive quantity of data from underwater sensor networks. Indeed, an optical link can support the transmission of high-traffic demanding data (e.g., video streams) in real time, but its reach can hardly exceed 100 meters. Also radio frequency electromagnetic communications can provide a high transmission rate, however, in salty sea-waters their maximum range is less than 7 meters. Therefore, when considering either optical or radio frequency communications, a low-rate long-range acoustic link still has to be employed. Although this backup link cannot be used to transmit hight data traffic, it can still keep the minimal quality of service needed to monitor the status of the underwater network. This thesis presents how optical and acoustic communications can be combined in the so-called multimodal networks, by testing such solutions with DESERT Underwater, a simulation and experimentation framework for underwater networks. Optimal routing and data-link layers for multimodal networks are analyzed, as well as a switching algorithm that decides which technology to employ for transmitting the data packets, depending on the type of data and the channel quality. These protocols are evaluated via both simulation and field experiments.

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Bücher zum Thema "Multimodal"

Pandey, Shyam B., und Santosh Khadka. Multimodal Composition. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003163220.

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Forceville, Charles J., und Eduardo Urios-Aparisi, Hrsg. Multimodal Metaphor. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110215366.

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Bernsen, Niels Ole, und Laila Dybkjær. Multimodal Usability. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-553-6.

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Wong, May. Multimodal Communication. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8.

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Kipp, Michael, Jean-Claude Martin, Patrizia Paggio und Dirk Heylen, Hrsg. Multimodal Corpora. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04793-0.

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Stanley, Lim, Sim Thomas und Singapore Logistics Association, Hrsg. Multimodal transport. Singapore: SNP Reference, 2006.

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Ch, Forceville, und Urios-Aparisi Eduardo 1964-, Hrsg. Multimodal metaphor. Berlin: Mouton de Gruyter, 2009.

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1959-, Dybkjær Laila, Hrsg. Multimodal usability. Berlin: Springer, 2009.

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Spanjaart, Michiel. Multimodal Transport Law. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213699.

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Silingardi, Gabriele. El transporte multimodal. Bogotá: Universidad Externado de Colombia, 1998.

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Buchteile zum Thema "Multimodal"

Turner, Mark. „Multimodal body, multimodal mind, multimodal communication“. In Metaphor in Language, Cognition, and Communication, 95–108. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/milcc.9.05tur.

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Wong, May. „Social Semiotics: Setting the Scene“. In Multimodal Communication, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_1.

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Wong, May. „Slim Arms, Waist, Thighs and Hips, but Not the Breasts: Portrayal of Female Body Image in Hong Kong’s Magazine Advertisements“. In Multimodal Communication, 13–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_2.

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Wong, May. „Postage Stamps as Windows on Social Changes and Identity in Postcolonial Hong Kong“. In Multimodal Communication, 55–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_3.

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Wong, May. „Emotional Branding in Multimodal Personal Loan TV Advertisements: Analysing Voices and Engagement“. In Multimodal Communication, 83–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_4.

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Wong, May. „The Discourse of Advertising for Luxury Residences in Hong Kong: A Multimodal Critical Discourse Analysis“. In Multimodal Communication, 107–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_5.

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Wong, May. „Digital Photography and Identity of Hong Kong Females: A Case Study of Facebook Images“. In Multimodal Communication, 131–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_6.

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Wong, May. „Significance of Social Semiotic Research“. In Multimodal Communication, 157–62. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15428-8_7.

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Bernsen, Niels Ole, und Laila Dybkjær. „Structure, Usability, Readership“. In Multimodal Usability, 1–19. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-553-6_1.

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Bernsen, Niels Ole, und Laila Dybkjær. „Observation of Users“. In Multimodal Usability, 209–31. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-553-6_10.

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Konferenzberichte zum Thema "Multimodal"

Caravaca Aguirre, Antonio Miguel M., Sakshi Singh, Simon Labouesse, Rafael Piestun und Emmanuel Bossy. „Multimodal imaging through a multimode fiber“. In Opto-Acoustic Methods and Applications in Biophotonics, herausgegeben von Vasilis Ntziachristos und Roger Zemp. SPIE, 2019. http://dx.doi.org/10.1117/12.2525988.

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Caravaca-Aguirre, Antonio M. „Multimodal endo-microscopy using multimode fibers“. In Computational Optical Sensing and Imaging. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/cosi.2020.ctu5a.1.

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Sanchez-Rada, J. Fernando, Carlos A. Iglesias, Hesam Sagha, Bjorn Schuller, Ian Wood und Paul Buitelaar. „Multimodal multimodel emotion analysis as linked data“. In 2017 Seventh International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW). IEEE, 2017. http://dx.doi.org/10.1109/aciiw.2017.8272599.

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Liu, Kunzan, Tong Qiu, Honghao Cao und Sixian You. „Adaptive Fiber Source for High-Speed Label-Free Multimodal Multiphoton Microscopy“. In Imaging Systems and Applications. Washington, D.C.: Optica Publishing Group, 2023. http://dx.doi.org/10.1364/isa.2023.itu5e.4.

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We propose a label-free multimodal multiphoton microscopy platform using a multimode fiber (MMF) source with adaptive optimization using a fiber shaper. Imaging results have shown the effectiveness of optimizing the MMF source and the potential of this platform as a versatile tool for bioimaging.

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Hua, Xian-Sheng. „Session details: Multimodal-1 (Multimodal Reasoning)“. In MM '18: ACM Multimedia Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3286923.

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Zhu, Junnan, Haoran Li, Tianshang Liu, Yu Zhou, Jiajun Zhang und Chengqing Zong. „MSMO: Multimodal Summarization with Multimodal Output“. In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1448.

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„Session details: Multimodal-1 (Multimodal Reasoning)“. In 2018 ACM Multimedia Conference, chair Xian-Sheng Hua. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3240508.3286923.

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Yao, Shaowei, und Xiaojun Wan. „Multimodal Transformer for Multimodal Machine Translation“. In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.400.

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Tsai, Yao-Hung Hubert, Shaojie Bai, Paul Pu Liang, J. Zico Kolter, Louis-Philippe Morency und Ruslan Salakhutdinov. „Multimodal Transformer for Unaligned Multimodal Language Sequences“. In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1656.

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Zhang, Heng, Vishal M. Patel und Rama Chellappa. „Hierarchical Multimodal Metric Learning for Multimodal Classification“. In 2017 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2017. http://dx.doi.org/10.1109/cvpr.2017.312.

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Berichte der Organisationen zum Thema "Multimodal"

Cheung, Steven W., und Srikantan S. Nagarajan. Tinnitus Multimodal Imaging. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2014. http://dx.doi.org/10.21236/ada613544.

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Gelperin, Alan, Boris Shraiman und Daniel D. Lee. Multimodal Olfactory Scence Analysis. Fort Belvoir, VA: Defense Technical Information Center, Juli 2006. http://dx.doi.org/10.21236/ada455446.

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Cohen, Philip R. Multimodal Interaction for Virtual Environments. Fort Belvoir, VA: Defense Technical Information Center, Januar 1999. http://dx.doi.org/10.21236/ada413862.

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Nadimi, Sohail, Edward Hong und Bir Bhanu. Multimodal Human Identification for Computer Security. Fort Belvoir, VA: Defense Technical Information Center, März 2005. http://dx.doi.org/10.21236/ada430881.

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Perzanowski, Dennis, Alan C. Schultz, William Adams, Elaine Marsh und Magda Bugajska. Building a Multimodal Human-Robot Interface. Fort Belvoir, VA: Defense Technical Information Center, Januar 2001. http://dx.doi.org/10.21236/ada434941.

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Mitra, Sabayachi, Bhuwan Bhaskar Agrawal, Hoe Yun Jeong, Shreyans Jain, Kavita Iyengar und Atul Sanganeria. Developing Multimodal Logistics Parks in India. Asian Development Bank, Juni 2020. http://dx.doi.org/10.22617/brf200189-2.

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Linville, Lisa M., Joshua James Michalenko und Dylan Zachary Anderson. Multimodal Data Fusion via Entropy Minimization. Office of Scientific and Technical Information (OSTI), März 2020. http://dx.doi.org/10.2172/1614682.

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Cohen, Philip R., und David R. McGee. Multimodal Command Interaction: Scientific and Technical. Fort Belvoir, VA: Defense Technical Information Center, November 2003. http://dx.doi.org/10.21236/ada418922.

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Gazzaniga, Michael S. Multimodal Interactions in Sensory-Motor Processing. Fort Belvoir, VA: Defense Technical Information Center, Juni 1992. http://dx.doi.org/10.21236/ada255780.

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Chen, Fang. Robust Multimodal Cognitive Load Measurement (RMCLM). Fort Belvoir, VA: Defense Technical Information Center, März 2013. http://dx.doi.org/10.21236/ada582471.

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