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Pasquandrea, Sergio. "Managing multiple actions through multimodality: Doctors' involvement in interpreter-mediated interactions." Language in Society 40, no. 4 (September 2011): 455–81. http://dx.doi.org/10.1017/s0047404511000479.
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AbstractMany studies (Heath 1984b, 1986; Robinson 1998; Robinson & Stivers 2001; Greatbach 2006; Frers 2009) have shown that, while interacting with their patients, doctors fulfill several tasks (speaking, reading, writing prescriptions, reporting data on the computer, etc.) through an interplay of diverse multimodal resources (speech, gesture, body posture, gaze, object manipulation, etc.). In comparison, multimodality in interpreter-mediated medical encounters has received scant attention. This contribution examines a corpus of interactions involving Italian doctors, Chinese patients, and an interpreter. Having to manage multiparty and multitask conversations with patients with whom no direct communication is possible, doctors are forced to rely heavily on multimodality. The analysis here shows how the simultaneous actions performed by the doctors are coordinated through the use of multiple modalities. The outcomes on the global organization of interpreter-mediated interaction are also discussed. (Conversation analysis, doctor-patient interaction, interpreting, multitasking, multimodality)*
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Crane-Deklerk, Kelsey. "Multimodality in Early Childhood Education." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 73–87. http://dx.doi.org/10.14434/ijlcle.v1i0.29481.
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The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.
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Yepez-Reyes, Veronica, Patricio Cevallos, Andrea Carrillo-Andrade, Jorge Cruz-Silva, Marco López-Paredes, and Alejandra González-Quincha. "Everyday Virtuality: A Multimodal Analysis of Political Participation and Newsworthiness." Societies 13, no. 5 (May 6, 2023): 119. http://dx.doi.org/10.3390/soc13050119.
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Due to the COVID-19 pandemic, digital interactions ceased to be “just another form of communication”; indeed, they became the only means of social interaction, mediated and driven by information and communication technologies (ICTs). Consequently, working in a digital context switched from being a phenomenon to be studied to the primary means of socializing and the primary workspace for researchers. This study explores four different methodologies to question how discursive interactions related to power and newsworthiness may be addressed in digital contexts. The multimodal approach was reviewed through the affordances of critical discourse analysis, issue ownership and salience, morphological discourse analysis, and protest event analysis. It starts by theoretically addressing concepts of multimodality and phenomenology by focusing on the implications of both perspectives. It examines publications and interactions in digital contexts in Ecuador from March 2017 to December 2020 within three political phenomena. The results of the analysis of these publications and interactions suggest that when analyzing political participation and newsworthiness, the virtual becomes a subjective space. Moreover, qualitative research is one of the primary ways to combine multimodality with other forms of discourse analysis. This paper concludes that perceptions, practices, and meanings assigned to social online representations can be better analyzed through multimodality, which tackles the intertwined characteristics of virtual discourses.
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Silvestri, Katarina, Mary McVee, Christopher Jarmark, Lynn Shanahan, and Kenneth English. "Multimodal positioning of artifacts in interaction in a collaborative elementary engineering club." Multimodal Communication 10, no. 3 (December 1, 2021): 289–309. http://dx.doi.org/10.1515/mc-2020-0017.
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Abstract This exploratory case study uses multimodal positioning analysis to determine and describe how a purposefully crafted emergent artifact comes to influence and/or manipulate social dynamics, structure, and positionings of one design team comprised of five third-graders in an afterschool elementary engineering and literacy club. In addition to social semiotic theories of multimodality (e.g., Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. New York, NY: Routledge) and multimodal interactional analysis (Norris, S. (2004). Analyzing multimodal interaction: a methodological framework. New York, NY: Routledge, Norris, S. (2019). Systematically working with multimodal data: research methods in multimodal discourse analysis. Hoboken, NJ: Wiley-Blackwell), Positioning Theory (Harré, R. and Van Langenhove, L. (1991). Varieties of positioning. J. Theor. Soc. Behav. 21: 393–407) is used to examine group interactions with the artifact, with observational data collected from audio, video, researcher field notes, analytic memos, photographs, student artifacts (e.g., drawn designs, built designs), and transcriptions of audio and video data. Analysis of interactions of the artifact as it unfolds demonstrates multiple types of role-based positioning with students (e.g., builder, helper, idea-sharer). Foregrounding analysis of the artifact, rather than the student participants, exposed students’ alignment or opposition with their groupmates during the project. This study contributes to multimodal and artifactual scholarship through a close examination of positions emergent across time through multimodal communicative actions and illustrates how perspectives on multimodality may be analytically combined with Positioning Theory.
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Buehlmann, Cornelia, Michael Mangan, and Paul Graham. "Multimodal interactions in insect navigation." Animal Cognition 23, no. 6 (April 22, 2020): 1129–41. http://dx.doi.org/10.1007/s10071-020-01383-2.
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AbstractAnimals travelling through the world receive input from multiple sensory modalities that could be important for the guidance of their journeys. Given the availability of a rich array of cues, from idiothetic information to input from sky compasses and visual information through to olfactory and other cues (e.g. gustatory, magnetic, anemotactic or thermal) it is no surprise to see multimodality in most aspects of navigation. In this review, we present the current knowledge of multimodal cue use during orientation and navigation in insects. Multimodal cue use is adapted to a species’ sensory ecology and shapes navigation behaviour both during the learning of environmental cues and when performing complex foraging journeys. The simultaneous use of multiple cues is beneficial because it provides redundant navigational information, and in general, multimodality increases robustness, accuracy and overall foraging success. We use examples from sensorimotor behaviours in mosquitoes and flies as well as from large scale navigation in ants, bees and insects that migrate seasonally over large distances, asking at each stage how multiple cues are combined behaviourally and what insects gain from using different modalities.
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Debras, Camille, Céline Horgues, and Sylwia Scheuer. "The Multimodality of Corrective Feedback in Tandem Interactions." Procedia - Social and Behavioral Sciences 212 (December 2015): 16–22. http://dx.doi.org/10.1016/j.sbspro.2015.11.292.
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Millet, Agnès, and Isabelle Estève. "Transcribing and annotating multimodality." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 297–320. http://dx.doi.org/10.1075/gest.10.2-3.09mil.
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This paper deals with the central question of transcribing deaf children’s productions. We present the annotation grid we created on Elan®, explaining in detail how and why the observation of the narrative productions of 6 to 12 year-old deaf children led us to modify the annotation schemes previously available. Deaf children resort to every resource available in both modalities: voice and gesture. Thus, these productions are fundamentally multimodal and bilingual. In order to describe these specific practices, we propose considering verbal and non-verbal, vocal and gestural, materials as parts of one integrated production. A linguistic-centered transcription is not efficient in describing such bimodal productions, since describing bimodal utterances implies taking into account the ‘communicative desire’ (‘vouloir-dire’) of the children. For this reason, both the question of the transcription unit and the issue of the complexity of semiotic interactions in bimodal utterances need to be reconsidered.
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Pinheiro, Larisse Lázaro Santos, Sara Domingos De Sousa Araujo, and Eugênia Magnólia Da Silva Fernandes. "MULTIMODALITY IN CELPE-BRAS." Diacrítica 32, no. 2 (July 3, 2019): 21. http://dx.doi.org/10.21814/diacritica.443.
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This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.
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Vázquez Carranza, Ariel. "Materiality, Wittgenstein, and avocados. Sensorial inspections in commercial interactions." Signos Lingüísticos 19, no. 37 (April 16, 2024): 56–95. http://dx.doi.org/10.24275/sling.v19n37.03.
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"The present investigation examines the interactional features of sensorial inspec- tions of avocados in a Mexican fruit and vegetables shop. The study uses video recordings and multimodal conversation analysis to contribute to the view that regards sensoriality as an interactional achievement and as an intersubjective phenomenon of public and social nature. The study describes three points of the sequential inspection context and the gazing and touching configurations that are implemented. The analysis shows that sensorial inspections display knowledge and expertise; they are tools to achieve particular goals in the commercial encounter. Keywords: multisensoriality, multimodality, interaction, conversation analysis; video"
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Christidou, Dimitra, and Sophia Diamantopoulou. "Seeing and Being Seen: The Multimodality of Museum Spectatorship." Museum and Society 14, no. 1 (June 9, 2017): 12–32. http://dx.doi.org/10.29311/mas.v14i1.623.
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This article argues that museum visiting and the act of ‘spectatorship’, both of which are often assumed to be ocularcentric, are multimodal events. Anchored in Goffman’s dramaturgy and frame analysis theory, as well as Kress’s multimodal and social semiotic theory of representation and communication, this article presents an apposite interpretative and methodological framework to account for what has not been widely addressed by museum studies; that is, the multimodality of the museum experience. By drawing upon audio-visual excerpts of museum encounters, this analysis brings to the fore the embodied visiting and viewing practices of visitors in museum galleries. Specifically, this article highlights the range of modes of communication and representation, beyond gazing and looking, which are employed, negotiated and regulated within the social context of the visit. The article suggests that visitors’ experiences are embodied and performative interactions with the exhibits and other visitors.Key words: embodiment, multimodality, museums, social interaction, visitors
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Higginbotham, D. Jeffery. "In-Person Interaction in AAC: New Perspectives on Utterances, Multimodality, Timing, and Device Design." Perspectives on Augmentative and Alternative Communication 18, no. 4 (December 2009): 154–60. http://dx.doi.org/10.1044/aac18.4.154.
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Evidence is accumulating for the language use model in psycholinguistics, the social sciences as well as work in human computer interaction. Recent research in augmentative and alternative communication (AAC) has demonstrated the insufficiency of the sender-receiver model for characterizing augmented interactions. In this paper we will begin to provide a framework for showing how the AAC field may benefit from examining how people perform using language during in-person interaction.
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Collins, Sharon L. "Cancer Treatment Planning: Integrating Old and New Concepts." Otolaryngology–Head and Neck Surgery 112, no. 5 (May 1995): P141. http://dx.doi.org/10.1016/s0194-5998(05)80369-9.
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Educational objectives: To be aware of processes that regulate tumor/host interactions with relevance to clinical surgical oncology and to evaluate the validity of any combination/sequence of multimodality treatment for head and neck cancer.
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Dancygier, Barbara, and Lieven Vandelanotte. "Viewpoint phenomena in multimodal communication." Cognitive Linguistics 28, no. 3 (August 28, 2017): 371–80. http://dx.doi.org/10.1515/cog-2017-0075.
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AbstractIn this introduction to the special issue on viewpoint phenomena in multimodal communication, we highlight central questions concerning the nature of multimodality and of conceptual viewpoint, which the issue as a whole expands and clarifies. We argue that multimodality needs to be rethought as a varied but cohesive phenomenon, and we briefly illustrate both embodied multimodal interaction (in an example from stand-up comedy) and the meaning emergence in artifacts relying on both text and image (in an example of a poster with an environmental message). Correspondingly, the category of multimodal constructions already recognized for embodied interactions should be expanded to cover conventionalized image/text combinations. Finally, we stress that viewpoint is the pivotal concept that elucidates how communicators use the various modalities for cohesive communicative purposes across the wide range of artifacts and multimodal forms discussed in the special issue, including gesture in political speeches, viewpoint in comics, grammatical forms in Internet memes, ASL, stance expressions, eye gaze, and embodied responses to objects and architectural artifacts.
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Azzari, Eliane Fernandes. "CONTEMPORARY SUBJECTS, MEDIATIZATION AN MULTIMODALITY IN SOCIALCULTURAL PRACTICES." International Journal for Innovation Education and Research 7, no. 9 (September 30, 2019): 39–46. http://dx.doi.org/10.31686/ijier.vol7.iss9.1704.
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This paper relies on digital ethnography as a methodological frame and addresses the cyberspace as a context for the research of social and discursive interactions. Mediatization is taken as a key concept for the investigation of cultural practices that involve digital technologies. The assumptions are supported by the study of the case of “Know your meme”, a website dedicated to find and document memes and viral phenomena. Grounded on a critical view of the interrelations between digital media, communication and society, it pinpoints remix and multimodality as two of the main stylistic resources employed in meaning-making processes. The analysis suggests that the contemporary subject resorts to digital media affordances and the immediateness of internet communication to create/share memes in response to offline events. It also considers that featuring memes as objects in a curator’s page turn these texts into social-cultural artifacts. Assuming a dialogic point of view, the discussion highlights that the cultural products created by subjects in discursive interactions both shape and are shaped by axiological positions. It also caters for the idea that the mediatized practices analyzed show that the boundaries between online and offline universes have being increasingly blurred in the current society.
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Wang, Haiwen, Yahui Wang, and Juan Jin. "Application of multimodality perception scene construction based on Internet of Things (IoT) technology in art teaching." PeerJ Computer Science 10 (May 21, 2024): e2047. http://dx.doi.org/10.7717/peerj-cs.2047.
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Numerous impediments beset contemporary art education, notably the unidimensional delivery of content and the absence of real-time interaction during instructional sessions. This study endeavors to surmount these challenges by devising a multimodal perception system entrenched in Internet of Things (IoT) technology. This system captures students’ visual imagery, vocalizations, spatial orientation, movements, ambient luminosity, and contextual data by harnessing an array of interaction modalities encompassing visual, auditory, tactile, and olfactory sensors. The synthesis of this manifold information about learning scenarios entails strategically placing sensors within physical environments to facilitate intuitive and seamless interactions. Utilizing digital art flower cultivation as a quintessential illustration, this investigation formulates tasks imbued with multisensory channel interactions, pushing the boundaries of technological advancement. It pioneers advancements in critical domains such as visual feature extraction by utilizing DenseNet networks and voice feature extraction leveraging SoundNet convolutional neural networks. This innovative paradigm establishes a novel art pedagogical framework, accentuating the importance of visual stimuli while enlisting other senses as complementary contributors. Subsequent evaluation of the usability of the multimodal perceptual interaction system reveals a remarkable task recognition accuracy of 96.15% through the amalgamation of Mel-frequency cepstral coefficients (MFCC) speech features with a long-short-term memory (LSTM) classifier model, accompanied by an average response time of merely 6.453 seconds—significantly outperforming comparable models. The system notably enhances experiential fidelity, realism, interactivity, and content depth, ameliorating the limitations inherent in solitary sensory interactions. This augmentation markedly elevates the caliber of art pedagogy and augments learning efficacy, thereby effectuating an optimization of art education.
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Silva, Lucas M., Elizabeth A. Ankrah, Yuqi Huai, and Daniel A. Epstein. "Exploring Opportunities for Multimodality and Multiple Devices in Food Journaling." Proceedings of the ACM on Human-Computer Interaction 7, MHCI (September 11, 2023): 1–27. http://dx.doi.org/10.1145/3604256.
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Digital food journaling can support personal goals, such as weight loss and developing healthy eating behaviors. However, traditional manual tracking demands great effort, often leading to lapses or abandonment. We explore opportunities for journaling with multiple input modalities and devices, leveraging people's daily interactions with a range of technologies. We report on an extended analysis of 15 participants' experiences with ModEat, a prototype supporting journaling with several input modalities on phone, computer, and voice assistants. Participants' modality and device preferences were largely influenced by their goals, but they frequently deviated from those preferences depending on device availability, perceived affordances, and characteristics of foods eaten. Participants rarely combined input modalities in entries, but some described that doing so allowed for more detailed journaling or serve as a placeholder for later. We discuss advantages and drawbacks of multimodal tracking and potential strategies for improving interactions.
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Lestari, Widya, and Silvana Sinar. "Multimodality of Make Over Power Stay Advertisement." Radiant 3, no. 3 (February 7, 2023): 165–79. http://dx.doi.org/10.52187/rdt.v3i3.125.
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This research entitled "Multimodality of Make Over Power Stay Advertisement" is a multimodal research which contains interactions between verbal and visual semiotic modes to find the generic structure and the intent of the advertisement image. The purpose of this study is to identify potential generic structures in the advertisement image of 'Make Over Power Stay' and this thesis is prepared using a qualitative descriptive method to describe hidden meanings that are displayed in verbal and visual elements. In this thesis, the object that the writer analyzes is "Make Over Power Stay" advertisement. The data collection instrument in this thesis is selecting, focusing, simplifying, and abstracting empirical data. This analysis focuses on the Generic Structure Potential concept by (Cheong, 2004)in analyzing verbal and visual texts. The results of the analysis of the verbal text used in the ad advertisement are Announcements and the visual element most commonly used in the advertisement is the Lead.
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Litvin, D. V. "Multimodality of the pedagogical phenomenon of personal developmental educational environment." Vestnik of Minin University 12, no. 3 (September 24, 2024): 5. http://dx.doi.org/10.26795/2307-1281-2024-12-3-5.
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Introduction. The work examines the personal development educational environment as a pedagogical phenomenon. The purpose of the study is to substantiate the multimodality property of the pedagogical phenomenon of a personal development educational environment and to determine the features of environmental design. The property of multimodality of the personal development educational environment is substantiated based on the relationship of the environment with the dialectics of personal-environmental relationships in education. Materials and Methods. The research is based on philosophical, cultural, sociological and other materials that affirm the environmental paradigm as relevant for self-developing complex systems. The personal development environment is considered as a unique process of student interaction in education, contributing to the formation of the individual’s personal experience. Research methods include methods of formal logic (analysis and synthesis, induction and deduction, comparison and analogy, generalization and others); analysis of pedagogical concepts in the context of the system of guidelines (values) that determine pedagogical thinking. Results. With the development of personality, new ways of interacting with the environment are traced. Moreover, such methods are not directly determined by cause-and-effect relationships with it. The relevance of the developing educational environment and the individual at its various stages of development presupposes the procedural nature of the educational environment, its stages and internal heterogeneity, and a predisposition to transformation. These properties of the educational environment are embodied in its multimodality. Multimodality is a reflection of the dialectics of personality in education: various images and types of environment are determined by the nature of personal-environmental interactions and emerging relationships. Discussion and Conclusions. The design of a personal development environment is carried out through situations in which the components of the environment and the person interacting with it are presented. Personality development is accompanied by the generation of “filling environments.” “Filling environments” in their multiple manifestations are subject-conditioned, personality-generated areas of cognition and transformation of reality, which are the result of personal-environmental interaction. These areas are distinguished by their dynamism and ability to expand in knowledge and activity. The dynamics of personally determined “filling environments” are accompanied by the formation of the student’s personal properties, attitudes towards reality and himself.
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Umam, Akhmad Hairul, Setiono Sugiharto, and Christine Manara. "Translingual practice in remote EFL tertiary education: How multilingual speakers create translanguaging spaces." Indonesian Journal of Applied Linguistics 13, no. 2 (September 30, 2023): 258–69. http://dx.doi.org/10.17509/ijal.v13i2.63065.
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Published studies on translingual practice in the pedagogical realms have burgeoned in the current literature, generating important insights into how communication has become dynamic and fluid. However, these studies have focused almost exclusively on face-to-face, in-person interactions. As COVID-19, which hit all domains of life (including education) worldwide, has compelled schools to conduct remote learning interaction, it will be more revealing to pursue further how translingual practice is enacted in a virtual classroom. Drawing on the notion of translingual perspective (Canagarajah, 2013), this study investigated how English as a Foreign Language (EFL) teachers and learners at tertiary education created a translingual space in their interactions by deploying specific negotiation strategies and various multimodal resources in a digital learning platform. Employing a netnography method and interactive model (Miles Huberman, 1994), this study employed virtual observation, surveys, and interviews as the sources of data. The study has revealed the complexity of translingual practices in EFL remote learning interactions that occurred naturally in different parts of teaching-learning activities. The use of verbal, semiotic, and multimodality resources as negotiation strategies for meaning-making plays essential roles in facilitating fluid and dynamic interactions. Pedagogically, the interaction in EFL remote learning has been found to be more multilaterally engaging.
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PLESA, TOMISLAV, RADEK ERBAN, and HANS G. OTHMER. "Noise-induced mixing and multimodality in reaction networks." European Journal of Applied Mathematics 30, no. 5 (September 18, 2018): 887–911. http://dx.doi.org/10.1017/s0956792518000517.
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We analyse a class of chemical reaction networks under mass-action kinetics involving multiple time scales, whose deterministic and stochastic models display qualitative differences. The networks are inspired by gene-regulatory networks and consist of a slow subnetwork, describing conversions among the different gene states, and fast subnetworks, describing biochemical interactions involving the gene products. We show that the long-term dynamics of such networks can consist of a unique attractor at the deterministic level (unistability), while the long-term probability distribution at the stochastic level may display multiple maxima (multimodality). The dynamical differences stem from a phenomenon we call noise-induced mixing, whereby the probability distribution of the gene products is a linear combination of the probability distributions of the fast subnetworks which are ‘mixed’ by the slow subnetworks. The results are applied in the context of systems biology, where noise-induced mixing is shown to play a biochemically important role, producing phenomena such as stochastic multimodality and oscillations.
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Jin, Yuhan, and Jiang Wen. "Discursive Strategies in China’s Live Commerce Anchors Multimodality." Asian Research Journal of Arts & Social Sciences 22, no. 5 (April 30, 2024): 1–9. http://dx.doi.org/10.9734/arjass/2024/v22i5532.
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At present, discourse analysis is widely used in news reports and TV talk shows in China, but there is a lack of discourse analysis research on live streaming. Against this backdrop, this study adopts a multimodal discourse analysis approach, drawing upon the comprehensive theoretical framework for multimodal discourse analysis and Kress and Van Leeuwen's seminal visual grammar theory as the theoretical basis, taking quality and quantity method to analyze data. Our research aims to investigate the intricate interplay between anchors and the amalgamation of diverse modalities in the process of constructing their image. Furthermore, we endeavor to analyze potential strategies that can be employed to enhance the efficacy of live broadcasting and augment viewers' engagement and consumption. In this paper, we decompose the multimodal discourse of the selected live video of “Oriental selection” into verbal and non-verbal modes, and analyze the process and role of how anchors use multimodality to form interactions and promote construction.
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Vasudevan, Lalitha. "Performing New Geographies of Literacy Teaching and Learning." English Education 41, no. 4 (July 1, 2009): 356–74. http://dx.doi.org/10.58680/ee20097236.
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Lalitha Vasudevan’s “Performing New Geographies of Literacy Teaching and Learning.” Vasudevan explores how urban adolescents and adults at the Alternative to Incarceration Program (ATIP) in New York City redefine the spaces, meanings, and purposes of teaching and learning through expressive multimodal literacy practices. Relying on research in literacy, multimodality, and spatiality allows her to investigate intricate relationships, interactions, and practices among students and adults at ATIP.
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Masson, Caroline, Sandrine Laverdure, and Catherine Calderaro-Viel. "Étayage de l'adulte et multimodalité : étude exploratoire des modalités d'interaction dans le cadre d'une prise en charge d'un enfant avec retard de langage." Travaux neuchâtelois de linguistique, no. 66 (January 1, 2017): 143–56. http://dx.doi.org/10.26034/tranel.2017.2903.
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The aim of this article is to explore adult/child interactions in a therapeutic situation with an augmentative communication that integrates vocal, gestural and visual modes. This study has an interactionist and multimodal approach of language acquisition. Based on ecological and video data of a child with language delay from 3;09 to 4;05, we analyse efficient conditions for the process of language acquisition. On the one hand, we showed how multimodality created by the situation is part of adults' strategies in order to facilitate linguistics forms and, on the other hand, how some modalities of interaction are more efficient than others (i.e. expansions and extensions). The purpose is to establish scaffolding and adjustment schemes that contribute to the emergence of language, in addition to the multimodal support.
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Zhang, Zheng. "Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 401–26. http://dx.doi.org/10.1163/25902539-00102010.
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This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.
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Bowcher, Wendy L., and Junyu Zhang. "Spoken and written discourse in online interactions: a multimodal approach (Routledge studies in multimodality)." Learning, Media and Technology 42, no. 2 (December 16, 2014): 251–55. http://dx.doi.org/10.1080/17439884.2014.988160.
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Li, Hanlong, Haotian Yu, and Tong Zhang. "Skin-Integrated Devices and Systems for Haptic Interactions." Highlights in Science, Engineering and Technology 45 (April 18, 2023): 75–80. http://dx.doi.org/10.54097/hset.v45i.7311.
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The present situation for haptic feedback is in a urgingly booming tendency concerning the issues that influence the user in every move. Therefore, the skin-attachable haptic sensor is now in higher and more demanding requirements where there are many aspects of the problem that people frequently encounter. First, the texture cannot be harsh, leading to the dilemma where it cannot fit in communal areas, create a twist, cause an uncomfortable experience and even trigger allergic reactions. Next, color and size are essential for aesthetic demands and a person’s well-being. Finally, and most importantly, the proper mechanism of the detection system and the issue of energy supply. This paper mainly focuses on soft skin-haptic actuators for vibrotactile and kinesthetic feedback and soft skin-haptic actuators for high resolution and multimodality, respectively. The whole paper gives a thorough understanding of several sensors targeting different factors. To gain a clearer picture of the present statement, factors provided from different aspects could be of great assistance in tracing various symptoms and clinical treatment, witnessing a bright future.
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Jaén, María Moreno, and Carmen Pérez Basanta. "Developing conversational competence through language awareness and multimodality: the use of DVDs." ReCALL 21, no. 3 (September 2009): 283–301. http://dx.doi.org/10.1017/s0958344009990036.
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AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).
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Balayar, Bhoj, and Michael Langlais. "Technology Makes the Heart Grow Fonder? A Test of Media Multiplexity Theory for Family Closeness." Social Sciences 10, no. 1 (January 15, 2021): 25. http://dx.doi.org/10.3390/socsci10010025.
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Technology can be helpful for family relationships. Media multiplexity theory illustrates that the more technological connections (i.e., multimodality) an individual has with their family members, the stronger that relationship. Yet, this theory assumes that spending time face to face (FtF) is equitable to multimodality for relationship quality. The goal of this study is to examine the impact of online and offline interactions for the quality of family relationships. Data are from undergraduate students completing an online survey (N = 154). Results reveal that spending time FtF is better for the quality of relationships for one parent, but not the other. Although FtF was not significantly different for grandparent and sibling relationships, participants felt closer to siblings when they texted. Correlational analyses revealed that individuals scoring high in collectivism report that spending time FtF is associated with higher relationship closeness and love, particularly with parents, but not other family members. These results provide some evidence for the importance of spending quality time with family members, particularly for those who identify as collectivistic.
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Kopczewska, Katarzyna, Mateusz Kopyt, and Piotr Ćwiakowski. "Spatial Interactions in Business and Housing Location Models." Land 10, no. 12 (December 7, 2021): 1348. http://dx.doi.org/10.3390/land10121348.
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The paper combines theoretical models of housing and business locations and shows that they have the same determinants. It evidences that classical, behavioural, new economic geography, evolutionary and co-evolutionary frameworks apply simultaneously, and one should consider them jointly when explaining urban structure. We use quantitative tools in a theory-guided factors induction approach to show the complexity of location models. The paper discusses and measures spatial phenomena as distance-decaying gradients, spatial discontinuities, densities, spillovers, spatial interactions, agglomerations, and as multimodal processes. We illustrate the theoretical discussion with an empirical case of interacting point-patterns for business, housing, and population. The analysis reveals strong links between housing valuation and business location and profitability, accompanied by the related spatial phenomena. It also shows that assumptions concerning unimodal spatial urban structure, the existence of rational maximisers, distance-decaying externalities, and a single pattern of behaviour, do not hold. Instead, the reality entails consideration of multimodality, a mixture of maximisers and satisfiers, incomplete information, appearance of spatial interactions, feed-back loops, as well as the existence of persistence of behaviour, with slow and costly adjustments of location.
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Keating, Elizabeth, and Chiho Sunakawa. "Participation cues: Coordinating activity and collaboration in complex online gaming worlds." Language in Society 39, no. 3 (May 17, 2010): 331–56. http://dx.doi.org/10.1017/s0047404510000217.
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AbstractThe development of digital communication technologies not only has an influence on human communicative practices, but also creates new spaces for human collaborative activity. In this article we discuss a technologically mediated context for interaction, computer games. Closely looking at interactions among a group of gamers, we examine how players are managing complex, shifting frameworks of participation, the virtual game world and the embodied world of talk and plans for action. Introducing the notion of participation cues, we explain how interactants are able to orient to, plan, and execute collaborative actions that span quite different environments with quite different types of agency, possible acts, and consequences. Novel abilities to interact across diverse spaces have consequences for understanding how humans build coordinated action through efficient, multimodal communication mechanisms. (Computer-mediated communication, language and technology, gaming, gesture, participation, multimodality)*
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Diadori, Pierangela. "Nonverbal Communication in Classroom Interaction and Its Role in Italian Foreign Language Teaching and Learning." Languages 9, no. 5 (May 1, 2024): 164. http://dx.doi.org/10.3390/languages9050164.
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The purpose of this study is to present the state of the art of recent research on nonverbal communication in L2 classroom interaction, in particular on teachers’ and students’ gestures, and then focus on a case of gestures in an L2 Italian classroom. A corpus of video-recorded interactions (CLODIS) were analyzed to answer the following research question: How do L2 Italian native teachers behave when addressing international students? Are there differences with what has been observed in other foreign language (L2) teaching contexts? Both previous data-based research on multimodality in L2 classes and the analysis on CLODIS show that teachers select and coordinate multiple semiotic modes as interactional resources to complete various teaching tasks. Furthermore, Italian native teachers use not only the typical pedagogical gestures (both iconic and metaphorical), but also culturally specific emblems that may cause misunderstandings or inappropriate mirroring effects. For these reasons, it is important that L2 teachers develop a good multimodal awareness, especially if they teach their mother tongue to foreign students and if they belong to a “contact culture”, as is the case observed in L2 Italian classes.
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Echeverri, Per, and Nicklas Salomonson. "Embodied Value Co-creation: A Turn-taking Perspective on Service Encounter Interactions." Journal of Creating Value 3, no. 1 (March 30, 2017): 33–49. http://dx.doi.org/10.1177/2394964317693341.
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This article aims at advancing research on value creation in service marketing by applying theories of turn-taking and multimodality. It is argued that there is a need to uncover what is inherent in the prefix ‘co’ in value co-creation and that focus needs to be broadened, from perception of value to the production of value, that is, the specific reciprocal and embodied actions in service encounters. For the analysis, an empirical study of complex interactions between service providers and customers is used. A practice approach is applied, combining interviews and observations of interactants in situ. The article identifies four specific turn-taking patterns, ranging from ‘simple’ to ‘elaborated’, defined by their character and that uncover how the interactants reciprocally use multiple modes in the production of social outcomes. Theoretically, the study contributes to more fine-grained explanations to what explains the creation (and destruction) of value.
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Amini Gougeh, Reza, and Zeljko Zilic. "Systematic Review of IoT-Based Solutions for User Tracking: Towards Smarter Lifestyle, Wellness and Health Management." Sensors 24, no. 18 (September 13, 2024): 5939. http://dx.doi.org/10.3390/s24185939.
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The Internet of Things (IoT) base has grown to over 20 billion devices currently operational worldwide. As they greatly extend the applicability and use of biosensors, IoT developments are transformative. Recent studies show that IoT, coupled with advanced communication frameworks, such as machine-to-machine (M2M) interactions, can lead to (1) improved efficiency in data exchange, (2) accurate and timely health monitoring, and (3) enhanced user engagement and compliance through advancements in human–computer interaction. This systematic review of the 19 most relevant studies examines the potential of IoT in health and lifestyle management by conducting detailed analyses and quality assessments of each study. Findings indicate that IoT-based systems effectively monitor various health parameters using biosensors, facilitate real-time feedback, and support personalized health recommendations. Key limitations include small sample sizes, insufficient security measures, practical issues with wearable sensors, and reliance on internet connectivity in areas with poor network infrastructure. The reviewed studies demonstrated innovative applications of IoT, focusing on M2M interactions, edge devices, multimodality health monitoring, intelligent decision-making, and automated health management systems. These insights offer valuable recommendations for optimizing IoT technologies in health and wellness management.
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Caët, Stéphanie. "Geste et participation des enfants aux interactions polyadiques." Faits de Langues 53, no. 2 (August 19, 2024): 169–210. http://dx.doi.org/10.1163/19589514-53020008.
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Abstract Gesture plays an important role in human communication and in the organisation of language interactions. Some theoretical models in psychology and linguistics also give it a central place. Gesture and the multimodality of children’s language productions have long been under particular attention. They have often been studied in the context of dyadic parent-child interactions. However, most children encounter numerous situations of multiparty interactions from birth, and children’s participation in these interactions contributes to the process of language acquisition. The aim of this article is to highlight the relationship between gesture and children’s participation in multiparty interactions. On the basis of qualitative and quantitative analyses of corpora collected in spontaneous multiparty interactions in the framework of different research projects, we highlight the way in which gesture enables children to participate in interactions as speakers, addressees and observers, and we question the way in which the occupation of these different statuses can, in turn, contribute to the development of a gestural language competence. The selection and organisation of the data presented were driven by the perspective of applied projects in early childhood education and care settings (where gesture is not systematically taken into account when measuring children’s participation) or with hearing families with a deaf child (where the potential of multiparty interactions for language development tends to be underestimated).
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Macuch Silva, Vinicius, Judith Holler, Asli Ozyurek, and Seán G. Roberts. "Multimodality and the origin of a novel communication system in face-to-face interaction." Royal Society Open Science 7, no. 1 (January 2020): 182056. http://dx.doi.org/10.1098/rsos.182056.
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Face-to-face communication is multimodal at its core: it consists of a combination of vocal and visual signalling. However, current evidence suggests that, in the absence of an established communication system, visual signalling, especially in the form of visible gesture, is a more powerful form of communication than vocalization and therefore likely to have played a primary role in the emergence of human language. This argument is based on experimental evidence of how vocal and visual modalities (i.e. gesture) are employed to communicate about familiar concepts when participants cannot use their existing languages. To investigate this further, we introduce an experiment where pairs of participants performed a referential communication task in which they described unfamiliar stimuli in order to reduce reliance on conventional signals. Visual and auditory stimuli were described in three conditions: using visible gestures only, using non-linguistic vocalizations only and given the option to use both (multimodal communication). The results suggest that even in the absence of conventional signals, gesture is a more powerful mode of communication compared with vocalization, but that there are also advantages to multimodality compared to using gesture alone. Participants with an option to produce multimodal signals had comparable accuracy to those using only gesture, but gained an efficiency advantage. The analysis of the interactions between participants showed that interactants developed novel communication systems for unfamiliar stimuli by deploying different modalities flexibly to suit their needs and by taking advantage of multimodality when required.
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Cengel, Keith, Edmund Moon, Steven Albelda, Theresa Busch, and Charles Simone. "P3.03-027 Growth Factor and Inflammatory Signaling Pathway Interactions Influence Outcomes Following Multimodality Therapy for Mesothelioma." Journal of Thoracic Oncology 12, no. 1 (January 2017): S1360—S1361. http://dx.doi.org/10.1016/j.jtho.2016.11.1926.
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Huang, Lihe, and Huiyu Qu. "Decoding multimodal resources in the master–disciple interactions of Chinese Zen Buddhism." Chinese Semiotic Studies 18, no. 4 (November 1, 2022): 563–80. http://dx.doi.org/10.1515/css-2022-2080.
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Abstract Over its long period of development, Zen Buddhism in ancient China has adopted a unique method of enlightenment for the direct individual understanding of the Buddha-nature in the interaction between Zen masters and their disciples, instead of merely depending on written classics or oral teaching, which constitutes so-called “independence-from-words.” Communication between monks in Zen is a process of multimodal interaction, in which many different semiotic modes are included, for example strikes, roars, gestures, foot-poses, body poses, and image drawings. Meditation and understanding in Zen demand an interpretation of these multimodal cues in the interaction. Therefore, multimodal discourse analysis may serve as a novel perspective for analysing Zen modes of enlightenment, since MDA attaches great importance to various semiotic channels besides language. This paper aims to present how Zen masters flexibly utilized multimodal resources in enlightenment, starting from an introduction to the traditional understanding of multimodality in ancient China and how the interpretation of Zen can benefit from its analysis through the lens of MDA.
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Hurdley, Rachel, and Bella Dicks. "In-between practice: working in the ‘thirdspace’ of sensory and multimodal methodology." Qualitative Research 11, no. 3 (June 2011): 277–92. http://dx.doi.org/10.1177/1468794111399837.
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This article discusses how emergent sensory and multimodal methodologies can work in interaction to produce innovative social enquiry. A juxtaposition of two research projects — an ethnography of corridors and a mixed methods study of multimodal authoring and ‘reading’ practices — opened up this encounter. Sensory ethnography within social research methods aims to create empathetic, experiential ways of knowing participants’ and researchers’ worlds. The linguistic field of multimodality offers a rather different framework for research attending to the visual, material and acoustic textures of participants’ interactions. While both these approaches address the multidimensional character of social worlds, the ‘sensory turn’ centres the sensuous, bodied person — participant, researcher and audience/reader — as the ‘place’ for intimate, affective forms of knowing. In contrast, multimodal knowledge production is premised on multiple analytic gaps — between modes and media, participants and materials, recording and representation. Eliciting the tensions between sensorial closeness and modal distances offers a new space for reflexive research practice and multiple ways of knowing social worlds.
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Guo, Song. "Book review: Sigrid Norris and Carmen Daniela Maier (eds), Interactions, Images and Text: A Reader in Multimodality." Discourse Studies 19, no. 1 (January 25, 2017): 111–13. http://dx.doi.org/10.1177/1461445616683588.
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Dermendjieva, Sofiq Hristova, and Nikolay Tsankov. "Designing a Multimodal Environment for Cognitive and Creative Activity in Pre-School Education – Competence of the Teacher." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, no. 2 (August 31, 2023): 351–58. http://dx.doi.org/10.23947/2334-8496-2023-11-2-351-358.
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This article focuses on the formation of pedagogical competence for the design of multimodal educational environment, the functionality of which is the foundation of the cognitive and creative activity of the child in pre-school age. It problematizes the need for adequate professional reflection of the teacher in the context of the transgressive approach and highlights the parameters of organizing pedagogical interactions that utilize multimodality as a communication phenomenon. The understanding that the competence of the teacher for designing a multimodal environment as well as cognitive and creative activities develops as transgressive and is continuously created in the cultivation of new knowledge and skills, while expanding the cognitive and practical limits of the subject, is affirmed. Based on this affirmation, the thesis that if a child has entered the “communicative state” and has engaged in multimodal educational interactions, the child appropriates the social experience by forming a transgressive attitude of behavioral response.
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deHaan, Jonathan. "Teaching language and literacy with games: What? How? Why?" Ludic Language Pedagogy 1 (September 18, 2019): 1–57. http://dx.doi.org/10.55853/llp_v1art1.
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In this successful one-year extracurricular project, I implemented the pedagogy of multiliteracies to address discouraging trends and under-recognized ideas uncovered by asking critical questions about the practices and purposes of teaching language and literacy with games. The student, with my help, played games, analyzed texts, explored academic concepts, and actively participated on a gaming website. What and how she learned was investigated using session transcripts, textual analysis work, the participatory project, concept maps, questionnaires, interviews, and language tests. Key findings were: (1) careful integration of goals, activities and games resulted in literacy, intellectual and participatory development, (2) materials and teacher mediation helped her learn and accomplish more than she could individually, (3) learning occurred mostly around games, not during games, (4) multimodality and affinity spaces contributed to broad linguistic exploration and better understanding, (5) learning repertoires were extended and elements were transferred, (6) she struggled with some textual meanings, some sociocultural connections and some assignments. The teacher’s role is described in detail. Language teaching and learning with games can evolve by integrating important aspects of goal-setting, pedagogical frameworks, materials, active teacher mediation, multimodality, multiple learning spaces and a broader consideration of games. I challenge researchers to broaden their horizons. I guide teachers by sharing frameworks, materials and accounts of interactions with the student.
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Brass, Laura, and Jennifer Jenson. "Drawing and Play as Windows into a Child’s Multimodal Meaning-Making Development during COVID-19." Language and Literacy 25, no. 2 (August 19, 2023): 28–56. http://dx.doi.org/10.20360/langandlit29641.
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Framed within multimodality and situated in a bounded socio-geographical context (i.e., Vancouver), this ethnographic case study provides an in-depth analysis of a bilingual 8-year-old girl’s literacy practices of meaning-making established across varied semiotic modes (i.e., linguistic, visual, audio, spatial, embodied, kinesthetic) during COVID-19. The study draws upon 13 open-ended informal interviews, three sessions of imaginative play, and 16 participant-generated artifacts. The findings revealed two themes (i.e., drawing as collective meaning-making; play as embodied, anthropomorphic meaning-making) that show how the child’s interactions with humans and nonhumans (e.g., toys, objects) contributed to her multimodal meaning-making during the pandemic, which might be beneficial for children in different contexts.
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Vidal, Verónica, and Laura DeThorne. "Effectiveness of a Supports-Based Approach to Peer Interactions of an Autistic Student in the Classroom: A Mixed-Methods Study." Perspectives of the ASHA Special Interest Groups 6, no. 2 (April 28, 2021): 327–43. http://dx.doi.org/10.1044/2021_persp-20-00223.
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Purpose This mixed-methods study examined the effect of a supports-based intervention on the interactions between John, a 9-year-old minimally speaking autistic student with access to a speech-generating augmentative and alternative communication device, and nonautistic peers in the classroom. Method We used a single-case experimental ABAB design to evaluate the relation between provision of social supports and the frequency of communicative offers between John and one nonautistic peer, Ethan. In addition, we integrated interview data and situated discourse analyses involving a variety of adult and child participants to illustrate the nature of peer interactions both before and during provision of social supports. Results In summary, visual inspection of the single-case data supported a functional relation of moderate effect size between the provision of social support and an increased frequency of communicative offers between John and Ethan. Results from the discourse analysis suggested that social supports led to the (a) emergence of completed turns across peers, (b) flexible use of multimodal communicative resources, and (c) movement toward egalitarian interactions. Conclusions This study is one of the first to provide experimental evidence for a supports-based approach to peer interactions involving a minimally verbal autistic student. Clinical implications focus on encouraging flexible multimodality and adopting a strength-based approach that fosters autistic sociality.
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Bronnikova, O. V., and A. S. Golovko. "Multimodal Means of Representing Pragmatic Potential in Advertising Discourse." NSU Vestnik. Series: Linguistics and Intercultural Communication 22, no. 1 (June 28, 2024): 132–44. http://dx.doi.org/10.25205/1818-7935-2024-22-1-132-144.
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This article is an attempt to study multimodal means used to reveal pragmatic potential of advertising posts in the social network VKontakte. In the paper we explore the concept of multimodality and multimodal text as a semiotic unity. We proceed from the fact that such a unity is achieved through coherence of social context. An advertising text is understood as a multimodal complex in which information is transmitted through a variety of semiotic codes which are socially and culturally determined. These codes serve as semiotic resources to produce meaning. We claim that advertising messages in the social network VKontakte are a form of a media text whose inherent characteristics exceed verbal means and possess such features as coherence, recontextuality, multilevelness, multimodality and multimediality. We have used a multimodal discourse analysis, which is in line with social semiotics concepts and works by G. Kress. He argues that the goal of such an analysis is to develop a number of methods which make it possible to study the interaction between social meanings and their polysemiotic representations in a text. The analysis is aimed at exploring four key components: text; context, actions, and interactions of participants in the discourse; the impact of the text and ideology. The research is carried out at the micro and macro levels. At the micro level, a textual analysis of both verbal and non-verbal means was conducted. At the macro level, we singled out discursive strategies employed to influence potential customers and determined relationships between directly observable (verbal and non-verbal units) and implicit ideas these units convey. The results reveal that cognitive strategies encode interpretations of cultural experience and forms of social interaction. Despite the importance of the verbal semiotic code, non-verbal means are an essential part of advertising messages that form a multidimensional unity of all the semiotic codes. Visual representational structures serve to communicate such important socio-cultural codes as PART OF OUR WORLD VS OTHERS (INVOVEMENT VS DETACHMENT), SOCIAL DISTANCE, POWER. All this allows us to create an integral image of the thermal resort “Baden-Baden” and intensifies the degree of pragmatic impact on potential customers.
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Qassem, Mutahar, and Vijayasarathi Gurindapalli. "Culture-based text analysis in translation." Linguistik Online 95, no. 2 (June 5, 2019): 91–107. http://dx.doi.org/10.13092/lo.95.5517.
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Comprehension can be described as the ability to construct the meaning of a text, spoken or written. Such ability requires a complex mix of linguistic and world knowledge acquired through interactions with the global environment, transcending language, and cultural translation barriers. In addition, translation schools propose various models to address the difficulties inherent in comprehending the source text (ST) by using analysis from the linguistic, sociolinguistic, or cognitive perspectives. On the basis of translation schools’ models of text analysis, this study similarly attempts to provide a corpus-based analysis of culture-based texts from authentic sources (i. e. British online news). Results corroborate that the comprehension of culture- based texts can be attained through textual and lexical analyses. Further, the cultural, linguistic, sociolinguistic, and cognitive perspectives of translation can be employed to create a positive interaction between the internal and external components of a ST text on the one hand, and a translator on the other hand. Drawing on the multimodality of text analysis, this study attempts to offer a practical model for culture-based text analysis that can be applied at a translation class or course level.
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Osati, Samira, Hasrat Ali, Brigitte Guérin, and Johan E. van Lier. "Steroid-photosensitizer conjugates: Syntheses and applications." Journal of Porphyrins and Phthalocyanines 21, no. 11 (November 2017): 701–30. http://dx.doi.org/10.1142/s108842461730004x.
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This review focuses on progress in the development of different approaches to the design of steroid ([Formula: see text] estrogens, androgens, cholesterol) conjugates with coordination assemblies of metalloporphyrins, phthalocyanines and related complexes. Porphyrins and phthalocyanines have received considerable attention due to their novel composition, intriguing spectroscopic, photophysical, and redox properties, and potential application in light-harvesting and optoelectronic devices. With the development of more efficient imaging and therapeutic applications, these bio-conjugates are evaluated as multimodality agents (PET, fluorescence imaging) to monitor the mechanism of action of biologically active components in living systems and as agents for molecular recognition, oxygen atom transfer and catalysis. The tetrapyrrole components, which can be coupled via covalent and various non-covalent linkages, may exhibit strong interactions through efficient photo-induced electron and/or energy transfer processes.
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Meng, Jiayuan, Xiaoyu Li, Yingru Zhao, Rong Li, Minpeng Xu, and Dong Ming. "Modality-Attention Promotes the Neural Effects of Precise Timing Prediction in Early Sensory Processing." Brain Sciences 13, no. 4 (April 3, 2023): 610. http://dx.doi.org/10.3390/brainsci13040610.
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Precise timing prediction (TP) enables the brain to accurately predict the occurrence of upcoming events in millisecond timescale, which is fundamental for adaptive behaviors. The neural effect of the TP within a single sensory modality has been widely studied. However, less is known about how precise TP works when the brain is concurrently faced with multimodality sensory inputs. Modality attention (MA) is a crucial cognitive function for dealing with the overwhelming information induced by multimodality sensory inputs. Therefore, it is necessary to investigate whether and how the MA influences the neural effects of the precise TP. This study designed a visual–auditory temporal discrimination task, in which the MA was allocated to visual or auditory modality, and the TP was manipulated into no timing prediction (NTP), matched timing prediction (MTP), and violated timing prediction (VTP) conditions. Behavioral and electroencephalogram (EEG) data were recorded from 27 subjects, event-related potentials (ERP), time–frequency distributions of inter-trial coherence (ITC), and event-related spectral perturbation (ERSP) were analyzed. In the visual modality, precise TP led to N1 amplitude and 200–400 ms theta ITC variations. Such variations only emerged when the MA was attended. In auditory modality, the MTP had the largest P2 amplitude and delta ITC than other TP conditions when the MA was attended, whereas the distinctions disappeared when the MA was unattended. The results suggest that the MA promoted the neural effects of the precise TP in early sensory processing, which provides more neural evidence for better understanding the interactions between the TP and MA.
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Rouillard, José, and Jean-Marc Vannobel. "Multimodal Interaction for Cobot Using MQTT." Multimodal Technologies and Interaction 7, no. 8 (August 3, 2023): 78. http://dx.doi.org/10.3390/mti7080078.
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For greater efficiency, human–machine and human–robot interactions must be designed with the idea of multimodality in mind. To allow the use of several interaction modalities, such as the use of voice, touch, gaze tracking, on several different devices (computer, smartphone, tablets, etc.) and to integrate possible connected objects, it is necessary to have an effective and secure means of communication between the different parts of the system. This is even more important with the use of a collaborative robot (cobot) sharing the same space and very close to the human during their tasks. This study present research work in the field of multimodal interaction for a cobot using the MQTT protocol, in virtual (Webots) and real worlds (ESP microcontrollers, Arduino, IOT2040). We show how MQTT can be used efficiently, with a common publish/subscribe mechanism for several entities of the system, in order to interact with connected objects (like LEDs and conveyor belts), robotic arms (like the Ned Niryo), or mobile robots. We compare the use of MQTT with that of the Firebase Realtime Database used in several of our previous research works. We show how a “pick–wait–choose–and place” task can be carried out jointly by a cobot and a human, and what this implies in terms of communication and ergonomic rules, via health or industrial concerns (people with disabilities, and teleoperation).
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Riccitelli, Nathan, Jennifer Bordeaux, Nancy Valencia, Ju Young Kim, Sarah Johnson, Nathan Roscoe, James Santos, et al. "74 Novel approach for profiling immune-tumor cell interactions and mutations in the same tumor section by multiplex immunohistochemistry and NGS in immuno-oncology trials." Journal for ImmunoTherapy of Cancer 8, Suppl 3 (November 2020): A80. http://dx.doi.org/10.1136/jitc-2020-sitc2020.0074.
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BackgroundBoth proteins (e.g., PD-L1 IHC) and tumor mutation burden (NGS-based) are known to independently predict clinical response to anti-PD-1/PD-L1 therapies. In a meta-analysis of tumor specimens from 8135 patients treated with PD-1/PD-L1 blockers, multiplex fluorescence immunohistochemistry (mFIHC) had significantly higher diagnostic accuracy than PD-L1 IHC, tumor mutational burden (TMB), or gene expression profiling alone in predicting clinical response1 or equivalent to a multimodality approach (e.g., PD-L1IHC + TMB). While the benefits of combining mFIHC (tumor-immune interplay) and NGS approaches in selection of patients for next generation immunotherapies is appealing, tumor tissue is a key limiting factor for multimodality analyses in clinical trials. To address this critical limitation, we developed a novel approach for sequential profiling of tumor and immune cell interactions by 7-parameter mFIHC assays, followed by analyses of nucleic acid extracted from same tissue sections.MethodsFormalin-fixed paraffin-embedded (FFPE) tumor tissue and cell line blocks were sectioned, and then stained using mFIHC followed by isolation of nucleic acids, or direct isolation of total nucleic acids. NanoString, qPCR, and NGS were performed on isolated nucleic acids. Nucleic acid quality, transcript abundance, and TMB scores were compared before and after mFIHC staining.Results mFIHC revealed a broad range of immune cell phenotypes and spatial interactions, including T cells, B cells, NK cells, monocytes, neutrophils, and their functional status. Isolation of testable quantities of DNA from mFIHC treated slides was achieved when using a DNA-only isolation method, and TMB scores were robust across tested conditions. Cell phenotypes identified by mFIHC were compared to TMB scores across the tested samples. Following mFIHC treatment, RNA yields were reduced relative to the non-mFIHC treated replicates, but still sufficient for optimal input into a 770-target NanoString gene expression panel. However, for mFIHC treated samples, transcript levels were not distinguishable from background for the assessed targets.ConclusionsIn summary, integrating mFIHC testing and TMB analysis on the same samples allows for comprehensive biomarker evaluation. The real world benefits of the combined approach will be described in upcoming clinical trials.ReferenceLu, et al., Comparison of biomarker modalities for predicting response to PD-1/PD-L1 checkpoint blockade, a systematic review and meta-analysis. JAMA Oncology 2019; 5(8):1195–1204
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Moaven, Omeed, Christopher W. Mangieri, John A. Stauffer, Panos Z. Anastasiadis, and Mitesh J. Borad. "Evolving Role of Oncolytic Virotherapy: Challenges and Prospects in Clinical Practice." JCO Precision Oncology, no. 5 (April 2021): 432–41. http://dx.doi.org/10.1200/po.20.00395.
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Selective oncotropism and cytolytic activity against tumors have made certain viruses subject to investigation as novel treatment modalities. However, monotherapy with oncolytic viruses (OVs) has shown limited success and modest clinical benefit. The capacity to genetically engineer OVs makes them a desirable platform to design complementary treatment modalities to overcome the existing treatment options' shortcomings. In recent years, our knowledge of interactions of the tumors with the immune system has expanded profoundly. There is a growing body of literature supporting immunomodulatory roles for OVs. The concept of bioengineering these platforms to induce the desired immune response and complement the current immunotherapeutic modalities to make immune-resistant tumors responsive to immunotherapy is under investigation in preclinical and early clinical trials. This review provides an overview of attempts to optimize oncolytic virotherapy as essential components of the multimodality anticancer therapeutic approach and discusses the challenges in translation to clinical practice.