Bibliographies thématiques / Bimodal communication

Littérature scientifique sur le sujet « Bimodal communication »

Auteur : Grafiati

Publié le 10 mars 2023

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Articles de revues sur le sujet "Bimodal communication"

Bernstein, Mark B., Madeline Maxwell et Kimberly A. Matthews. « Bimodal or Bilingual Communication ? » Sign Language Studies 1047, n^o 1 (1985) : 127–40. http://dx.doi.org/10.1353/sls.1985.0019.

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Messing, Lynn. « Bimodal Communication, Signing Skill & ; Tenseness ». Sign Language Studies 1084, n^o 1 (1994) : 209–20. http://dx.doi.org/10.1353/sls.1994.0014.

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Paulmann, Silke, Sarah Jessen et Sonja A. Kotz. « Investigating the Multimodal Nature of Human Communication ». Journal of Psychophysiology 23, n^o 2 (janvier 2009) : 63–76. http://dx.doi.org/10.1027/0269-8803.23.2.63.

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The multimodal nature of human communication has been well established. Yet few empirical studies have systematically examined the widely held belief that this form of perception is facilitated in comparison to unimodal or bimodal perception. In the current experiment we first explored the processing of unimodally presented facial expressions. Furthermore, auditory (prosodic and/or lexical-semantic) information was presented together with the visual information to investigate the processing of bimodal (facial and prosodic cues) and multimodal (facial, lexic, and prosodic cues) human communication. Participants engaged in an identity identification task, while event-related potentials (ERPs) were being recorded to examine early processing mechanisms as reflected in the P200 and N300 component. While the former component has repeatedly been linked to physical property stimulus processing, the latter has been linked to more evaluative “meaning-related” processing. A direct relationship between P200 and N300 amplitude and the number of information channels present was found. The multimodal-channel condition elicited the smallest amplitude in the P200 and N300 components, followed by an increased amplitude in each component for the bimodal-channel condition. The largest amplitude was observed for the unimodal condition. These data suggest that multimodal information induces clear facilitation in comparison to unimodal or bimodal information. The advantage of multimodal perception as reflected in the P200 and N300 components may thus reflect one of the mechanisms allowing for fast and accurate information processing in human communication.

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Déaux, Éloïse C., Jennifer A. Clarke et Isabelle Charrier. « Aggressive Bimodal Communication in Domestic Dogs, Canis familiaris ». PLOS ONE 10, n^o 11 (16 novembre 2015) : e0142975. http://dx.doi.org/10.1371/journal.pone.0142975.

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Wu, Y., C. Zhou, J. Xiao, J. Kurths et H. J. Schellnhuber. « Evidence for a bimodal distribution in human communication ». Proceedings of the National Academy of Sciences 107, n^o 44 (19 octobre 2010) : 18803–8. http://dx.doi.org/10.1073/pnas.1013140107.

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Scheffel-Dunand, Dominique. « Bimodal communication over webcasts : From CSCL to CALL ». Computer Assisted Language Learning 19, n^o 4-5 (octobre 2006) : 341–55. http://dx.doi.org/10.1080/09588220601043107.

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Werner, Adam F., Jamie C. Gorman et Michael J. Crites. « Communication of Visual and Auditory Information and The Coordination of Team Task Performance ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, n^o 1 (novembre 2019) : 1719–23. http://dx.doi.org/10.1177/1071181319631021.

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Due to lack of visual or auditory perceptual information, many tasks require interpersonal coordination and teaming. Dyadic verbal and/or auditory communication typically results in the two people becoming informationally coupled. This experiment examined coupling by using a two-person remote navigation task where one participant blindly drove a remote-controlled car while another participant provided auditory, visual, or a combination of both cues (bimodal). Under these conditions, we evaluated performance using easy, moderate, and hard task difficulties. We predicted that the visual condition would have higher performance measures overall, and the bimodal condition would have higher performance as difficulty increased. Results indicated that visual coupling performs better overall compared to auditory coupling and that bimodal coupling showed increased performance as task difficulty went from moderate to hard. When auditory coupling occurs, the frequency at which teams communicate affects performance— the faster teams spoke, the better they performed, even with visual communication available.

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S*, Manisha, Nafisa H. Saida, Nandita Gopal et Roshni P. Anand. « Bimodal Emotion Recognition using Machine Learning ». International Journal of Engineering and Advanced Technology 10, n^o 4 (30 avril 2021) : 189–94. http://dx.doi.org/10.35940/ijeat.d2451.0410421.

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The predominant communication channel to convey relevant and high impact information is the emotions that is embedded on our communications. Researchers have tried to exploit these emotions in recent years for human robot interactions (HRI) and human computer interactions (HCI). Emotion recognition through speech or through facial expression is termed as single mode emotion recognition. The rate of accuracy of these single mode emotion recognitions are improved using the proposed bimodal method by combining the modalities of speech and facing and recognition of emotions using a Convolutional Neural Network (CNN) model. In this paper, the proposed bimodal emotion recognition system, contains three major parts such as processing of audio, processing of video and fusion of data for detecting the emotion of a person. The fusion of visual information and audio data obtained from two different channels enhances the emotion recognition rate by providing the complementary data. The proposed method aims to classify 7 basic emotions (anger, disgust, fear, happy, neutral, sad, surprise) from an input video. We take audio and image frame from the video input to predict the final emotion of a person. The dataset used is an audio-visual dataset uniquely suited for the study of multi-modal emotion expression and perception. Dataset used here is RAVDESS dataset which contains audio-visual dataset, visual dataset and audio dataset. For bimodal emotion detection the audio-visual dataset is used.

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Gogate, Lakshmi J., Lorraine E. Bahrick et Jilayne Watson. « Maternal bimodal communication style matches the infant's level of lexical comprehension ». Infant Behavior and Development 21 (avril 1998) : 433. http://dx.doi.org/10.1016/s0163-6383(98)91646-0.

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Leavens, David A., Autumn B. Hostetter, Michael J. Wesley et William D. Hopkins. « Tactical use of unimodal and bimodal communication by chimpanzees, Pan troglodytes ». Animal Behaviour 67, n^o 3 (mars 2004) : 467–76. http://dx.doi.org/10.1016/j.anbehav.2003.04.007.

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Thèses sur le sujet "Bimodal communication"

Batista, Aurore. « Le développement multimodal de la communication au cours de la petite enfance : étude en contexte francophone ». Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENL035/document.

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L'objectif de cette thèse est d'étudier le développement communicationnel multimodal des jeunes enfants français âgés de 18 mois à 3 ans et demi. Nous nous concentrons donc autant sur l'apparition et le développement des gestes et des combinaisons bimodales alliant un geste et un (ou plusieurs) mot(s) que sur celui de la langue et tâchons d'étudier le rôle du geste dans les étapes précoces de l'acquisition du langage. L'intérêt de cette recherche est qu'elle fait un pont entre (1) les recherches sur la gestualité du jeune enfant durant la période pré-verbale ainsi que sur son entrée dans la période verbale (l'arrivée des énoncés à un mot et deux mots dans ses productions) et (2) les recherches sur l'enfant d'âge scolaire (6 ans et plus) et l'adulte, qui communiquent tous deux en utilisant leur langue maternelle et des gestes co-verbaux. Notre corpus est constitué de 154 vidéos de jeunes enfants en train de jouer avec un ensemble ludique comportant une maison et des personnages en situation de jeu triadique (en présence d'un adulte). Notre premier objectif consistait à vérifier l'hypothèse que la production des gestes communicationnels et l'émergence des combinaisons bimodales annonce l'arrivée des énoncés à deux mots (comme cela a été déjà montré pour les enfants italiens et américains). En fait, il apparaît que ce processus s'étend au-delà des énoncés à deux mots, car ces combinaisons geste+Xmots apparaissent toujours avant les énoncés X+1mot. Il semble donc que le geste joue un rôle dans le développement des verbalisations enfantines avant d'être utilisé comme co-verbal chez l'enfant plus âgé et chez l'adulte. Notre second objectif consistait à observer, qualitativement, l'évolution des conduites communicatives lors de situations de jeux triadique, et plus précisément à voir sur quelles ressources communicationnelles s'appuie l'enfant pour exprimer des suites d'événements (scripts liés à son activité ludique) qui nécessitent non pas une seule, mais deux ou plusieurs prédications. Là encore, il apparaît que les gestes et les combinaisons bimodales sont intégrées aux premières tentatives de verbalisation. Ce travail confirme que le geste joue bien un rôle dans le développement linguistique enfantin. Une meilleure connaissance de ces gestes nous permettra donc une meilleure connaissance du développement de l'enfant et nous aidera à repérer plus efficacement et plus précocement les troubles développementaux de l'enfant. De plus, s'il existe déjà des indices pour mesurer le développement des performances linguistiques, cette recherche soulève la question de la création d'un indice pouvant mesurer les performances communicationnelles multimodales enfantines, c'est-à-dire la création d'un indice prenant en compte l'intégralité des ressources sémiotiques mobilisées par l'enfant et pas seulement la langue
The aim of this thesis is to study the development of multimodal communication in young French children aged from 18 months to 3 years and a half while acquiring the French language. We will focus on the emergence and development of gestures, gesture-word combinations and language and will try to understand the role of gesture in the early stages of language acquisition. The interest of this research is that it fills the gap between (1) research on the young child first gestures during the pre-verbal period and the period during which he begins to acquire his mother tongue (the appearance of one-word and two-words sets in his productions) AND (2) research about older children (age 6 and older) and adults who both communicate using their mother tongue and co-speech gestures. Our corpus is composed of 154 videos of young children playing with an adult and a house game set (triadic situation). Using these data, we first wanted to test the hypothesis that the production of communicative gestures and the emergence of gesture-word combinations both predict the production of two-words speech in young children (as it has already been shown for Italian and American children). In fact, our results point to a more general developmental scheme with gesture+Xwords combination always preceding the upcoming of X+1words verbal utterances. Gesture use does play a role in the development of language at early stages as well as at later stages, when the child begins to produce long sentences (composed of more than two words) and combines them with co-speech gestures. Our second objective was to observe qualitative changes in the child's communicative behavior in a triadic situation, and more precisely to study the communicative resources the child uses to express sequences of events (scripts related to playful activities) which require not one, but two or more predicates. Again, it appears that gestures and bimodal combinations are integrated within the first attempts to produce verbalizations. This work confirms that gesture use does play a role in language development. A better understanding of these gestures will allow us a better understanding of child development and help us to identify earlier and more effectively developmental disorders in children. In addition, if there already is an index to measure the development of language performance, this research questions the creation of an index that can assess the multimodal communicative performance, that is to say the creation of an index taking into account all the semiotic resources mobilized by the child and not just verbal language

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Batista, Aurore. « Le développement multimodal de la communication au cours de la petite enfance Etude en contexte francophone ». Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00741600.

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Oh, Soo Hee. « Top-Down Processes in Simulated Combined Electric-Acoustic Hearing : The Effect of Context and the Role of Low-Frequency Cues in the Perception of Temporally Interrupted Speech ». Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5379.

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In recent years, the number of unilateral cochlear implant (CI) users with functional residual-hearing has increased and bimodal hearing has become more prevalent. According to the multi-source speech perception model, both bottom-up and top-down processes are important components of speech perception in bimodal hearing. Additionally, these two components are thought to interact with each other to different degrees depending on the nature of the speech materials and the quality of the bottom-up cues. Previous studies have documented the benefits of bimodal hearing as compared with a CI alone, but most of them have focused on the importance of bottom-up, low-frequency cues. Because only a few studies have investigated top-down processing in bimodal hearing, relatively little is known about the top-down mechanisms that contribute to bimodal benefit, or the interactions that may occur between bottom-up and top-down processes during bimodal speech perception. The research described in this dissertation investigated top-down processes of bimodal hearing, and potential interactions between top-down and bottom-up processes, in the perception of temporally interrupted speech. Temporally interrupted sentences were used to assess listeners' ability to fill in missing segments of speech by using top-down processing. Young normal hearing listeners were tested in simulated bimodal listening conditions in which noise band vocoded sentences were presented to one ear with or without low-pass (LP) filtered speech or LP harmonic complexes (LPHCs) presented to the contralateral ear. Sentences were square-wave gated at a rate of 5 Hz with a 50 percent duty cycle. Two factors that were expected to influence bimodal benefit were examined: the amount of linguistic context available in the speech stimuli, and the continuity of low-frequency cues. Experiment 1 evaluated the effect of sentence context on bimodal benefit for temporally interrupted sentences from the City University of New York (CUNY) and Institute of Electrical and Electronics and Engineers (IEEE) sentence corpuses. It was hypothesized that acoustic low-frequency information would facilitate linguistic top-down processing such that the higher context CUNY sentences would produce more bimodal benefit than the lower context IEEE sentences. Three vocoder channel conditions were tested for each type of sentence (8-, 12-, and 16-channels for CUNY; 12-, 16-, and 32-channels for IEEE), in combination with either LP speech or LPHCs. Bimodal benefit was compared for similar amounts of spectral degradation (matched-channels) and similar ranges of baseline performance. Two gain measures, percentage point gain and normalized gain, were examined. Experiment 1 revealed clear effects of context on bimodal benefit for temporally interrupted speech, when LP speech was presented to the residual-hearing ear, thereby providing additional support for the notion that low-frequency cues can enhance listeners' use of top-down processing. However, the bimodal benefits observed for temporally interrupted speech were considerably smaller than those observed in an earlier study that used continuous speech. In addition, unlike previous findings for continuous speech, no bimodal benefits were observed when LPHCs were presented to the LP ear. Experiments 2 and 3 further investigated the effects of low-frequency cues on bimodal benefit by systematically restoring continuity to temporally interrupted signals in the vocoder and/or LP ears. Stimuli were 12-channel CUNY sentences presented to the vocoder ear, and LPHCs presented to the LP ear. Signal continuity was restored to the vocoder ear by filling silent gaps in sentences with envelope-modulated, speech-shaped noise. Continuity was restored to signals in the LP ear by filling gaps with envelope-modulated LP noise or by using continuous LPHCs. It was hypothesized that the restoration of continuity in one or both ears would improve bimodal benefit relative to the condition in which both ears received temporally interrupted stimuli. The results from Experiments 2 and 3 showed that restoring continuity to the simulated residual-hearing or CI ear improved bimodal benefits, but that the greatest improvement was observed when continuity was restored to both ears. These findings support the conclusion that temporal interruption disrupts top-down enhancement effects in bimodal hearing. Lexical segmentation and perceptual continuity were identified as factors that could potentially explain the increased bimodal benefit for continuous, as compared to temporally interrupted, speech. Taken together, the findings from Experiments 1-3 provide additional evidence that low-frequency sensory information can provide bimodal benefit for speech that is spectrally and/or temporally degraded by improving listeners' ability to make use of top-down processing. Findings further suggest that temporal degradation reduces top-down enhancement effects in bimodal hearing, thereby reducing bimodal benefit for temporally interrupted speech as compared to continuous speech.

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Mazet, Pierre. « Etude de nouveaux dispositifs hyperfréquences pour le multiplexage et le routage dans les charges utiles de satellite ». Limoges, 2012. http://aurore.unilim.fr/theses/nxfile/default/de79f2f9-1327-403d-93e6-4a9ffce837cb/blobholder:0/2012LIMO4052.pdf.

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Ces travaux de thèse s’inscrivent dans deux axes de recherches. Le premier axe concerne la conception des multiplexeurs de sortie sur manifold et le développement d’un dispositif permettant d’optimiser leur comportement. Le deuxième axe concerne le développement d’architectures compactes pour la conception de multiplexeurs et de routeurs. Le premier chapitre présente le contexte général de l’étude en décrivant les principales technologies et méthodes de synthèse et de conception utilisées pour réaliser les filtres et les multiplexeurs hyperfréquences employés dans les communications spatiales. Le second chapitre présente le développement de nouveaux dispositifs hyperfréquences permettant de contrôler la position des phénomènes de résonances parasites apparaissant dans la réponse des multiplexeurs de sortie (OMUX). Le dernier chapitre est consacré à la simplification de l’architecture des multiplexeurs hyperfréquences afin d’améliorer leur compacité. La conception d’un diplexeur et d’un routeur compacts sont présentées et démontrées
This thesis concerns two research’s axes. The first axe concerns the conception of manifold coupled multiplexers and the development of a device to optimize their behavior. The second axe concerns the development of new compacts architectures for the conception of multiplexers and routers. The first chapter presents the general context of the study by describing main technologies and methods of synthesis and design used to achieve microwave filters and multiplexers for space communications. The second chapter presents the development of new microwave devices to control frequency position of spurious resonances which appears in frequency response of output manifold coupled multiplexers (OMUX) The last chapter is dedicated to simplifying the architecture of microwave multiplexers in order to improve their compactness. The design of compact diplexers and routers are presented and demonstrated

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LEONE, GIUSEPPE RICCARDO. « Comunicazione bimodale nel web per mezzo di facce parlanti 3D ». Doctoral thesis, 2014. http://hdl.handle.net/2158/874631.

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Lo scopo principale di questa tesi è la realizzazione di una faccia parlante facilmente integrabile in una pagina html e che fornisca il servizio di sintesi audio-visiva di un qualsiasi testo in lingua italiana con una produzio- ne del parlato visuale deve essere di elevata qualità. ` Il framework realizzato si chiama LUCIA-WebGL. E una versione completamente reingegnerizzata dell’applicazione LUCIA Talking Head (sviluppata presso lo ISTC-CNR di Padova negli anni 2003-2006) utilizzando la nuova tecnologia WebGL. LUCIA e LUCIA-WebGL sono sviluppate con tecnologie differenti, ma condividono gran parte delle logiche di progettazione e animazione. Sono entrambe totalmente basate sullo standard MPEG-4 SNHC (Synthetic/Natural Hybrid Coding) che fornisce le funzionalità per creare una animazione facciale in tempo reale guidata dai Parametri di Animazione Facciale (FAPs) con l’emulazione delle funzionalità dei muscoli mimici e la loro influenza sulla pelle della faccia. L’azione muscolare è resa esplicita per mezzo della deformazione del reticolo poligonale costruito attorno ai punti chiave FPs (feature points) che corrispondono alla giunzione dei muscoli mimici con la pelle. Tale deformazione dipende dal valore dei Parametri di Animazione Facciale FAPs (Facial Animation Parameters) che afferiscono ai movimenti dei singoli punti chiave. LUCIA-WebGL soddisfa le specifiche del Predictable Facial Animation Object Profile di MPEG-4 ovvero è in grado di importare modelli esterni per mezzo della ricezione dei Parametri di Definizione FDP (Facial Definition Parameters). Il sistema è stato integrato nel prototipo realizzato per il progetto ’Wikimemo.it: Il portale della lingua e della cultura italiana’ finanziato dal M.I.U.R. per promuovere la cultura italiana attraverso la lettura e l’ascolto. Il sistema permette all’utente di navigare nei contenuti, effettuare ricerche di frasi e parole e sentire come sono pronunciate in un contesto specifico. I risultati di una query di ricerca possono essere ascoltati con la voce di un italiano nativo o con la voce sintetica di LUCIA-WebGL che ne mostra il movimento labiale.

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Amemado, Dodzi. « Changements et évolution des universités conventionnelles sous l’influence des technologies de l’information et de la communication (TIC) : le cas du contexte universitaire nord-américain ». Thèse, 2010. http://hdl.handle.net/1866/4386.

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Cette recherche part du constat de l’utilisation des nouvelles technologies qui se généralise dans l’enseignement universitaire (tant sur campus qu’en enseignement à distance), et traite cette question sous trois aspects institutionnel, pédagogique et technologique. La recherche a été menée à travers quinze universités canadiennes où nous avons interrogé vingt-quatre universitaires, nommément des responsables de centres de pédagogie universitaire et des experts sur la question de l’intégration des technologies à l’enseignement universitaire. Pour le volet institutionnel, nous avons eu recours à un cadre théorique qui met en relief le changement de structure et de fonctionnement des universités à l’ère d’Internet, suivant le modèle théorique de l’Open System Communications Net de Kershaw et Safford (1998, 2001). Les résultats, à l’aune de ce modèle, confirment que les universités conventionnelles sont dans une phase de transformation due à l’utilisation des technologies de l'information et de la communication (TIC). De plus, les cours hybrides, la bimodalité, des universités entièrement à distance visant une clientèle estudiantine au-delà des frontières régionales et nationales, des universités associant plusieurs modèles, des universités fonctionnant à base d’intelligence artificielle, sont les modèles principaux qui ont la forte possibilité de s’imposer dans le paysage universitaire nord-américain au cours des prochaines décennies. Enfin, à la lumière du modèle théorique, nous avons exploré le rôle de l’université, ainsi en transformation, au sein de la société tout comme les rapports éventuels entre les institutions universitaires. S’agissant de l’aspect pédagogique, nous avons utilisé une perspective théorique fondée sur le modèle du Community of Inquiry (CoI) de Garrison, Anderson et Archer (2000), revu par Vaughan et Garrison (2005) et Garrison et Arbaugh (2007) qui prône notamment une nouvelle culture de travail à l’université fondée sur trois niveaux de présence. Les résultats indiquent l’importance d’éléments relatifs à la présence d’enseignement, à la présence cognitive et à la présence sociale, comme le suggère le modèle. Cependant, la récurrence -dans les trois niveaux de présence- de certains indicateurs, suggérés par les répondants, tels que l’échange d’information, la discussion et la collaboration, nous ont amenés à conclure à la non-étanchéité du modèle du CoI. De plus, certaines catégories, de par leur fréquence d’apparition dans les propos des interviewés, mériteraient d’avoir une considération plus grande dans les exigences pédagogiques que requiert le nouveau contexte prévalant dans les universités conventionnelles. C’est le cas par exemple de la catégorie « cohésion de groupe ». Enfin, dans le troisième volet de la recherche relatif à la dimension technologique, nous nous sommes inspirés du modèle théorique d’Olapiriyakul et Scher (2006) qui postule que l’infrastructure dans l’enseignement doit être à la fois une technologie pédagogique et une technologie d’apprentissage pour les étudiants (instructional technology and student learning technology). Partant de cette approche, le volet technologique de notre recherche a consisté à identifier les fonctionnalités exigées de la technologie pour induire une évolution institutionnelle et pédagogique. Les résultats à cet égard ont indiqué que les raisons pour lesquelles les universités choisissent d’intégrer les TIC à l’enseignement ne sont pas toujours d’ordre pédagogique, ce qui explique que la technologie elle-même ne revête pas forcément les qualités a priori requises pour une évolution pédagogique et institutionnelle. De ce constat, les technologies appropriées pour une réelle évolution pédagogique et institutionnelle des universités ont été identifiées.
This research is regarding the increasing use of Information and Communication Technology (ICT) in Higher Education, within conventional universities as well as open and distance education, and focuses on its institutional, educational and technological implications for campus-based and distance programs. The research was undertaken throughout fifteen Canadian universities in which twenty-four directors and experts, working in teaching and learning centres, were interviewed. For the institutional aspect, the research relied on the Kershaw & Safford's Open System Communications Net (1998, 2001) theoretical framework that considers the universities' structural and function change in the digital era. The research results confirm that conventional universities are in a period of transformation due to the use of digital technologies; and, that blended learning courses, bimodality, virtual universities, universities using diverse models and universities operating with artificial intelligence, will be the models with high-growth probability during the next decades in North America. Regarding the educational aspect, the research used a theoretical perspective pertaining to Garrison, Anderson & Archer Community of Inquiry Framework (2000) reviewed by Vaughan & Garrison (2005) and Garrison & Arbaugh (2007) that advocates a cultural change in University work, based on three levels of presence. The research results indicate the importance of elements related to teaching presence, cognitive presence and social presence, as the model suggests. However, the recurrence- at the three levels of presence- of some indicators the interviewees mentioned led to conclude that the CoI model has some interchangeable indicators within its categories. Furthermore, some categories frequently mentioned by the respondents should require a greater consideration. That is the case of the “Group Cohesion” category. Finally, with respect to the technology employed, the theoretical framework used Olapiriyakul & Scher's Content Design and Development Model (2006) that postulates that the technological infrastructure for university teaching must be both instructional technology and student learning technology. The research results reveal that educational reasons are not necessarily the ones for which universities make the decision to apply ICT to teaching; and, because of that, the technology used may not have been chosen for its learning benefits. This observation led to the interviewees describing opportunities for the development of the next generation of learning technologies applicable to conventional universities.

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Haggag, Imane. « Le sous-titrage et l'apprentissage des langues : impact de l'usage des sous-titres sur la compréhension des apprenants du FLE ». Master's thesis, 2014. http://hdl.handle.net/10400.5/13991.

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La présente recherche s’inscrit dans le champ de l’apprentissage multimodal des langues étrangères. Elle aborde la problématique de l’usage des outils multimédias sous-titrés dans l’objectif d’améliorer l’apprentissage du français langue étrangère (FLE). À l’ère numérique, l’importance de l’usage des supports audiovisuels dans les cours du FLE est devenue une évidence. Dans ce mémoire, il s’agit d’examiner le bien-fondé de l’hypothèse de l’impact bénéfique de l’utilisation de films sous-titrés sur la compréhension des apprenants du FLE. Une expérimentation a été effectuée pour tester l’éventuel apport des sous-titres auprès d’un échantillon renfermant 34 étudiants universitaires égyptiens. Après deux visionnements consécutifs de deux courts métrages (sans sous-titrage et avec sous-titrage intralinguistique), les participants ont répondu à des tests de compréhension. Les observations et les résultats de cette expérience, à petite échelle, sont encourageants, car l’amélioration observée souligne le rôle facilitateur du sous-titrage. Cependant, l’impact décisif du sous-titrage sur la qualité de la compréhension des apprenants exige encore plus de preuves empiriques pour en tirer des conclusions généralisables.
La presente investigación se inscribe en el campo del aprendizaje multimodal de lenguas extranjeras. En ella se aborda la problemática del uso de herramientas multimedias con subtítulos, con el objetivo de mejorar el aprendizaje del Francés Lengua Extranjera (FLE). En la era digital, la importancia de la utilización de soportes audiovisuales en los cursos de FLE parece evidente. En esta tesina, se trata de examinar la validez de la hipótesis del impacto beneficioso de la utilización de películas subtituladas en la comprensión de los estudiantes de FLE. Se realizó un experimento para poner a prueba el potencial de contribución de los subtítulos con una muestra referente de 34 estudiantes universitarios egipcios. Después de dos visionados consecutivos de dos cortometrajes (sin subtítulos y luego con subtitulación intralingüística), los participantes respondieron a las pruebas de comprensión. Las observaciones y los resultados de este experimento a pequeña escala, son alentadores, debido a que la mejora observada hace hincapié en el rol facilitador de la subtitulación. Sin embargo, el impacto decisivo de la subtitulación en la calidad de la comprensión de los estudiantes, aún requiere de más evidencias empíricas para extraer conclusiones generalizables.
Esta pesquisa insere-se no campo da aprendizagem multimodal das línguas estrangeiras Ela aborda a questão do uso das ferramentas multimédia legendadas com o objetivo de melhorar a aprendizagem do francês como língua estrangeira (FLE). Na era digital, a importância da utilização dos meios audiovisuais nas aulas de FLE tornou-se óbvia. Nesta dissertação, pretende-se examinar a validade da hipótese do impacto benéfico do uso de filmes legendados na compreensão dos aprendentes de FLE. Foi realizada uma experiência a fim de testar o eventual contributo da legendagem junto de uma amostra constituída por 34 estudantes universitários egípcios. Após dois visionamentos consecutivos de duas curtas-metragens (sem legendas e com legendas intralinguísticas), os participantes responderam a testes de compreensão. As observações e os resultados desta experiência, em pequena escala, são encorajadores, visto que a melhoria observada enfatiza o papel de facilitador da legendagem. No entanto, o impacto decisivo da legendagem na qualidade da compreensão dos aprendentes carece, ainda, de mais evidências empíricas para se poder tirar conclusões generalizáveis.
This research lies within the field of multimodal learning of foreign languages. It addresses the issue of the use of captioned multimedia tools with the aim of improving learning French as a Foreign Language "Français Langue Etrangère". In the digital era, the importance of using audiovisual media in the course of the FLE became obvious. In this Master research, it consists to investigate the validity of the hypothesis of the beneficial impact of using subtitled films on understanding FLE learners. An experiment was performed to test the potential contribution of subtitles with a sample containing 34 Egyptian university students. After two consecutive screenings of two short films (without and with intralinguistic subtitling), participants answered comprehension tests. The observations and result of this experiment, on a small scale, are encouraging, because the observed improvement emphasizes the role facilitator of subtitles. However, the decisive impact of captioning on the learners understanding quality still requires more empirical evidence to draw generalizable conclusions.

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Livres sur le sujet "Bimodal communication"

Quinto-Pozos, David, et Robert Adam. Sign Language Contact. Sous la direction de Robert Bayley, Richard Cameron et Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0019.

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This chapter argues that language contact is the norm in Deaf communities, and that deaf people are typically multilingual. They use signed, written, and, in some cases, spoken languages for daily communication, which means that aspects of the spoken and/or written languages of the larger communities are in constant interaction with the signed languages. If one considers the contact that results from users of two different signed languages interacting, various comparisons can be made to contact that occurs across two or more spoken languages. The term unimodal contact, or that which comes about because of two languages within the same modality, can be used to characterize such contact. However, if one considers the contact that results from interaction between a signed and a spoken or written language, the term bimodal (or even multimodal) contact is more appropriate.

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Chapitres de livres sur le sujet "Bimodal communication"

Pichler, Deborah Chen, James Lee et Diane Lillo-Martin. « 10. Language Development in ASL–English Bimodal Bilinguals ». Dans Multilingual Aspects of Signed Language Communication and Disorder, sous la direction de David Quinto-Pozos, 233–58. Bristol, Blue Ridge Summit : Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091317-013.

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Coba, Ludovik, Markus Zanker et Laurens Rook. « Decision Making Based on Bimodal Rating Summary Statistics - An Eye-Tracking Study of Hotels ». Dans Information and Communication Technologies in Tourism 2019, 40–51. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05940-8_4.

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Pizer, Ginger. « Bimodal Bilingual Families : The Negotiation of Communication Practices Between Deaf Parents and Their Hearing Children ». Dans Successful Family Language Policy, 203–22. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7753-8_9.

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Kłopotek, Robert Albert. « Modeling Bimodal Social Networks Subject to Recommendation ». Dans Communications in Computer and Information Science, 121–35. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30275-7_10.

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Li, Zhaoqun, Xu Liang, Dandan Fan, Jinxing Li et David Zhang. « BPFNet : A Unified Framework for Bimodal Palmprint Alignment and Fusion ». Dans Communications in Computer and Information Science, 28–36. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92310-5_4.

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Soria-Frisch, Aureli, Antonio Repucci, Laura Moreno et Marco Caparrini. « Performance Comparison of Fusion Operators in Bimodal Remote Sensing Snow Detection ». Dans Communications in Computer and Information Science, 221–30. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14058-7_22.

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Cooney, Ciaran, Rachel Heyburn, Liam Madigan, Mairead O’Cuinn, Chloe Thompson et Joana Cavadas. « Unimodal and Multimodal Representation Training for Relation Extraction ». Dans Communications in Computer and Information Science, 450–61. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26438-2_35.

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AbstractMultimodal integration of text, layout and visual information has achieved SOTA results in visually rich document understanding (VrDU) tasks, including relation extraction (RE). However, despite its importance, evaluation of the relative predictive capacity of these modalities is less prevalent. Here, we demonstrate the value of shared representations for RE tasks by conducting experiments in which each data type is iteratively excluded during training. In addition, text and layout data are evaluated in isolation. While a bimodal text and layout approach performs best (F1 = 0.684), we show that text is the most important single predictor of entity relations. Additionally, layout geometry is highly predictive and may even be a feasible unimodal approach. Despite being less effective, we highlight circumstances where visual information can bolster performance. In total, our results demonstrate the efficacy of training joint representations for RE.

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Zakhlebin, Igor, Aleksandr Semenov, Alexander Tolmach et Sergey Nikolenko. « Detecting Opinion Polarisation on Twitter by Constructing Pseudo-Bimodal Networks of Mentions and Retweets ». Dans Communications in Computer and Information Science, 169–78. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41718-9_10.

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Jin, Rouyi, Xuanying Zhu et Yeu-Shin Fu. « Identifying Anger Veracity Using Neural Network and Long-Short Term Memory with Bimodal Distribution Removal ». Dans Communications in Computer and Information Science, 240–47. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63820-7_27.

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N, Umasankari, et Muthukumar B. « Secured ICA Technique on Bimodal Biometric Images Using Private Watermarking with DCT ». Dans Intelligent Systems and Computer Technology. IOS Press, 2020. http://dx.doi.org/10.3233/apc200115.

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With the discovery of paperless expensive means of internet access, network communication via social media is on the rise, which often comprises threats and distortions. Un authenticates identification may sometimes lead to ambiguities in end-user identification and misunderstandings. Therefore, proper identification of a person is a must in network communication. Image private watermarking[7][9][19] is one solution when the owner of the digital images are identified properly by embedding additional information such as a private watermark in the digital images like fingerprint and retina imperceptibly concealed inside another image. On the other hand, communication also leads to a serious surge in decompress technique on the images. This work introduces three techniques: digital watermarking, steganography, ICA[4][5][6][20][22]. Using a private watermark using the visible [9][7] and non-blind[9][19][7] technique on the photo image. Then two original fingerprints and retina images to achieve stego analysis technique to convert as a stego image. Then the stego image concealed by a watermarked photo image. Then mixing the two techniques to achieve the ICA[20][22][4][5][6] (Independent Component Analysis) for protecting data transmission. To providing compression using the IDCT (Inverse Discrete Cosine Transform) technique with the key using AES[10][9][19] (Advanced Encryption Standard) 64-bit algorithm. Implementation and to determine the utilize the JAVA platform.

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Actes de conférences sur le sujet "Bimodal communication"

SHAH, V., P. MORRIS, L. CURTIS, M. STERN, M. A. SAIFI et W. C. YOUNG. « Biconical tapered fiber-mode filter for bimodal systems ». Dans Optical Fiber Communication Conference. Washington, D.C. : OSA, 1988. http://dx.doi.org/10.1364/ofc.1988.wq13.

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Corja, Victor, Austin Ryan Crow, Nannan Liu et Ebrima Ceesay. « Bimodal Key Data and Semantic Analysis ». Dans 2022 IEEE 12th Annual Computing and Communication Workshop and Conference (CCWC). IEEE, 2022. http://dx.doi.org/10.1109/ccwc54503.2022.9720877.

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Mukherjee, Biswanath, et Feiling Jia. « Bimodal throughout characteristics of a single-hop WDM system ». Dans Optical Fiber Communication Conference. Washington, D.C. : OSA, 1992. http://dx.doi.org/10.1364/ofc.1992.tuo5.

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Kano, Tsuyoshi, Abdul Matin Sheikh et Kentaro Toyama. « Bimodal IT career aspirations in Bangladesh ». Dans ICTD '19 : Tenth International Conference on Information and Communication Technologies and Development. New York, NY, USA : ACM, 2019. http://dx.doi.org/10.1145/3287098.3287124.

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Tripathi, Amrita, Abhinandan Basavapattana, Rekha R. Nair et Tripty Singh. « Visualization of COVID Bimodal scan using DNN ». Dans 2021 12th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2021. http://dx.doi.org/10.1109/icccnt51525.2021.9579878.

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Mahfouz, Ahmed, Tarek M. Mahmoud et Ahmed Sharaf Eldin. « Bimodal behavioral authentication framework based on decision fusion ». Dans 2017 8th International Conference on Information and Communication Systems (ICICS). IEEE, 2017. http://dx.doi.org/10.1109/iacs.2017.7922000.

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Sivaranjani, S., et S. Sumathi. « A review on implementation of bimodal newborn authentication using raspberry Pi ». Dans 2015 Global Conference on Communication Technologies (GCCT). IEEE, 2015. http://dx.doi.org/10.1109/gcct.2015.7342664.

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Ramachandra, A. C., L. M. Patnaik, K. R. Venugopal, S. K. Abhilash et K. B. Raja. « Dual transformation bimodal biometrics based on feature level fusion ». Dans Fourth International Conference on Advances in Recent Technologies in Communication and Computing (ARTCom2012). Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/cp.2012.2511.

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Koebele, C., M. Salsi, G. Charlet et S. Bigo. « Nonlinear effects in long-haul transmission over bimodal optical fibre ». Dans 2010 36th European Conference and Exhibition on Optical Communication - (ECOC 2010). IEEE, 2010. http://dx.doi.org/10.1109/ecoc.2010.5621347.

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Wang, Xiaoxue, Yufang Zhang et Huicheng Yang. « A bimodal biometric verification system based on fingerprint and face ». Dans 2015 5th International Conference on Electronics Information and Emergency Communication (ICEIEC). IEEE, 2015. http://dx.doi.org/10.1109/iceiec.2015.7284550.

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