Articles de revues : « Bimodal communication »

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Bernstein, Mark B., Madeline Maxwell, and Kimberly A. Matthews. "Bimodal or Bilingual Communication?" Sign Language Studies 1047, no. 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, no. 1 (1994): 209–20. http://dx.doi.org/10.1353/sls.1994.0014.

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Paulmann, Silke, Sarah Jessen, and Sonja A. Kotz. "Investigating the Multimodal Nature of Human Communication." Journal of Psychophysiology 23, no. 2 (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, and Isabelle Charrier. "Aggressive Bimodal Communication in Domestic Dogs, Canis familiaris." PLOS ONE 10, no. 11 (2015): e0142975. http://dx.doi.org/10.1371/journal.pone.0142975.

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Wu, Y., C. Zhou, J. Xiao, J. Kurths, and H. J. Schellnhuber. "Evidence for a bimodal distribution in human communication." Proceedings of the National Academy of Sciences 107, no. 44 (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, no. 4-5 (2006): 341–55. http://dx.doi.org/10.1080/09588220601043107.

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Werner, Adam F., Jamie C. Gorman, and 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, no. 1 (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, and Roshni P. Anand. "Bimodal Emotion Recognition using Machine Learning." International Journal of Engineering and Advanced Technology 10, no. 4 (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, and Jilayne Watson. "Maternal bimodal communication style matches the infant's level of lexical comprehension." Infant Behavior and Development 21 (April 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, and William D. Hopkins. "Tactical use of unimodal and bimodal communication by chimpanzees, Pan troglodytes." Animal Behaviour 67, no. 3 (2004): 467–76. http://dx.doi.org/10.1016/j.anbehav.2003.04.007.

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RICHMOND-WELTY, E. DAYLENE, and PATRICIA SIPLE. "Differentiating the use of gaze in bilingual-bimodal language acquisition: a comparison of two sets of twins with deaf parents." Journal of Child Language 26, no. 2 (1999): 321–38. http://dx.doi.org/10.1017/s0305000999003803.

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Signed languages make unique demands on gaze during communication. Bilingual children acquiring both a spoken and a signed language must learn to differentiate gaze use for their two languages. Gaze during utterances was examined for a set of bilingual-bimodal twins acquiring spoken English and American Sign Language (ASL) and a set of monolingual twins acquiring ASL when the twins were aged 2;0, 3;0 and 4;0. The bilingual-bimodal twins differentiated their languages by age 3;0. Like the monolingual ASL twins, the bilingual-bimodal twins established mutual gaze at the beginning of their ASL utterances and either maintained gaze to the end or alternated gaze to include a terminal look. In contrast, like children acquiring spoken English monolingually, the bilingual-bimodal twins established mutual gaze infrequently for their spoken English utterances. When they did establish mutual gaze, it occurred later in their spoken utterances and they tended to look away before the end.

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Locke, John L. "Bimodal signaling in infancy." Interaction Studies 8, no. 1 (2007): 159–75. http://dx.doi.org/10.1075/is.8.1.11loc.

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It has long been asserted that the evolutionary path to spoken language was paved by manual–gestural behaviors, a claim that has been revitalized in response to recent research on mirror neurons. Renewed interest in the relationship between manual and vocal behavior draws attention to its development. Here, the pointing and vocalization of 16.5-month-old infants are reported as a function of the context in which they occurred. When infants operated in a referential mode, the frequency of simultaneous vocalization and pointing exceeded the frequency of vocalization-only and pointing-only responses by a wide margin. In a non-communicative context, combinatorial effects persisted, but in weaker form. Manual–vocal signals thus appear to express the operation of an integrated system, arguably adaptive in the young from evolutionary times to the present. It was speculated, based on reported evidence, that manual behavior increases the frequency and complexity of vocal behaviors in modern infants. There may be merit in the claim that manual behavior facilitated the evolution of language because it helped make available, early in development, behaviors that under selection pressures in later ontogenetic stages elaborated into speech.

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Manuel Yábar, José, and Pere Lluís Barbarà. "The UAB: towards a bimodal university in the information and communication technologies." Educar 25 (July 1, 1999): 113. http://dx.doi.org/10.5565/rev/educar.298.

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Asawa, C. K. "Intrusion-alarmed fiber optic communication link using a planar waveguide bimodal launcher." Journal of Lightwave Technology 20, no. 1 (2002): 10–18. http://dx.doi.org/10.1109/50.974813.

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Levy, Beverly Sauer. "Bimodal Consciousness: Psychological States and Writer's Block in the Technical Writing Classroom." Journal of Technical Writing and Communication 16, no. 1 (1986): 167–74. http://dx.doi.org/10.2190/8anf-mf0y-neet-d9p9.

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Gallagher, Tanya M., and Helen E. Meador. "Communication Mode Use of Two Hearing-Impaired Adolescents in Conversation." Journal of Speech and Hearing Disorders 54, no. 4 (1989): 570–75. http://dx.doi.org/10.1044/jshd.5404.570.

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Communication mode use in the dyadic conversational speech of adolescent simultaneous communication (SC)-trained hearing-impaired twin boys was investigated. Proportional frequencies of modes and the English structural characteristics of the spoken components of utterances produced in each mode were examined. The results indicated that these adolescents were using an integrated bimodal form of English with a grammatical base that did not vary as a function of the presence or absence of simultaneous signs either in their speech or their partner's speech. Implications of the results are discussed.

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KAUFMANN, EMILY, and ANDREA M. PHILIPP. "Language-switch costs and dual-response costs in bimodal bilingual language production." Bilingualism: Language and Cognition 20, no. 2 (2015): 418–34. http://dx.doi.org/10.1017/s1366728915000759.

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In communication, different forms of language combinations are possible for bimodal bilinguals, who use a spoken and a signed language. They can either switch from one language to another (language switching) or produce a word and a sign simultaneously (language blending). The present study examines language control mechanisms in language switching and simultaneous bimodal language production, comparing single-response (German or German Sign Language) and dual-response trials (Blend of the German word and the German Sign Language sign). There were three pure blocks, one for each Target-response (German, German Sign Language, Blend), as well as mixed blocks, in which participants switched between all three Target-responses. We observed language mixing costs, switch costs and dual-response costs. Further, the data pattern showed a specific dual-response advantage for switching into a Blend (i.e., a dual-response trial), indicating the specific nature of a blended response in bimodal bilingual language production.

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Antia, Shirin D., Amy R. Lederberg, Susan Easterbrooks, et al. "Language and Reading Progress of Young Deaf and Hard-of-Hearing Children." Journal of Deaf Studies and Deaf Education 25, no. 3 (2020): 334–50. http://dx.doi.org/10.1093/deafed/enz050.

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Abstract We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard scores were higher than for English syntax. Although delayed in language, children made expected gains based on hearing norms from kindergarten to second grade. Reading scores declined from kindergarten to second grade. Spoken-only and bimodal children had similar word reading and reading comprehension abilities and higher scores than sign-only children. Spoken-only children had better spoken phonological awareness and nonword reading skills than the other two groups. The sign-only and bimodal groups made similar and significant gains in ASL syntax and fingerspelling phonological awareness.

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Sieben, Kay, and Ileana Hanganu-Opatz. "Crossmodal stimulation influences communication in visual-somatosensory cortical networks of the Brown Norway rat." Seeing and Perceiving 25 (2012): 92. http://dx.doi.org/10.1163/187847612x647117.

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Processing of most action goals and complete perception of the environment, like spatial localization of events, require integration of information from different sensory systems. The classical idea of a hierarchical sensory organization is challenged by recent evidence from both human and primate work showing that multisensory processing is already taking place in primary sensory cortices. However, the mechanisms underlying this multisensory processing and the role of primary sensory cortices in crossmodal communication and oscillatory coupling remain largely unknown. Congruent and incongruent uni- and bimodal visual (light spot) and tactile (whisker deflection) stimulation was performed simultaneously with extracellular multielectrode recordings in the primary visual (V1) and somatosensory (S1, barrel field) neocortices of adolescent Brown Norway rats in vivo. Tactile stimulation led after 10–30 ms to a phase-locked, large amplitude response in the contralateral S1 that is accompanied by prominent, layer-specific sinks and sources. Additionally, non-phase-locked oscillations were induced in different frequency ranges. Visual stimulation alone did not change the amplitude of oscillations compared to baseline activity in the contralateral S1, but reset the phase of ongoing oscillatory activity. Because of the visual impact in the S1, bimodal congruent stimulation led to an increase of the evoked response and changed the timing of amplitude enhancement of oscillations. These data indicate that networks in the barrel cortex are modulated by crossmodal visual input.

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Millet, Agnès, and Isabelle Estève. "Transcribing and annotating multimodality." Gesture and Multimodal Development 10, no. 2-3 (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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Olson, Anne D., and Jennifer B. Shinn. "A Systematic Review to Determine The Effectiveness of Using Amplification in Conjunction With Cochlear Implantation." Journal of the American Academy of Audiology 19, no. 09 (2008): 657–71. http://dx.doi.org/10.3766/jaaa.19.9.2.

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Background: The question regarding the use of amplification with implantation is timely and relevant in today's clinical settings where an increased number of adults with measurable hearing are receiving cochlear implants due to the expanding implant criteria, especially among individuals seeking bilateral implantation. Purpose: To review the evidence available to answer the clinical question: “Does amplification in the ear opposite of a cochlear implant provide improved communication function for adult users?” Research Design: A systematic review of the evidence that met the search criteria related to the use of amplification in adult implant users. All types of experiments were included with the exception of expert opinion. This systematic review ranked the levels of evidence related to these studies and distinguished the levels of evidence from judgments about the grade and strength of recommendations for the stated clinical question. Study Sample: Fifty-two articles were initially reviewed with a final 11 articles meeting the search criteria and identified for in-depth analysis. Data Collection and Analysis: Several electronic databases and textbooks were searched to locate the evidence related to bimodal stimulation. Each article was reviewed using a check sheet and assigned a ranking for level of evidence (Levels 1–6) based on the type of research design that was used and a grade of evidence (A–D) based on the quality, relevance, and extensiveness of the study. Finally the level and grade were collapsed into only three categories to indicating the strength of the recommendations coming from each study and were classified as either strong (I), moderate (II), or weak (III). Results: Several trends about bimodal stimulation were observed, which include (1) significantly better speech understanding in the bimodal condition for many participants; (2) in noise, the largest bimodal benefits in speech recognition; (3) variable findings on localization tasks; and (4) overall significant improvement in functional ability based on self-assessments. The preponderance of evidence received grades of B or C. Conclusions: The evidence available indicates “moderate” (II) strength in support of bimodal stimulation for adult implant users. Clinicians should encourage their clients to consider bimodal fittings. Additional research is needed about optimal time frame for introducing bimodal fittings as well as establishing a clinical profile of patients who may benefit most from this intervention compared to bilateral implantation.

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Mandal, Joyanta Chandra, Indranil Chatterjee, Suman Kumar, and Shilpi Chakraborty. "Efficacy of Auditory Verbal Therapy on Listening and Linguistic Skills of a Child with Bimodal Hearing." Bengal Journal of Otolaryngology and Head Neck Surgery 28, no. 3 (2021): 277–81. http://dx.doi.org/10.47210/bjohns.2020.v28i3.293.

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Introduction This study aimed to document the effect of Auditory Verbal Therapy (AVT) with proper assessment and management in early intervention of a child with bimodal hearing. Bimodal Hearing is the use of a cochlear implant in one ear and a hearing aid in the opposite ear. Auditory Verbal Therapy is a highly specialist early intervention programme which equips parents with the skills to maximise their deaf child’s speech and language development. Case Report A male child aged 5 years 1 month had bilateral severe to profound hearing loss and speech-language problem. He was using cochlear implant in the right ear and BTE hearing aid in left ear (Bimodal hearing). Speech and language assessment revealed delayed semantic, syntax and pragmatic skills. Assessment of language development test showed poor receptive and expressive language score. The functional auditory performance indicator score indicated poor auditory function. Auditory verbal therapy hierarchy plan was used for treatment. Post 15 sessions after applying AVT the child’s listening and linguistic skills showed a great improvement. Discussion The scales used to measure the efficacy of AVT are found to be useful for the assessment and goal setting for intervention. Thus, appropriate quantification of various aspects of communication skills may describe its potential impact in this case under ADIP scheme.

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Rozen-Blay, Or, Rama Novogrodsky, and Tamar Degani. "Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals." Journal of Speech, Language, and Hearing Research 65, no. 2 (2022): 785–96. http://dx.doi.org/10.1044/2021_jslhr-21-00326.

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Purpose: This study aimed to examine how speech while sign (simultaneous communication [SimCom]) affects the spoken language of bimodal bilingual teachers and how individual differences in sign-language vocabulary knowledge, SimCom teaching experience, and the ability to perform speech under dual-task conditions explain the variability in SimCom performance. Method: Forty experienced teachers of deaf and hard of hearing students participated in a story narration task under different conditions. Speech rate, lexical richness, and syntactic complexity were measured and compared across speech-only versus SimCom conditions. Furthermore, participants' score on a sign-language vocabulary test, their self-reported SimCom teaching experience, and their performance in a dual-task condition were taken as predictors of SimCom narration performance. Results: The findings revealed slower speech rate, lower lexical richness, and lower syntactic complexity in the SimCom condition compared with the speech-only condition. Sign-language vocabulary score and SimCom teaching experience explained speech rate and lexical richness. Participant's ability to speak under a dual-task condition did not modulate performance. Conclusions: The findings may suggest that the production of the less dominant (sign) language during SimCom entails inhibition of the dominant (spoken) language relative to the speech-only condition. At the same time, the findings are also compatible with the suggestion that SimCom serves as a unique complex communication unit that cannot be reduced to the combination of two languages.

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Fishman, A. P., R. G. DeLaney, and P. Laurent. "Circulatory adaptation to bimodal respiration in the dipnoan lungfish." Journal of Applied Physiology 59, no. 2 (1985): 285–94. http://dx.doi.org/10.1152/jappl.1985.59.2.285.

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In the dipnoan lungfish, Protopterus aethiopicus, P. annectens, and Lepidosiren paradoxa, the ductus is a short powerful muscular vascular trunk forming a channel for communication between the systemic and pulmonary circulations. In structure, the dipnoan ductus is very similar to the ductus arteriosus (Botalli) in the mammal. Innervation is abundant, consisting of myelinated and nonmyelinated nerve fibers issuing, at least in part, from the vagus. Neurons are present in the adventitia, and numerous nerve profiles, filled with small agranular vesicles, are closely associated with the myocytes, suggesting strong cholinergic control. Perfusion of the ductus in vitro using hypoxic saline causes it to dilate; conversely it is constricted by alpha-agonists. Dopamine and prostaglandin E2 are potent dilators, whereas the beta-agonist, isoproterenol, and acetylcholine are less powerful. A vasomotor segment has been identified on the pulmonary artery (PAVS) close to its junction with the ductus. Its location and structure are similar to the corresponding segment in amphibians and reptiles. It is innervated by endings filled with small clear vesicles. Granular vesicle cells are also present within the adventitia. The PAVS is constricted by acetylcholine. As in amphibians, alpha-agonists and hypoxic saline are without vasomotor effects. Based on the anatomic and physiological observations, a concept of cyclic perfusion of the gas exchangers in Dipnoi is proposed. During the alternation between air breathing (emersion) and apneic phases (immersion), the pattern of the circulation in the lungfish oscillates between that of a tetrapod and a fish.

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Schulson, E. M., and J. L. Laughlin. "The Characteristic Grain Size and the Compressive Strength of Ice Containing a Bimodal Distribution of Grain Sizes." Journal of Offshore Mechanics and Arctic Engineering 111, no. 1 (1989): 61–62. http://dx.doi.org/10.1115/1.3257140.

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The purpose of this communication is to show through experiment that the compressive strength of polycrystalline ice, which contains a bimodal distribution of grain sizes, can be expressed in terms of a characteristic grain size. The work was performed in response to an awareness that grain refinement strengthens both columnar [1] and granular [2] freshwater ice deformed under compression, and that ice formed naturally often contains grains of more than one size. A detailed discussion is given elsewhere [3].

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Sánchez Casado, Inmaculada, and José Miguel Benítez Merino. "NOCIONES ESPACIO-TEMPORALES Y BIMODAL: ANÁLISIS DE UNA IMPLEMENTACIÓN EDUCATIVA PARA ALUMNADO DE 3 AÑOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2016): 165. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.492.

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Abstract:The temporal and spatial concepts are complex concepts both “teaching “ and “learning “. Today it is still an emerging field for educational innovation since their approach requires us to look multimodal ad hoc garner a dialectic between a child’s cognitive development, their ability symbolic representation and communication, perceptual and motor development, in addition to the teaching time and space at the beginning of their schooling. Such notions should begin to develop from the earliest years of age, ie from the kindergarten stage, as this is considered an acquisition period “critical” for the normal evolutionary development, therefore, this paper focuses on study methods for instruction of basic spatiotemporal concepts. We understand that if we incorporate new communication tools from the point of view of AAC (Augmentative Alternative Communication), will increase the quality of acquisition and hence communication and language skills by encouraging the development of pre-verbal, non-verbal and verbal, so it will improve the maturity of many children who have great difficulty because they have not yet successfully acquired, avoiding future curricular gaps generally constructed from this initial stage. An added value lies in the ability to strengthen the understanding of these concepts as well as implementation applied its notions as to time and space (in, into, each, ... ) so it will add to their teaching process and learning different strategies and methods through Bimodal System. The design of our proposal is established for students in Early Childhood Education 3 years, whose methodology inclusive, dynamic, natural, cooperative and multisensory certainly facilitate the implementation of these notions of time and space by integrating a variety of resources tailored within the area of ??communication and representation, cornerstone of the earliest stages of education.Keywords: Notions Space- Temporary. Caa. Bimodal. Child EducationResumen:Las nociones temporales y espaciales son conceptos complejos tanto de “enseñar” como de “aprender”. Actualmente sigue siendo un campo emergente para la innovación didáctica puesto que su enfoque nos exige una mirada multimodal que concite una dialéctica ad hoc entre el desarrollo cognitivo de un niño, su capacidad simbólica de representación y comunicación, el desarrollo motor y perceptivo, amén de la didáctica del tiempo y del espacio en el inicio de su escolarización. Tales nociones se deben comenzar a desarrollar desde los primeros años de edad, es decir desde la Etapa de Educación Infantil, ya que ésta se considera un periodo de adquisición “crítico” para el desenvolvimiento evolutivo normal; por tanto, esta comunicación se centra en estudiar el procedimiento de instrucción de las nociones espacio-temporales básicas. Entendemos que si incorporamos nuevas herramientas comunicativas desde el punto de vista de la CAA (Comunicación Aumentativa Alternativa), incrementaremos la calidad de su adquisición y por ende de la comunicación y del lenguaje, favoreciendo el desarrollo de habilidades pre-verbales, no-verbales y verbales, por lo que mejoraremos la madurez de muchos niños que presentan grandes dificultades porque aún no lo han adquirido correctamente, evitando un futuro desfase curricular general construido desde dicha etapa inicial. Un valor añadido descansa en la capacidad para afianzar la comprensión de esos conceptos, así como la ejecución aplicada de sus nociones en cuanto a tiempo y a espacio (en, dentro, cada una,...) por lo que incorporaremos a su proceso de enseñanza-aprendizaje diferentes estrategias y métodos a través del Sistema Bimodal. El diseño de la propuesta que presentamos queda establecido para alumnado de Educación Infantil de 3 años, cuya metodología inclusiva, dinámica, natural, cooperativa y multisensorial facilitará sin duda la puesta en práctica de esas nociones espacio-temporales al integrar una gran variedad de recursos adaptados dentro del área de la comunicación y de la representación, eje fundamental de estas primeras etapas educativas.Palabras Clave: Nociones Espacio-Temporales. Caa. Bimodal. Educación Infantil.

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Espinoza-Guzmán, Julia, and Marcela Georgina Gómez Zermeño. "Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education." International Journal of Web-Based Learning and Teaching Technologies 12, no. 1 (2017): 19–31. http://dx.doi.org/10.4018/ijwltt.2017010102.

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The use of information and communication technologies (ICT) in higher education, in many cases, does not necessarily correspond to an organizational, sustainable and consistent initiative in all courses or undergraduate programs imparted. An associated risk is wasting the potential of ICTs to contribute to the quality of education. This is an exploratory-descriptive, mixed methods investigation at Tecnológico de Costa Rica (TEC) to determine the components and factors affecting a Maturity Model (MM). Participants were students, teachers, and institution officials. Results show the components of a maturity model that provides teachers with a roadmap for implementing e-learning in face-to-face, bimodal and virtual courses, advocating for a substantial contribution to the quality of education at a Costa Rican University.

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Gamble, Douglas W., and Scott Curtis. "Caribbean precipitation: review, model and prospect." Progress in Physical Geography: Earth and Environment 32, no. 3 (2008): 265–76. http://dx.doi.org/10.1177/0309133308096027.

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The study of Caribbean climate pre-1990 focused almost exclusively on attempts to link spatial patterns in climatic variables to physical processes. Much of this research assumed a `simple' regional climate, warm year round with a wet season dominated by tropical cyclones, but researchers soon found that a precipitation regionalization of the Caribbean was not as straightforward and simple. Consequently, a satisfactory understanding of the regional precipitation climate has eluded researchers for much of the second half of the twentieth century. Recently, with the increased availability and quality of satellite and precipitation data, researchers have begun to use gridded data sets to identify the spatial boundaries of the bimodal precipitation region and the atmospheric processes associated with the two maxima and minimum in precipitation. The findings of these most recent studies can be combined to construct a five part (North Atlantic high pressure, low level Caribbean jet, subsidence caused by Central America convection, basin wide increased wind shear, and divergence around Jamaica) conceptual Caribbean precipitation model that begins to address spatial variability in the bimodal structure of annual rainfall and the development of the midsummer minimum in precipitation. Such a regional precipitation climate model provides hypotheses to be tested and investigated in future research. Further, researchers must work towards a more effective and clear communication of the bimodal nature of Caribbean precipitation and the associated summer decrease in precipitation, integrate upper air analysis into the current working hypotheses, and further examine the interannual to interdecadal variability of the Caribbean midsummer drought for prediction purposes.

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ABDEL-ATY, MAHMOUD, A. S. F. OBADA, and M. SEBAWE ABDALLA. "QUANTUM TREATMENT OF A TIME DEPENDENT SINGLE-TRAPPED ION INTERACTING WITH A BIMODAL CAVITY FIELD." International Journal of Modern Physics B 17, no. 31n32 (2003): 5925–41. http://dx.doi.org/10.1142/s0217979203023628.

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In the present communication we consider a time dependent ion-field interaction. Here we discuss the interaction between a single trapped ion and two fields taking into account the coupling parameter to be time dependent and allowing for amplitude modulation of the laser field radiating the trapped ion. At exact resonances the analytic solution for the Heisenberg equations of motion is obtained. We examine the effect of the velocity and the acceleration on the Rabi oscillations by studying the second order correlation function. The phenomenon of squeezing for single and two fields cases is considered. The cross correlation between the fields is discussed.

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Chen Pichler, Deborah, Julie A. Hochgesang, Diane Lillo-Martin, and Ronice Müller de Quadros. "Conventions for sign and speech transcription of child bimodal bilingual corpora in ELAN." Language, Interaction and Acquisition 1, no. 1 (2010): 11–40. http://dx.doi.org/10.1075/lia.1.1.03che.

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This article extends current methodologies for the linguistic analysis of sign language acquisition to cases of bimodal bilingual acquisition. Using ELAN, we are transcribing longitudinal spontaneous production data from hearing children of Deaf parents who are learning either American Sign Language (ASL) and American English (AE), or Brazilian Sign Language (Libras, also referred to as Língua de Sinais Brasileira/LSB in some texts) and Brazilian Portuguese (BP). Our goal is to construct corpora that can be mined for a wide range of investigations on various topics in acquisition. Thus, it is important that we maintain consistency in transcription for both signed and spoken languages. This article documents our transcription conventions, including the principles behind our approach. Using this document, other researchers can chose to follow similar conventions or develop new ones using our suggestions as a starting point.

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Rodríguez, Fernando-Gabriel, and Silvia-Ana Español. "Bimodal compositions of gesture and vocalization at the beginning of verbal communication /Composiciones bimodales de gesto y vocalización en el inicio de la comunicación verbal." Infancia y Aprendizaje 39, no. 4 (2016): 661–93. http://dx.doi.org/10.1080/02103702.2016.1215086.

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Lee, Brittany, and Kristen Secora. "Fingerspelling and Its Role in Translanguaging." Languages 7, no. 4 (2022): 278. http://dx.doi.org/10.3390/languages7040278.

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Fingerspelling is a critical component of many sign languages. This manual representation of orthographic code is one key way in which signers engage in translanguaging, drawing from all of their linguistic and semiotic resources to support communication. Translanguaging in bimodal bilinguals is unique because it involves drawing from languages in different modalities, namely a signed language like American Sign Language and a spoken language like English (or its written form). Fingerspelling can be seen as a unique product of the unified linguistic system that translanguaging theories purport, as it blends features of both sign and print. The goals of this paper are twofold: to integrate existing research on fingerspelling in order to characterize it as a cognitive-linguistic phenomenon and to discuss the role of fingerspelling in translanguaging and communication. We will first review and synthesize research from linguistics and cognitive neuroscience to summarize our current understanding of fingerspelling, its production, comprehension, and acquisition. We will then discuss how fingerspelling relates to translanguaging theories and how it can be incorporated into translanguaging practices to support literacy and other communication goals.

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Zakariyya, Sikiru Olayinka. "Design of a Bimodal Home Automation System using ESP8266 and ATMEGA328 Microcontroller." Computer Engineering and Applications Journal 6, no. 3 (2017): 95–108. http://dx.doi.org/10.18495/comengapp.v6i3.220.

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Home automation systems are garnering increasing popularity and widespread use due to the relative ease of domestic management and comparatively high return on technology investment tied to its adoption. However, Nigeria and other emerging ICT economies are yet to fully actualize and maximize the inherent potential of these smart home technologies due to endemic challenges associated with poor infrastructure, erratic power supply and unreliable Internet connectivity. These challenges necessitate an innovative paradigmatic shift that could provide a pragmatic technological solution suitable to the context of Nigeria and other developing climes. For most smart home systems in this research context, the status quo is based on choosing whether the design would be for short- or long-range communication network. Short-range designs which are usually realized with Bluetooth technology suffer from limited range issues while poor connectivity, bandwidth and latency issues are some of the problems plaguing Wi-Fi-based long-range designs. Consequently, this research presents a hybrid adaptive architecture that combines desirable features of both short- and long-range modes. The proposed smart home system is based on using embedded systems which use mobile application to send messages to ESP8266 Wi-Fi module. Together with notifications received from the monitoring unit, these messages are parsed by Arduino's ATMEGA328 microcontroller from where instruction codes are sent for controlling the load by switching ON or OFF various relays connected to the load.

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Boss, Benjamin. "Troubleshooting Cochlear Implant Processors via Tele-Audiology." Seminars in Hearing 42, no. 02 (2021): 107–14. http://dx.doi.org/10.1055/s-0041-1731691.

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AbstractThis case study examines the methods used to troubleshoot a cochlear implant processor via video visit with a nonagenarian (90+ years old) with a bimodal cochlear implant system. This article will discuss the evaluation and management as well as which specific issues could be addressed virtually and how they were resolved. Examples will be provided about how to virtually connect with the patient and how to best facilitate communication during a video visit. Additionally, this article will examine the captioning apps and other hearing assistive technology available for smartphones that can provide further assistance during a cell phone call along with their benefits and limitations.

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Levesque, Elizabeth, P. Margaret Brown, and Gillian Wigglesworth. "The Impact of Bimodal Bilingual Parental Input on the Communication and Language Development of a Young Deaf Child." Deafness & Education International 16, no. 3 (2014): 161–81. http://dx.doi.org/10.1179/1557069x13y.0000000033.

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Fung, Loretta, and Ronald Carter. "New varieties, new creativities: ICQ and English-Cantonese e-discourse." Language and Literature: International Journal of Stylistics 16, no. 4 (2007): 345–66. http://dx.doi.org/10.1177/0963947007079112.

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Internet Relay Chat-based computer-mediated communication provides a distinct space for social interaction and cultural contact, with new and inventive forms of language generated. Research has not fully investigated the specifically creative aspects of language in online interaction, and even less in communication between bilingual and multilingual speakers of English and other languages. Based on a 20,000-word corpus of private ICQ ('I Seek You') data and as evidenced in extensive examples of online communication, this article explores the linguistic creativity of a group of bilingual English-Cantonese speaking university students from Hong Kong. The study reveals the emergence of a bimodal, 'hybrid' spoken-written variety of English embracing an essentially informal, speakerly style that is produced in intimate, collaborative and synchronic contexts. The linguistic creativities in this variety, evidenced, in particular, by code-switching, loan translation and relexicalization, as well as by acoustic and graphical wordplay, represent an e-discourse repertoire that is used to achieve both specific interactional purposes and to articulate a dual cultural identity. The article argues that this form of creative computer-mediated literacy practice has a significant impact on the ways in which interactive and expressive meanings are conveyed.

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Zecconi, Alfonso, Samuele Frosi, Micaela Cipolla, and Claudia Gusmara. "Effects of chronic mastitis and its treatment with ketoprofen on the milk ejection curve." Journal of Dairy Research 85, no. 1 (2018): 50–52. http://dx.doi.org/10.1017/s0022029917000863.

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In this Research Communication we report the results of a controlled study conducted under field conditions in which we analysed milk ejection curves in cows with chronic mastitis, and assessed the influence of antinflammatory treatment with ketoprofen. Total milking time was reduced in chronic mastitis cows, irrespective of ketoprofen treatment, and the proportion of bimodal flow curves was increased. This latter effect was partially reversed by ketoprofen. To our knowledge, this is the first study showing that chronic mastitis has a significant effect on the milk ejection curve. Antinflammatory treatment with ketoprofen was shown to be efficacious in reducing these negative effects, re-establishing a pattern close to the one observed in healthy cows.

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Villalonga, Mercedes B., Rachel F. Sussman, and Robert Sekuler. "Feeling the Beat (and Seeing It, Too): Vibrotactile, Visual, and Bimodal Rate Discrimination." Multisensory Research 33, no. 1 (2020): 31–59. http://dx.doi.org/10.1163/22134808-20191413.

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Abstract Beats are among the basic units of perceptual experience. Produced by regular, intermittent stimulation, beats are most commonly associated with audition, but the experience of a beat can result from stimulation in other modalities as well. We studied the robustness of visual, vibrotactile, and bimodal signals as sources of beat perception. Subjects attempted to discriminate between pulse trains delivered at 3 Hz or at 6 Hz. To investigate signal robustness, we intentionally degraded signals on two-thirds of the trials using temporal-domain noise. On these trials, inter-pulse intervals (IPIs) were stochastic, perturbed independently from the nominal IPI by random samples from zero-mean Gaussian distributions with different variances. These perturbations produced directional changes in the IPIs, which either increased or decreased the likelihood of confusing the two pulse rates. In addition to affording an assay of signal robustness, this paradigm made it possible to gauge how subjects’ judgments were influenced by successive IPIs. Logistic regression revealed a strong primacy effect: subjects’ decisions were disproportionately influenced by a trial’s initial IPIs. Response times and parameter estimates from drift-diffusion modeling showed that information accumulates more rapidly with bimodal stimulation than with either unimodal stimulus alone. Analysis of error rates within each condition suggested consistently optimal decision making, even with increased IPI variability. Finally, beat information delivered by vibrotactile signals proved just as robust as information conveyed by visual signals, confirming vibrotactile stimulation’s potential as a communication channel.

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Massaro, Dominic W., and Michael M. Cohen. "Perceiving asynchronous bimodal speech in consonant-vowel and vowel syllables." Speech Communication 13, no. 1-2 (1993): 127–34. http://dx.doi.org/10.1016/0167-6393(93)90064-r.

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Debreslioska, Sandra, and Marianne Gullberg. "Discourse Reference Is Bimodal: How Information Status in Speech Interacts with Presence and Viewpoint of Gestures." Discourse Processes 56, no. 1 (2017): 41–60. http://dx.doi.org/10.1080/0163853x.2017.1351909.

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Lépine, Jacques R. D., Sergei Andrievky, Douglas A. Barros, Thiago C. Junqueira, and Sergio Scarano. "Bimodal chemical evolution of the Galactic disk and the Barium abundance of Cepheids." Proceedings of the International Astronomical Union 9, S298 (2013): 86–91. http://dx.doi.org/10.1017/s174392131300625x.

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AbstractIn order to understand the Barium abundance distribution in the Galactic disk based on Cepheids, one must first be aware of important effects of the corotation resonance, situated a little beyond the solar orbit. The thin disk of the Galaxy is divided in two regions that are separated by a barrier situated at that radius. Since the gas cannot get across that barrier, the chemical evolution is independent on the two sides of it. The barrier is caused by the opposite directions of flows of gas, on the two sides, in addition to a Cassini-like ring void of HI (caused itself by the flows). A step in the metallicity gradient developed at corotation, due to the difference in the average star formation rate on the two sides, and to this lack of communication between them. In connection with this, a proof that the spiral arms of our Galaxy are long-lived (a few billion years) is the existence of this step. When one studies the abundance gradients by means of stars which span a range of ages, like the Cepheids, one has to take into account that stars, contrary to the gas, have the possibility of crossing the corotation barrier. A few stars born on the high metallicity side are seen on the low metallicity one, and vice-versa. In the present work we re-discuss the data on Barium abundance in Cepheids as a function of Galactic radius, taking into account the scenario described above. The [Ba/H] ratio, plotted as a function of Galactic radius, apparently presents a distribution with two branches in the external region (beyond corotation). One can re-interpret the data and attribute the upper branch to the stars that were born on the high metallicity side. The lower branch, analyzed separately, indicates that the stars born beyond corotation have a rising Barium metallicity as a function of Galactic radius.

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Rodríguez Cuberos, E. G., F. Lozano Bonilla, B. Castaño Zapata, and D. Díaz. "Aplicaciones pedagógicas del Juego de rol en la Educación Virtual: Una experiencia en el contexto del Examen de Estado." Edutec. Revista Electrónica de Tecnología Educativa, no. 23 (July 20, 2007): a079. http://dx.doi.org/10.21556/edutec.2007.23.499.

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Se describe la utilización de una metodología bimodal (Virtual/presencial) de aprendizaje sustentada en el diseño y mantenimiento de juegos de rol como estrategias mediadoras de conocimiento e interacciones comunicativas a través de la utilización de la Plataforma Virtual de la Pontificia Universidad Javeriana (BlackBoard®) como soporte tecnológico. Los resultados obtenidos muestran cualitativamente el desarrollo de habilidades comunicativas en los participaciones y varios manifestaciones de creatividad en el desarrollo de las actividades propuestas lo que sugiere amplias posibilidades de generalizar la aplicación de los juegos de rol como alternativas pedagógicas para facilitar los procesos de enseñanza y aprendizaje en escenarios virtuales de capacitación – formación en donde la clave del éxito del proceso depende de la fluidez de la comunicación y los lazos construidos a partir de esta entre docentes y estudiantes.AbstractThis article describes the use of a bimodal methodology (virtual / in classroom setting), supported in the design of role plays as a mediating strategy for knowledge construction and communicative interactions to take place. This is achieved by means of a virtual platform used at Javeriana University (BlackBoard®) which serves as the technological support. The results obtained qualitatively show the development of communicative skills among the participants, and manifestations of creativity in the activities proposed. This suggests ample possibilities to generalize the use of role plays as a pedagogical alternative to facilitate the teaching/learning processes in virtual scenarios for professional development growth, where the key to success in the process depends on the flow of communication and the ties built between teachers and students.

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Blondel, Marion, Dominique Boutet, Pauline Beaupoil-Hourdel, and Aliyah Morgenstern. "La négation chez les enfants signeurs et non signeurs." Language, Interaction and Acquisition 8, no. 1 (2017): 141–71. http://dx.doi.org/10.1075/lia.8.1.07blo.

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Résumé Cet article présente une étude de cas de l’expression de la négation jusqu’à 3 ans chez quatre enfants évoluant dans des environnements langagiers différents : majoritairement monolingue (anglais, français, LSF) ou bilingue (LSF-français), majoritairement unimodal (modalité visuo-gestuelle de la LSF) ou bimodal (visuo-gestuelle et audio-vocale). Nous décrivons l’émergence et le développement d’une expression gestuelle multimodale, selon que la langue cible intègre (LSF) ou non (anglais, français) cette gestuelle dans sa grammaire, et explorons ainsi l’interface geste-signe. Nous nous attardons sur deux formes gestuelles présentes dans les productions de quatre enfants pour en déterminer les invariants kinésiologiques sous forme de « patrons gestuels contrastifs » et nous analysons la façon dont ces patrons dessinent des sous-ensembles sémantiques dans l’expression gestuelle de la négation et son acquisition.

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Atmaja, Bagus Tris, Akira Sasou, and Masato Akagi. "Survey on bimodal speech emotion recognition from acoustic and linguistic information fusion." Speech Communication 140 (May 2022): 11–28. http://dx.doi.org/10.1016/j.specom.2022.03.002.

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Tao, Fei, and Carlos Busso. "End-to-end audiovisual speech activity detection with bimodal recurrent neural models." Speech Communication 113 (October 2019): 25–35. http://dx.doi.org/10.1016/j.specom.2019.07.003.

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Zhu, Junwei, Christer Löfstedt, and Bent O. Bengtsson. "Genetic Variation in the Strongly Canalized Sex Pheromone Communication System of the European Corn Borer, Ostrinia nubilalis Hübner (Lepidoptera; Pyralidae)." Genetics 144, no. 2 (1996): 757–66. http://dx.doi.org/10.1093/genetics/144.2.757.

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Abstract The major difference in pheromone production between the so-called E and Z strains of the European corn borer Ostrinia nubilalis is controlled by two alleles at a single autosomal locus. E-strain females produce an (E)-11-tetradecenyl acetate pheromone with 1–3% of the Z isomer, whereas Z-strain females produce the opposite blend. In laboratory-reared insects we found that F1 females produced, on average, a 71:29 E/Z ratio, but the distribution was clearly bimodal. The variability in pheromone blend produced by heterozygous females could be explained by the existence of two different alleles in the Z strain which in combination with the E-strain allele for the major production locus cause the production of a component mixture either high or low in the E isomer. In addition, evidence was found for an independently inherited factor, existing in the E strain, with a dominant effect on the amount of E isomer produced by females homozygous for Z-alleles at the major production locus. Thus, the low variability normally found in the pheromone mixture produced by O. nubilulic and other moth females may, by canalization, hide a considerable amount of underlying genetic variation.

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Williams, Joshua, Isabelle Darcy, and Sharlene Newman. "Second Language Working Memory Deficits and Plasticity in Hearing Bimodal Learners of Sign Language." Psychology of Language and Communication 19, no. 2 (2015): 128–48. http://dx.doi.org/10.1515/plc-2015-0008.

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AbstractLittle is known about the acquisition of another language modality on second language (L2) working memory (WM) capacity. Differential indexing within the WM system based on language modality may explain differences in performance on WM tasks in sign and spoken language. We investigated the effect of language modality (sign versus spoken) on L2 WM capacity. Results indicated reduced L2 WM span relative to first language span for both L2 learners of Spanish and American Sign Language (ASL). Importantly, ASL learners had lower L2 WM spans than Spanish learners. Additionally, ASL learners increased their L2 WM spans as a function of proficiency, whereas Spanish learners did not. This pattern of results demonstrated that acquiring another language modality disadvantages ASL learners. We posited that this disadvantage arises out of an inability to correctly and efficiently allocate linguistic information to the visuospatial sketchpad due to L1-related indexing bias.

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Javaid, Fawad, Anyi Wang, Muhammad Usman Sana, Asif Husain, and Imran Ashraf. "Characteristic Study of Visible Light Communication and Influence of Coal Dust Particles in Underground Coal Mines." Electronics 10, no. 8 (2021): 883. http://dx.doi.org/10.3390/electronics10080883.

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The critical environment of the underground mines is a risky zone for mining applications and it is very hazardous to engage the miners without a sophisticated communication system. The existing wired networks are susceptible to damage and the wireless radio systems experience severe fading that restricts the complete access to the entire assembly of a mine. Wireless optical communication is a better approach that can be incorporated in the erratic atmosphere of underground mines to overcome such issues, as lights are already used to illuminate the mine galleries. This study is focused on investigating the characteristics of visible light communication (VLC) in an underground coal mine. The entire scope of VLC is elaborated along with the influence of coal dust particles and the scattering model. The impact of coal dust clouds on visibility and attenuation is analyzed for visible light transmission. The shadowing effect generated by the pillars and mining machinery is estimated by employing the bimodal Gaussian distribution (BGD) approach in coal mines. The characteristic model of VLC for underground coal mines is presented by classifying the area of the mine into mine gallery and sub-galleries. The transmission links of VLC are categorized as the line of sight (LOS) link for direct propagation and the non-LOS (NLOS) link for reflected propagation. The scenarios of LOS and NLOS propagation are considered for each evaluating parameter. Furthermore, the performance of the proposed framework is examined by computing the received signal power, path loss, delay spread (DS), and signal to noise ratio (SNR).

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LAVELLI, MANUELA, CHIARA BARACHETTI, and ELENA FLORIT. "Gesture and speech during shared book reading with preschoolers with specific language impairment." Journal of Child Language 42, no. 6 (2015): 1191–218. http://dx.doi.org/10.1017/s0305000914000762.

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ABSTRACTThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture–speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the ‘gesture advantage’ hypothesis in children with SLI, and have implications for educational and clinical practice.

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Shah, US, and SA Murray. "Bimodal inhibition of connexin 43 gap junctions decreases ACTH-induced steroidogenesis and increases bovine adrenal cell population growth." Journal of Endocrinology 171, no. 1 (2001): 199–208. http://dx.doi.org/10.1677/joe.0.1710199.

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In order to elucidate the role of gap junctions in adrenal cell responses, we measured the effect of inhibiting gap junctions with 18-alpha glycerrhetinic acid (GA; a potent inhibitor of cell-cell communication) and connexin antisense transfection on cell proliferation and adrenocorticotropin (ACTH)-stimulated steroidogenesis. In these experiments we utilized a bovine adrenocortical cell (SBAC) population, which responds to ACTH treatment with a dose-dependent increase in steroid production, an increase in connexin 43 (alpha(1)-Cx43) gap junction protein concentrations, and a decrease in cell population growth. SBAC cell populations treated with GA had increased growth rates, decreased ACTH-stimulated steroidogenesis, but no reduction in alpha(1)-Cx43 gap junction protein contents. In contrast, when SBAC cells were transfected with alpha(1)-Cx43 antisense cDNA, gap junction protein concentration was dramatically reduced as expected, unlike the GA-treated cell populations. Cell populations transfected with alpha(1)-Cx43-antisense also exhibited increased growth rates and a decreased steroidogenic response to ACTH treatment as compared with control or vector-only transfected cell populations. The decreased responsiveness and increased number of cells in the population after gap junction function was decreased by either GA treatment or antisense transfection, suggests that gap junctions may be necessary factors in ACTH-stimulated responsiveness and growth control in the adrenal gland.

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