visual modality

Therefore , teacher should rationally select visual modality , audio modality and linguistic modality to ensure the effective input of students ' learning .

因此，教师应该合理的选择视觉模态、听觉模态和语言模态以此保证学生学习的有效输入。

The aural modality is the main communicative way with the visual modality is used to support , highlight and expand the meaning of it .

听觉模态是主要的交流方式，视觉模态被用来支持、突显和扩展其意义。

Visual Modality ' Selectivity Activation by Visual Verbs in Simple Sentence

简单句中视觉动词对视觉通道的选择性激活

Attending to the auditory modality but ignoring the visual modality .

注意听觉通路，忽视视觉通路。

In addition , different sub-modalities of the visual modality , such as , images , colors , and words are in the united relations .

此外，视觉模态中的不同次模态，如：图像、颜色和文字之间为联合关系。

The purpose of this study is to investigate the difference of efficiency between visual modality highlighting , auditory modality highlighting and multi-modality highlighting on high level difficulty .

研究在高难度水平条件下，视觉突显、听觉突显和视听多通道突显对被试搜索判断绩效的影响。

From the aspect of long-term memory , thc reasearch , using stories as experimental material studied the processing ( automatic and controlled ) of temporal succession information and audio - visual modality effects .

从长时记忆的角度出发，以故事的形式为实验材料，对时序信息的加工方式和通道效应进行了研究。

Effect of different modality on the inhibition of return : The inhibition of return effect of visual modality is greater than that of auditory one , and this pattern is irrelevant to the response mode .

不同通道对返回抑制的影响：视通道返回抑制效应比听通道的大，且这种模式与反应方式无关；

ConclusionIn the visual modality , MMP elicited by warp stimulus may be an element similar to auditory MMN and reflect auto-processing of brain to visual stimulus .

结论视觉模式中，偏差刺激诱发的MMP可能是与听觉MMN类似的成分，反映了脑对视觉刺激变化的自动加工过程。

When present study material in visual modality , the learning performance trend was : The learners ' performance was best , when help in auditory modality presentation , second was visual modality presentation , the last one was visual-auditory presentation .

当以视觉方式呈现学习材料时，学习绩效的总体趋势是帮助信息以听觉呈现时为最好，视觉呈现为其次，视听呈现为最差。

As for the first question , the research shows that the different multimodal elements work together to conduct meaning with the framework of design , including the design of linguistic modality , visual modality , audio modality and gestural modality in teaching .

对于第一个问题，研究表明在设计框架下包括语言模态、视觉模态、听觉模态和体式模态等不同模态的相互协同来构建意义。

Methods : Event-related potentials ( ERPs ) were recorded in 12 healthy young adults using the paradigm called cross-model and delayed response under the following two conditions : ① Attending to the visual modality but ignoring the auditory modality ;

方法：采用跨通路延迟反应实验模式，研究12名正常青年人注意与非注意条件下的事件相关电位（ERPs）。实验分为二项：①注意视觉通路，忽视听觉通路；

No matter the visual and auditory target stimuli were located in the same or different spatial location , visual and auditory modality integrated together . The areas of integration were temporoparietal junction areas .

无论是视觉靶刺激和听觉靶刺激位于相同的空间位置还是相异的空间位置，视听双通路刺激都发生了整合，整合区域都在颞顶联合皮层的位置。