visual modality
英 [ˈvɪʒuəl məʊˈdæləti]
美 [ˈvɪʒuəl moʊˈdæləti]
网络 视觉模态; 视觉学习
英英释义
noun
- the ability to see
双语例句
- 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。 - Study on Visual Simulation Technology of Cunninghamia Lanceolata Modality and Growth
杉木形态与生长可视化模拟技术研究 - To put it specifically, the visual resources are studied in terms of visual contact, social distance, perspective and modality.
确切地说，在研究图像模式时采取了视觉语法的分析框架，即从接触、社会距离、视角和情态四方面加以分析。 - 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。 - 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。 - 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。 - 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。 - First, Visual Grammar is adopted to analyze how the interactive meaning is constructed through the four elements of image: contact, social distance, perspective, and modality.
首先，运用视觉语法分析互动意义如何在图像的四个要素：接触、社会距离、视角、情态中构建。 - Attending to the auditory modality but ignoring the visual modality.
注意听觉通路，忽视视觉通路。 - 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；