721 |
Context-Sensitive Multimodal Mobile Interfaces Speech and Gesture Based Information Seeking Interaction with Navigation Maps on Mobile Devices
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In: http://www.dfki.de/~sonntag/mobilehci2007.pdf
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722 |
Multimodal Communication on Tumblr: “I have so many feels!”
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In: http://info.ils.indiana.edu/%7Eherring/tumblr.pdf
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723 |
Effect of being seen on the production of visible speech cues. A pilot study on Lombard speech
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In: http://hal.univ-grenoble-alpes.fr/docs/00/99/07/20/PDF/GarnierMenardRichard-IS12-Final.pdf
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724 |
Received Day Month Day Revised Day Month Day Accepted Day Month Day
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In: http://www.iut.univ-paris8.fr/~pelachaud/AllPapers/IJHR06.pdf
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725 |
Sex-based Short-term Memory of Vocabulary Trained with Pease and Pease‟s Multimodality
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In: http://www.macrothink.org/journal/index.php/ijhrs/article/viewFile/2730/2670/
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726 |
‘Two Tongues Occupy My Mouth ’ – Poetry, Performance and the Moving Image
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In: http://www.parksidemedia.net/parkside_media/Two Tongues article.pdf
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727 |
Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.
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728 |
La afiliación en sesiones psicoterapéuticas: estudio multimodal de la interacción terapeuta-paciente desde el análisis de la conversación
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729 |
Sidekick humour in animated Disney films: the case of Mulan and Frozen. A semantic, pragmatic, and multimodal analysis
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730 |
Infants temporally coordinate gesture-speech combinations before they produce their first words
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732 |
Multimodal word meaning induction from minimal exposure to natural text
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Abstract:
By the time they reach early adulthood, English speakers are familiar with the meaning of thousands of words. In the last decades, computational simulations known as distributional semantic models (DSMs) have demonstrated that it is possible to induce word meaning representations solely from word co‐occurrence statistics extracted from a large amount of text. However, while these models learn in batch mode from large corpora, human word learning proceeds incrementally after minimal exposure to new words. In this study, we run a set of experiments investigating whether minimal distributional evidence from very short passages suffices to trigger successful word learning in subjects, testing their linguistic and visual intuitions about the concepts associated with new words. After confirming that subjects are indeed very efficient distributional learners even from small amounts of evidence, we test a DSM on the same multimodal task, finding that it behaves in a remarkable human‐like way. We conclude that DSMs provide a convincing computational account of word learning even at the early stages in which a word is first encountered, and the way they build meaning representations can offer new insights into human language acquisition. ; We thank the Cognitive Science editor and reviewers for constructive criticism. We also received useful feedback from the audience at *SEM 2015 and the International Meeting of the Psychonomic Society 2016. We acknowledge ERC 2011 Starting Independent Research Grant number 283554 (COMPOSES project). Marco Marelli conducted most of the work reported in this article while employed by the University of Trento. All authors equally contributed to the reported work.
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Keyword:
Distributional semantics; Language and the visual world; Multimodality; One-shot learning; Word learning
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URL: http://hdl.handle.net/10230/45931 https://doi.org/10.1111/cogs.12481
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733 |
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
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734 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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736 |
WebQuests: tecnologias, multiletramentos e a formação do professor de inglês para a era do ciberespaço
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 4, Pp 861-882
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737 |
Gêneros, multimodalidade e letramentos
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 3, Pp 581-612
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