因此，孩子们心理上就把声音和动作两者相联系，这意味着他们并不单单依赖于视觉或听觉模式。
Thus, the children had to mentally link numerosities in two different modalities, sounds and actions, which meant they could not rely on visual or auditory patterns alone.
除了视觉、听觉和动觉模式以外，还有许多不同学习方式的组合。
There are many different schemes of learning styles in addition to the visual, auditory and kinesthetic model.
埃伦·伯根尤其关注了丘脑所产生的脑电波模式，丘脑是位于大脑深部的一个脑区，负责处理视觉与听觉刺激的输入。
Ellenbogen paid particular attention to the patterns generated by the thalamus, a region deep in the brain that processes incoming visual and auditory stimuli.
在高师视唱练耳教学中，和声听觉训练从开始就走着一条模仿欧洲和前苏联的模式。
In the solfeggio teaching of the higher normal schools, harmony sense of hearing training followed the pattern of Europe and the USSR.
目的探讨视觉模式中是否存在与听觉失匹配负波(MMN)类似的电位成分。
ObjectiveTo investigate if there were potential components similar to auditory mismatch negativity (MMN) in the visual modality.
研究发现，视觉和听觉输入模式对口语产出的影响层面有别，输入、输出频数对口语质量有影响。
The results indicate that input modes have different effects on oral production and that input and output frequency plays an important role in oral production.
历经口语教学与手语教学纷争的聋校语言教学模式影响了听觉障碍儿童随班就读的教学模式。
Language teaching in deaf schools has experienced controversies between oral language teaching and sign-language teaching, which influences teaching models of LRC for hearing-handicapped children.
作为此事务的结果，设备之一或二者都可以经历模式改变，该模式改变可以通过听觉、视觉或触觉信号来向用户确认。
As a result of this transaction, one or both devices may experience a mode change, which may be signaled by a audible, visual or tactile confirmation to a user.
实验表明：同时利用音频和视觉信息的多模式VAD比基于帧能量的听觉VAD在帧错误率上有55.0%的相对下降，在断句错误率上有98.5%的相对下降。
Experiments show a 55.0% reduction in the frame error rate and a 98.5% reduction in sentence breaking error rate with the multimodal VAD as compared to the frame energy-based audio VAD.
近年来，听觉口语法的康复模式逐渐得到国内专业机构和家长的认可。
In recent years, Auditory-Verbal therapy (AVT)has gradually been recognized by professional institutions and parents.
描述两项听觉系统表现纯音频率的周边神经编码模式。
Describe two peripheral neural codes that could be used by the auditory system to represent the frequency of pure tones.
目的：探讨大鼠脑干听觉诱发电位(BAEP)和听觉中潜伏期反应(mlr)生后发育模式的异同。
Aim: to compare the postnatal development of brainstem auditory evoked potential (BAEP) with that of middle latency response (MLR) in rats.
有3种主要的学习模式：有三种不同的学习模式：视觉型、听觉型和动觉型。
Three Main learning types: There are three different learning types: Visual, Auditory, and Kinesthetic.
有3种主要的学习模式：有三种不同的学习模式：视觉型、听觉型和动觉型。
Three Main learning types: There are three different learning types: Visual, Auditory, and Kinesthetic.
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