Multi-mode children literature and culture symbol identification and visualization method

Abstract

The invention belongs to the technical field of multi-modal data processing, and discloses a multi-modal child literature culture symbol identification and visualization method, which comprises the following steps: collecting a child literature multi-dimensional symbol carrier, and carrying out modal interleaving fusion to obtain a culture symbol native fusion body; performing Fulial decoding and intertext analysis, and constructing a culture symbol incidence matrix; collecting reading interaction feedback, performing cognitive understanding fault detection, and constructing an individual symbol understanding map; extracting cognitive features, obtaining a cognitive style portrait, and creating a symbol interpretation adapter; performing cultural symbol representation conversion, realizing symbol visualization construction, generating an immersive cultural symbol guide scheme, and guiding reading; through multi-modal symbol recognition and personalized visualization conversion, the problem of children literature and culture symbol understanding obstacles is effectively solved, and the reading understanding depth and the culture inheritance effect are improved.

Description

Technical Field

[0001] The present invention relates to the technical field of multimodal data processing, and more specifically, to a method for identifying and visualizing multimodal children's literature cultural symbols. Background Art

[0002] Children's literature contains a wealth of cultural symbols, including linguistic, visual, emotional, and historical symbols. These symbols are of great significance to children's cognitive development and cultural heritage. However, existing methods for identifying cultural symbols in children's literature suffer from a singularity of symbol recognition, i.e., an over-reliance on a single modality for symbol extraction and analysis.

[0003] Specifically, traditional recognition methods mostly focus on language symbol analysis at the text level, and are unable to effectively identify and process visual symbols in illustrations, intonation symbols in audio readings, etc.; when cultural symbols are expressed cross-modally (such as a cultural concept is expressed through both text descriptions and illustrations), single-modal recognition methods cannot capture the correlation between symbols, resulting in one-sided symbol recognition and loss of intertextuality and complementary information between symbols, which ultimately affects children's comprehensive understanding of the cultural connotations in literary works; in addition, due to the lack of consideration of children's cognitive characteristics, existing technologies are unable to adjust the accuracy and visualization of symbol recognition according to the cognitive levels of children of different age groups, reducing the actual guiding value of cultural symbol recognition results for children's reading comprehension and cultural learning.

[0004] In view of this, the present invention proposes a multimodal children's literature cultural symbol recognition and visualization method to solve the above problems. Summary of the Invention

[0005] In order to overcome the above-mentioned defects of the prior art and to achieve the above-mentioned objectives, the present invention provides the following technical solution: a multimodal children's literature cultural symbol recognition and visualization method, comprising: Step S1: Collect multi-dimensional symbol carriers of children's literature works, perform modal interweaving and fusion on the multi-dimensional symbol carriers, and obtain the original fusion of cultural symbols; Step S2: Semiotically decode the original fusion of cultural symbols to obtain a cultural symbol pedigree diagram, conduct symbol intertextuality analysis based on the cultural symbol pedigree diagram, and then construct a cultural symbol association matrix; Step S3: Collecting real-time children's interactive reading feedback; detecting cognitive understanding faults in the cultural symbol association matrix, identifying symbol understanding barriers, and building cognitive bridges based on the real-time children's interactive reading feedback to form an individual symbol understanding map; Step S4: extract cognitive features based on the individual symbol understanding map to obtain a cognitive style profile, and create a symbol interpretation adapter based on the cognitive style profile; Step S5: Perform cultural symbol representation transformation through a symbol interpretation adapter to obtain a child-friendly symbol set; implement symbol visualization construction based on the child-friendly symbol set, generate an immersive cultural symbol navigation plan, and guide children's literature reading based on the immersive cultural symbol navigation plan.

[0006] The technical effects and advantages of the multimodal children's literature cultural symbol recognition and visualization method of the present invention are as follows: The present invention realizes the unified integrated management of cultural symbols of different modalities through the collection of multi-dimensional symbol carriers and the interweaving and fusion of modalities, and can integrate scattered symbol representation systems into an organic whole, thereby enhancing the synergy of the symbol recognition system. Through the construction of cultural symbol genealogy diagrams and the analysis of symbol intertextuality, a cultural symbol association matrix can be effectively generated to achieve a global association understanding of cultural symbols. This global association strategy can ensure the coordinated interpretation of multiple modal symbols, greatly improve the efficiency of children's understanding of cultural symbols in literary works, and avoid the understanding bias and cultural cognitive blind spots caused by a single modality. Through the identification of symbol understanding obstacles and the construction of cognitive bridges, it is possible to fully perceive the cognitive difficulties in the children's reading process, respond to the diverse cognitive needs of children of different age stages, and improve the personalized adaptability and pertinence of the system through the construction of individual symbol understanding maps. By introducing a symbol interpretation adapter, the cognitive style characteristics of children are analyzed in real time, potential understanding obstacles are predicted, and the symbol presentation strategy can be dynamically adjusted through cognitive feature extraction to ensure that efficient cultural symbol understanding can still be achieved when children's cognitive abilities change. Based on the generation of cognitive style portraits and child-friendly cognitive symbol sets, it can automatically generate immersive cultural symbol navigation plans and implement reading guidance based on real-time reading feedback, thereby improving the ability to interpret complex cultural symbols, significantly reducing children's cognitive burden, and enhancing the depth and breadth of reading comprehension. BRIEF DESCRIPTION OF THE DRAWINGS

[0007] Figure 1 Schematic diagram of the multimodal children's literature cultural symbol recognition and visualization method of the present invention; Figure 2 Schematic diagram of the multimodal children's literature cultural symbol recognition and visualization system of the present invention. DETAILED DESCRIPTION

[0008] The following will clearly and completely describe the technical solutions in the embodiments of the present invention in conjunction with the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the present invention.

[0009] Example 1 See also Figure 1 As shown, the multimodal children's literature cultural symbol recognition and visualization method of this embodiment includes: Step S1: Collect multi-dimensional symbol carriers of children's literature works, perform modal interweaving and fusion on the multi-dimensional symbol carriers, and obtain the original fusion of cultural symbols; Step S2: Semiotically decode the original fusion of cultural symbols to obtain a cultural symbol pedigree diagram, conduct symbol intertextuality analysis based on the cultural symbol pedigree diagram, and then construct a cultural symbol association matrix; Step S3: Collecting real-time children's interactive reading feedback; detecting cognitive understanding faults in the cultural symbol association matrix, identifying symbol understanding barriers, and building cognitive bridges based on the real-time children's interactive reading feedback to form an individual symbol understanding map; Step S4: extract cognitive features based on the individual symbol understanding map to obtain a cognitive style profile, and create a symbol interpretation adapter based on the cognitive style profile; Step S5: Perform cultural symbol representation transformation through a symbol interpretation adapter to obtain a child-friendly symbol set; implement symbol visualization construction based on the child-friendly symbol set, generate an immersive cultural symbol navigation plan, and guide children's literature reading based on the immersive cultural symbol navigation plan.

[0010] Preferably, step S1 includes: Collect multi-dimensional symbol carriers of children's literature works, including text descriptions, image illustrations and audio and video readings, encode and standardize the multi-dimensional symbol carriers, convert them into unified digital symbol representations, and form a multimodal symbol library; perform symbol context positioning on the multimodal symbol library, identify the contextual environment in which each symbol appears, and obtain a context-anchored symbol set; conduct perceptual channel interaction analysis based on the context-anchored symbol set, reveal the complementary and reinforcing relationship between different modal symbols, and then extract the core cultural imprint elements; establish a modal translation rule library based on the core cultural imprint elements, and obtain cross-modal mapping criteria; perform modal interweaving and fusion of the context-anchored symbol set according to the cross-modal mapping criteria, and thus obtain a native fusion of cultural symbols.

[0011] Specifically, collecting multidimensional symbolic carriers of children's literature involves comprehensively collecting various symbolic forms, including textual descriptions, images, illustrations, and audio and video readings. Textual descriptions include textual content such as plot, character dialogue, scene descriptions, and emotional expression; images and illustrations include visual elements such as character imagery, scene background, color usage, and composition; and audio and video readings include sound elements such as the reader's voice inflection, emotional transmission, background sound effects, and music. These multidimensional symbolic carriers are coded and standardized, converting symbols of different modalities into a unified digital representation format. Textual symbols are structurally annotated to establish a text tag system that includes paragraph hierarchy, semantic units, and emotional tone, assigning each text segment a unique identifier. For example, the identifier T0056 was created for the classic dialogue "Please draw me a sheep" from "The Little Prince," and the annotation was "Character Request - Contains Metaphorical Expression - Childlike Perspective." Visual features of image symbols are encoded, including parameters such as color distribution, spatial composition, line density, light and dark contrast, and subject position, and each image is assigned a unique image code. For example, the identification code I0073 was created for the illustration of the "Mad Hatter's Tea Party" in Alice in Wonderland, and the code was annotated as "Multi-character gathering scene - fantasy style - high-saturation colors." Acoustic features were extracted from audio symbols, including parameters such as pitch range, speech rate variation, pause distribution, and volume fluctuation, and each audio segment was assigned a unique audio code. For example, the identification code A0042 was created for the recitation of the scene in The Adventures of Pinocchio where Pinocchio's nose lengthens after lying, and the code was annotated as "Intense speech rate - rising tone - enhanced sound effects." Through standardization, these three different modal symbols are organized into a unified multimodal symbol library.

[0012] The multimodal symbol library is contextually located to identify the contextual environment in which each symbol appears. First, the symbols are temporally located based on the narrative timeline, determining their temporal position within the story. Second, the symbols are plot-localized based on the plot development, clarifying their position within the story's beginnings, developments, transitions, and endings. Then, the symbols are character-localized using the character relationship network to determine their relevance to the characters. Finally, the symbols are emotionally localized based on the emotional development curve, analyzing the correspondence between the symbols and emotional expressions. Through these location analyses, each symbol is annotated with its specific contextual environment, including information such as temporal context, plot stage, character connections, and emotional atmosphere, thereby obtaining a context-anchored symbol set.

[0013] Based on the context-anchored symbol set, perceptual channel interaction analysis was conducted to reveal the complementary and reinforcing relationships between symbols of different modalities. A semantic network was constructed for the text symbols in the context-anchored symbol set to identify key cultural concepts. For example, in "The Little Prince," core concepts such as "friendship," "responsibility," and "growth" were identified, and the strength of their semantic connections was analyzed. For example, the connection strength between "responsibility" and "friendship" was 0.82 (out of a maximum score of 1), indicating a close correlation between the two. By extracting core vocabulary, key sentence patterns, and special expressions from the text, the cultural connotations these linguistic elements carry, including values, ethics, national characteristics, and historical traditions, were analyzed to construct a network structure reflecting the cultural context of the text, resulting in a map of the text's cultural context. A visual grammar analysis was conducted on the image symbols in the context-anchored symbol set to study the image's constituent elements and their arrangement and combination. Visual elements such as line, shape, color, composition, and perspective were analyzed to explore how these elements express cultural meaning, including aesthetic style, symbolic meaning, emotional connotations, and cultural background, thereby obtaining a spectrum of the image's cultural composition. Emotional rhythm extraction was performed on the audio symbols in the context-anchored symbol set to analyze the emotional expression contained in the sound. By studying the changes in sound pitch, rhythm speed, volume and timbre, we can reveal how these sound characteristics trigger emotional resonance, including emotional experiences such as joy, sadness, tension and warmth, and obtain the emotional resonance spectrum.

[0014] Based on the textual cultural context map, image cultural composition spectrum, and emotional resonance spectrum, symbol co-occurrence rates were calculated to analyze the frequency of co-occurrence of symbols from different modalities in the same context and their interrelationships. A symbolic co-occurrence metric was obtained by quantifying the degree of co-occurrence between symbols from different modalities, including the correspondence between text and image, the matching between sound and plot, and the overall consistency of multimodal symbols. For example, when the theme "mysterious forest" appeared in the text, visual elements (such as "dense tree canopy," "light and shadow contrast," and "fog effect") in the accompanying illustrations and auditory features (such as "low background sound," "slow speech rate," and "extended pauses") in the audio were counted. The co-occurrence frequency of each corresponding symbol pair was calculated. For example, the textual theme "loneliness" had a co-occurrence rate of 0.86 with the image element "single subject" and a co-occurrence rate of 0.73 with the audio feature "soothing tone." The stability and variability of symbol co-occurrence were analyzed to assess the co-occurrence consistency between symbols from different modalities. For example, the expression consistency of the theme "joy" across the three modalities of text, image, and audio was 0.91, indicating that it is a highly stable cross-modal cultural symbol. By calculating the co-occurrence rate, a symbolic synergy metric is generated for each multimodal symbol combination, ranging from 0 to 1, with higher values ​​indicating stronger synergy. Based on the symbolic synergy metric, the importance of cultural imprinting is assessed, evaluating the influence of different cultural symbols on children's understanding and memory. By analyzing the salience, emotional intensity, cognitive complexity, and memory persistence of the symbols, a graph structure reflecting the influence of cultural imprinting is constructed to obtain a cultural imprint influence graph. The cultural imprint influence graph is refined to identify key nodes and cultural symbol elements with core influence. By evaluating the scope of influence, cultural depth, emotional resonance, and cognitive value of the symbols, the core elements that best represent the cultural connotation of the work are extracted to obtain the core cultural imprint elements.

[0015] Based on the core cultural imprint elements, a modal translation rule library is established to formulate conversion rules between different perceptual modalities. Analyze cross-modal conversion relationships such as how text is converted into images, how images are converted into sounds, and how sounds are converted into text, determine how symbols are converted between different perceptual channels, including the principles of meaning preservation, emotional equivalence, and perceptual complementarity, and obtain cross-modal mapping criteria. According to the cross-modal mapping criteria, the context-anchored symbol set is modally interwoven and integrated, and symbols of different modalities are integrated according to semantic consistency, emotional coherence, and cognitive complementarity. By creating an intermodal association structure, a unified symbolic representation that integrates information from multiple perceptual channels is constructed, so that multimodal symbols such as text, images, and sounds form an organic whole that supports and enhances each other, thereby obtaining a native fusion of cultural symbols.

[0016] Preferably, step S2 includes: Conduct multi-level semiotic analysis on the original fusion of cultural symbols, deconstruct the symbolic expression and connotation, and obtain a cultural symbol hierarchy tree; classify cultural fields according to the cultural symbol hierarchy tree to obtain a cultural symbol pedigree diagram, and evaluate the symbolic communication power of the cultural symbol pedigree diagram to obtain a symbol influence distribution diagram; mine the intertextual relationship of symbols based on the cultural symbol pedigree diagram to obtain a symbolic intertextual network, and integrate cultural symbol groups based on the symbolic influence distribution diagram and the symbolic intertextual network to obtain a symbol cluster composition diagram; locate and identify cultural contexts through the symbol cluster composition diagram to obtain a cultural context mapping report; conduct symbol association analysis based on the symbol cluster composition diagram and the cultural context mapping report to obtain a cultural symbol association matrix.

[0017] Specifically, a multi-layered semiotic analysis is conducted on the original fusion of cultural symbols, deconstructing them hierarchically from surface form to deeper connotations. First, the symbols' external forms are analyzed, including surface characteristics such as visual presentation, language expression, and sound characteristics. Second, the symbols' connotations are interpreted, including the concepts, emotions, and values ​​they point to. Then, the cultural context of the symbols is explored, including background factors such as historical traditions, social norms, and cultural concepts reflected by the symbols. Finally, the interaction of symbols is examined, including systemic characteristics such as the mutual relationship between symbols, joint effects, and overall effects. Through this hierarchical semiotic analysis, a hierarchical structure reflecting the symbols from the surface to the deep, from the individual to the system, is constructed, resulting in a hierarchical tree of cultural symbols.

[0018] Based on the hierarchical tree of cultural symbols, cultural domains are classified and symbols are systematically categorized according to their cultural attributes. These categorization dimensions include historical culture (reflecting historical events, traditional customs, and cultural heritage), ethics (embodying moral concepts, behavioral norms, and value judgments), aesthetics and art (expressing aesthetic styles, artistic forms, and aesthetic tastes), knowledge and science (involving knowledge systems, scientific principles, and cognitive methods), and emotions and psychology (transmitting emotional experiences, psychological states, and interpersonal relationships). Through this multi-dimensional cultural classification, a graphical structure reflecting the cultural genealogy of symbols is constructed, resulting in a cultural symbol genealogy. The cultural symbol genealogy is then evaluated for symbolic communication power, analyzing the communication effectiveness and influence of various symbols among children. Evaluation indicators include a symbol's attractiveness (its ability to capture children's attention), comprehensibility (the ease with which children grasp the symbol's meaning), memorability (how long a symbol persists in children's memory), emotional appeal (the intensity of the emotional response the symbol evokes in children), and reach (the extent to which the symbol spreads among children). This multi-metric communication power evaluation allows for a visualization of the distribution of symbol influence, resulting in a symbol influence distribution map.

[0019] Based on a pedigree chart of cultural symbols, we explore intertextual relationships between symbols, exploring the mutual references, borrowings, and dialogues between symbols. First, we conduct a cultural domain spectrum analysis based on the symbol influence distribution map to examine the distribution characteristics and coverage of symbols in different cultural domains. By analyzing the quantitative proportions, distribution density, and influence strength of symbols in each cultural domain, we construct a visual representation reflecting the distribution of cultural domains, generating a cultural domain distribution map. We then measure the cultural cognition depth of the cultural domain distribution map to assess children's cognitive level and depth of understanding of different cultural domains. By analyzing children's prior cultural knowledge, cognitive development levels, and cultural exposure experiences, we construct a pedigree structure reflecting cultural cognition depth and generate a cultural cognition depth spectrum. Based on the cultural cognition depth spectrum, we conduct a cognitive complexity assessment to analyze the cognitive challenges children may face in understanding different cultural symbols. By assessing the symbol's degree of abstraction, cultural specificity, connotation complexity, and contextual dependence, we identify cognitive difficulties in children's understanding and generate data on cognitive challenge points.

[0020] Identify intertextual transformations within the symbolic intertextual network and analyze the flow and transformation of symbolic meanings across different texts. By tracing the changes in symbolic meaning from one text to another, including the continuation, transformation, enrichment, and reorganization of meaning, a trajectory diagram reflecting the flow of symbolic semantics is constructed to obtain the trajectory of symbolic semantic migration. A cultural understanding intersection calculation is performed on the cognitive challenge point data and the symbolic semantic migration trajectory to identify the intersection of cognitive challenges and semantic flow. By analyzing the key links in cultural understanding reflected by these intersections, the core nodes in the process of cultural symbol understanding are identified, obtaining the key points of core cultural understanding. Based on the key points of core cultural understanding, cultural symbol associations are constructed to establish a multidimensional association network between symbols. By analyzing the semantic associations, formal echoes, functional complementarity, and emotional resonance between symbols, a visual representation reflecting the structure of symbolic groups is constructed to obtain a symbolic cluster composition diagram.

[0021] Using symbol cluster composition diagrams, cultural contexts are located and identified, clarifying the contextual environment and cultural background within which cultural symbols reside. Based on the symbol cluster composition diagrams, cultural context boundaries are delineated to define the scope and boundaries of different cultural contexts. By analyzing the distribution range, density variations, and boundary characteristics of symbol clusters, a graphical representation reflecting the scope of the cultural context is constructed, resulting in a cultural context category diagram. Based on the cultural context category diagram, the positional relationships of symbols within the cultural context are analyzed to determine the relative position and structural relationships of each symbol within the context. By analyzing the centrality, connectivity, and clustering of symbols, a positioning map reflecting the position of symbols within the context is constructed, resulting in a cultural context positioning map. The symbol cluster composition diagrams are used to identify the characteristics of cultural symbols and analyze their unique properties and characteristic attributes. By studying the formal characteristics, connotation characteristics, and functional properties of symbols, a pedigree structure reflecting symbol characteristics is constructed to obtain a cultural symbol characteristic spectrum. Based on the cultural symbol characteristic spectrum, cultural symbols are classified into different types, categorizing symbols according to their characteristics. The classification dimensions include form type (such as language type, image type, sound type, etc.), function type (such as narrative type, description type, expression type, etc.), connotation type (such as symbolic type, metaphorical type, literal type, etc.), etc., to construct a classification genealogy that reflects the symbol type and obtain a classification genealogy of cultural symbols.

[0022] Cultural penetration is assessed based on the spectrum of cultural symbol characteristics, analyzing the ability of symbols to penetrate children's cultural cognition. By evaluating the richness of cultural connotations, the intensity of cultural specificity, the efficiency of cultural transmission, and the durability of cultural influence, the cultural penetration of symbols is quantified to obtain a cultural penetration index. A comprehensive analysis of cultural context characteristics is conducted across the cultural context positioning map, the cultural symbol classification spectrum, and the cultural penetration index, integrating cultural context information from different perspectives. By analyzing the overall characteristics, internal structure, and cultural significance of the context, a report document comprehensively reflecting the characteristics of the cultural context is constructed to obtain a cultural context mapping report. A symbol association analysis is conducted based on the symbol cluster composition diagram and the cultural context mapping report to explore the multidimensional associations between symbols. By constructing a multidimensional matrix structure reflecting the semantic, formal, functional, and emotional associations between symbols, the internal association network of the symbol system is comprehensively expressed, resulting in a cultural symbol association matrix.

[0023] Preferably, step S3 includes: Real-time children's reading interaction feedback is collected, and attention distribution analysis is performed on the real-time children's reading interaction feedback to obtain a reading focus map; symbol comprehension barriers are identified based on the cultural symbol association matrix to obtain a symbol comprehension fault model; cognitive impairment types are divided into the symbol comprehension fault model to obtain symbol comprehension barrier points; key cognitive nodes of the reading focus map are screened according to the symbol comprehension barrier points to obtain cognitive attention focus data, and understanding pathways are identified on the cognitive attention focus data to obtain a sequence of cognitive nodes to be connected; understanding pathway quality of the sequence of cognitive nodes to be connected is evaluated based on the cognitive attention focus data to obtain cognitive node connection strength data; cognitive understanding paths are constructed based on the sequence of cognitive nodes to be connected and the cognitive node connection strength data to form an individual symbol comprehension map.

[0024] Specifically, real-time interactive feedback from children during reading is collected to obtain various reaction data of children during the reading process. Feedback data types include eye movement data (using eye tracking equipment to record the gaze point, gaze duration and scanning path of children during reading), expression data (using facial expression recognition technology to capture changes in children's emotional reactions), gesture data (recording children's page turning, pointing and other interactive behaviors), language data (collecting children's questions, comments and reading performance), etc. Attention distribution analysis is conducted on these real-time interactive feedback to study the distribution of children's attention on different cultural symbols. By analyzing the distribution of gaze points, dwell time and switching frequency, the symbol areas that children focus on and the order of attention are identified, and a visual expression reflecting the distribution of children's reading attention is constructed to obtain a reading focus map.

[0025] Using a cultural symbol association matrix, we identify barriers to symbol comprehension and analyze the difficulties children may encounter in understanding cultural symbols. We first establish an ideal comprehension pathway—the complete cognitive pathway for mature readers to understand cultural symbols. Then, based on children's actual reading feedback, we establish an actual comprehension pathway—the pathway children actually demonstrate in symbol comprehension. By comparing the ideal and actual pathways, we identify gaps and obstacles in the comprehension process, construct a fault structure reflecting barriers to symbol comprehension, and develop a symbol comprehension fault model. This model describes the cognitive barriers that may arise in different stages of symbol comprehension, including the location, type, and severity of the faults.

[0026] The symbol comprehension fault model categorizes cognitive barriers according to different cognitive characteristics. These barriers include knowledge deficit (lack of background knowledge required to understand symbols), conceptual abstraction (the level of abstraction exceeds the child's cognitive level), cultural difference (the cultural context of the symbols does not align with the child's life experience), language expression (the language expression of the symbols exceeds the child's language ability), and contextual understanding (the contextual relationships within the symbols are complex and difficult to understand). This multi-dimensional barrier classification helps identify specific obstacles in children's symbol comprehension and identify these barriers.

[0027] The reading focus map is screened for key cognitive nodes based on the symbol comprehension barriers, and key nodes related to comprehension barriers are selected from the children's focus. By analyzing the correspondence between focus areas and comprehension barriers, the attention characteristics of children in areas of comprehension difficulties are identified, including patterns such as excessive attention, attention jumps, or attention avoidance. This data set reflecting the children's cognitive focus is obtained, namely cognitive attention focus data. Comprehension pathways are identified on the cognitive attention focus data, and the children's comprehension path from one cognitive node to another is analyzed. By tracking the sequence of cognitive jumps in the children's comprehension process, the key nodes in the comprehension pathway and their connection relationships are identified, and a sequence of nodes that need to be cognitively connected is constructed, obtaining a sequence of cognitive nodes to be connected.

[0028] Based on cognitive focus data, we assess the quality of the comprehension pathways of connected cognitive node sequences, analyzing the strength and quality of connections between nodes. Evaluation metrics include semantic relevance between nodes (the degree of conceptual association between nodes), cognitive jump distance (differences in cognitive complexity between nodes), comprehension dependency (the degree to which subsequent nodes rely on preceding nodes), and cognitive transition difficulty (the complexity of cognitive transitions from one node to another). Through a comprehensive evaluation of these metrics, we quantify the strength and quality of connections between different cognitive nodes, generating cognitive node connection strength data.

[0029] Based on the sequence of cognitive nodes to be connected and the data on the connection strength of cognitive nodes, cognitive comprehension pathways are constructed to design the optimal cognitive pathways that promote children's symbolic comprehension. First, the node sequence is optimized and sorted based on the connection strength data to determine the optimal order of cognitive jumps. Second, appropriate cognitive bridges are designed for cognitive jumps between nodes, such as analogical explanations, gradual guidance, or multimodal assistance. Then, the presentation of each node is adjusted according to the child's cognitive characteristics, including the amount of information, degree of abstraction, and form of expression. Finally, a complete individualized comprehension pathway is constructed to reflect the specific child's symbolic comprehension characteristics and optimal comprehension pathway, thus forming an individual symbolic comprehension map.

[0030] Preferably, step S4 includes: Extract cognitive processing features from individual symbol comprehension maps to obtain a cognitive decoding feature set; analyze children's comprehension preferences based on the cognitive decoding feature set to obtain children's cognitive tendencies; obtain children's real-time comprehension performance data, evaluate the symbol interpretation quality of children's real-time comprehension performance data, and obtain a real-time comprehension effectiveness index; conduct cognitive adaptability analysis based on children's cognitive tendencies to obtain a cognitive flexibility index; refine children's comprehension characteristics based on the cognitive flexibility index and the real-time comprehension effectiveness index to obtain a cognitive style portrait; and create a symbol interpretation adapter based on the cognitive style portrait.

[0031] Specifically, cognitive processing features are extracted from individual symbol comprehension maps to analyze the cognitive processing characteristics exhibited by children during symbol comprehension. Extracted features include cognitive processing speed (how quickly children process information), cognitive processing depth (how deeply children process information), cognitive processing sequence (the order in which children process information), cognitive processing strategies (the methods children use to understand things), and cognitive resource allocation (how children allocate their attention and memory resources). Through analysis of these features, a feature set reflecting children's cognitive decoding characteristics is constructed, resulting in a cognitive decoding feature set.

[0032] Children's comprehension preferences are analyzed based on a cognitive decoding feature set, examining their tendencies in symbol comprehension. Dimensions of analysis include perceptual channel preference (visual, auditory, or tactile), information processing style preference (holistic or local), thinking style preference (imagery or logical), learning style preference (experiential, observational, analytical, or practical), and comprehension strategy preference (top-down or bottom-up). Through a comprehensive analysis of these dimensions, a characteristic description reflecting children's cognitive preferences is constructed, revealing their cognitive tendencies.

[0033] Collect data on children's real-time comprehension performance during symbol comprehension. Data sources include comprehension test results (answer accuracy, completeness of retelling, etc.), expression (verbal and pictorial expression, etc.), application (creative application, problem-solving, etc.), and emotional responses (interest level, emotional engagement, etc.). This real-time performance data is used to assess the quality of symbol interpretation and analyze the quality of children's comprehension of different symbol types. Evaluation indicators include comprehension accuracy (the degree of accuracy in understanding the symbol's meaning), comprehension depth (the depth of understanding of the symbol's connotation), comprehension breadth (the extent of expanded understanding of symbolic associations), and comprehension applicability (the ability to apply symbol comprehension). Through the comprehensive evaluation of these indicators, the effectiveness of children's symbol comprehension is quantified to obtain a real-time comprehension effectiveness index.

[0034] Cognitive adaptability analysis is conducted based on children's cognitive tendencies, examining their cognitive adaptability when presented with different symbol types. Dimensions of analysis include cognitive switching (flexibility in switching between different cognitive modes), cognitive regulation (ability to adjust cognitive strategies based on task demands), cognitive integration (ability to integrate multiple sources of information), and cognitive transfer (ability to apply prior knowledge to new situations). Through comprehensive analysis of these dimensions, children's cognitive adaptability levels are quantified to generate a cognitive flexibility index.

[0035] Using the Cognitive Flexibility Index and the Real-Time Comprehension Efficacy Index, we refine children's comprehension characteristics and comprehensively analyze their symbolic comprehension. These dimensions include cognitive style (e.g., field independence / dependence, impulsiveness / reflectiveness), cognitive ability (e.g., spatial ability, language ability, logical reasoning), cognitive interest (e.g., areas of interest, intensity of interest), and cognitive affect (e.g., cognitive motivation, learning emotions). Through comprehensive analysis of these dimensions, we construct a personalized description of children's cognitive characteristics, generating a cognitive style profile.

[0036] Based on the cognitive style profile, a symbol interpretation adapter is created, designing a symbol conversion tool tailored to the specific cognitive characteristics of a child. The adapter's core function is to transform original cultural symbols into representations more suitable for that child's understanding, tailored to the child's cognitive style. Adaptation rules include adjusting symbol presentation (adjusting the presentation of symbols based on perceptual channel preferences), adjusting symbol complexity (adjusting the complexity of symbols based on cognitive processing abilities), adjusting symbol relevance (adjusting the presentation of symbols based on thinking styles), and adjusting symbol interactivity (adjusting the interactive nature of symbols based on learning styles). Through the integrated application of these adaptation rules, an adaptation tool capable of personalized cultural symbol conversion is constructed, completing the creation of a symbol interpretation adapter.

[0037] Preferably, step S5 includes: Identify the cognitive understanding blind spots of children's cognitive tendencies and obtain a cognitive understanding blind spot map; transform the cognitive understanding blind spot map into symbolic representation through a symbol interpretation adapter to obtain a child-friendly cognitive symbol set; conduct real-time understanding guidance simulation based on the child-friendly cognitive symbol set and the cultural symbol association matrix to obtain a prediction of the understanding guidance effect; construct a cognitive difficulty gradient based on the understanding guidance effect prediction to obtain a cognitive ladder map; adaptively adjust the difficulty of the cognitive ladder map according to the symbol understanding fault model to generate an immersive cultural symbol navigation plan, and guide children's literature reading based on the immersive cultural symbol navigation plan.

[0038] Specifically, the study identifies blind spots in children's cognitive tendencies and analyzes weaknesses in their understanding of cultural symbols. First, based on cognitive style profiling and the symbol comprehension faultline model, the study compares children's cognitive characteristics with the requirements for symbol comprehension. Second, the study analyzes differences in children's performance in understanding different types of symbols, identifying patterns of success and failure. Third, the study explores the relationship between cognitive tendencies and comprehension barriers, determining the correlation between cognitive style and comprehension difficulties. Finally, through these analyses, the study constructs a visual representation of children's blind spots, generating a map of cognitive comprehension blind spots.

[0039] Symbolic interpretation adapters transform the symbolic representations of cognitive blind spot maps, converting difficult symbols in these blind spots into expressions more suitable for children's cognitive characteristics. Transformation strategies include perceptual channel switching (e.g., converting textual descriptions into visual representations), abstraction level switching (e.g., converting abstract concepts into concrete examples), complexity switching (e.g., simplifying complex structures into basic units), and relevance switching (e.g., strengthening the connection between symbols and prior knowledge). Through the targeted application of these transformation strategies, the original symbols are transformed into representations more consistent with children's cognitive habits, resulting in a child-friendly symbol set.

[0040] A real-time comprehension guidance simulation was conducted based on a child-friendly symbol set and a cultural symbol association matrix to predict the comprehension effects of different guidance strategies. First, the key path for symbol comprehension was constructed based on the cultural symbol association matrix. Second, different comprehension guidance schemes were designed using the child-friendly symbol set. Then, by simulating children's cognitive processing, the comprehension effects of different guidance schemes were predicted. Finally, the advantages and disadvantages of each guidance scheme were evaluated, and the optimal comprehension guidance strategy was selected to obtain a prediction of comprehension guidance effects.

[0041] Based on the prediction of comprehension guidance effectiveness, a cognitive difficulty gradient is constructed to design a progressive difficulty ladder for symbol comprehension. First, the starting point of comprehension is determined based on the cognitive complexity of the symbol and the child's cognitive level. Second, a sequence of cognitive challenges is designed with gradually increasing difficulty, with each step increasing in difficulty at a moderate level to ensure that children can achieve comprehension through effort. Then, cognitive scaffolding is provided at key comprehension nodes to help children overcome comprehension barriers. Finally, a complete cognitive development path is constructed to reflect the progressive development of symbol comprehension, resulting in a cognitive ladder diagram.

[0042] Adaptive difficulty adjustments are made to the cognitive ladder diagram based on the symbolic comprehension fault model, dynamically adjusting cognitive challenges based on children's actual comprehension performance. First, the symbolic comprehension fault model identifies potential comprehension barriers for children. Second, adaptive adjustment strategies are designed for these barriers, including reducing difficulty, increasing prompts, or adjusting the pathway. Then, a real-time feedback mechanism is established to dynamically adjust cognitive challenges based on children's actual comprehension performance. Finally, an adaptive guidance system is constructed that incorporates multiple adjustment strategies and can flexibly adjust guidance methods based on children's responses, thereby generating an immersive cultural symbolic tour plan.

[0043] Guiding children's literary reading through an immersive cultural symbol navigation scheme, the guidance scheme is transformed into a multimodal interactive presentation. Specific implementations include augmented reality tagging (overlaying virtual information on reading materials, highlighting key symbols and providing interactive explanations), interactive symbol interpretation (providing targeted symbol interpretations based on children's clicks or gazes), and an emotional feedback mechanism (identifying children's emotional reactions and providing corresponding guidance and support), creating a three-dimensional reading guidance environment. During the reading process, the system dynamically adjusts the depth of symbol interpretation based on children's real-time responses, increasing the depth of explanation when children show difficulty in understanding and reducing interpretation intervention when children demonstrate understanding ability, achieving a gradual revelation of cultural symbols. Through this personalized and interactive guidance method, children are helped to gradually understand the cultural symbols in literary works and improve their reading comprehension and cultural perception.

[0044] This embodiment realizes the unified integrated management of cultural symbols of different modalities through the collection and interweaving of multi-dimensional symbol carriers and modal fusion, and can integrate scattered symbol representation systems into an organic whole, thereby enhancing the synergy of the symbol recognition system. Through the construction of cultural symbol genealogy diagram and symbol intertextuality analysis, it can effectively generate a cultural symbol association matrix and realize the global association understanding of cultural symbols. This global association strategy can ensure the coordinated interpretation of multiple modal symbols, greatly improve the efficiency of children's understanding of cultural symbols in literary works, and avoid the understanding bias and cultural cognitive blind spots caused by a single modality. Through the identification of symbol understanding obstacles and the construction of cognitive bridges, it can fully perceive the cognitive difficulties in children's reading process, respond to the diverse cognitive needs of children of different age groups, and improve the personalized adaptability and pertinence of the system through the construction of individual symbol understanding maps. By introducing a symbol interpretation adapter, the cognitive style characteristics of children are analyzed in real time, potential understanding obstacles are predicted, and the symbol presentation strategy can be dynamically adjusted through cognitive feature extraction to ensure that efficient cultural symbol understanding can still be achieved when children's cognitive abilities change. Based on the generation of cognitive style portraits and child-friendly cognitive symbol sets, it can automatically generate immersive cultural symbol navigation plans and implement reading guidance based on real-time reading feedback, thereby improving the ability to interpret complex cultural symbols, significantly reducing children's cognitive burden, and enhancing the depth and breadth of reading comprehension.

[0045] Example 2 See also Figure 2 As shown, for the parts not described in detail in this embodiment, please refer to the description of Example 1. A multimodal children's literature cultural symbol recognition and visualization system is provided, including: Symbol Fusion Module: This module collects multi-dimensional symbol carriers from children's literature works, performs modal interweaving and fusion on these multi-dimensional symbol carriers, and obtains the original fusion of cultural symbols; Symbol genealogy deconstruction module: Semiotically decode the original fusion of cultural symbols to obtain a cultural symbol genealogy diagram, conduct symbol intertextuality analysis based on the cultural symbol genealogy diagram, and then construct a cultural symbol correlation matrix; Cognitive Bridging Module: Captures real-time interactive feedback from children while reading; detects cognitive comprehension gaps in the cultural symbol association matrix, identifies barriers to symbol comprehension, and builds cognitive bridges based on these barriers to real-time interactive feedback, forming an individual symbol comprehension map. Cognitive Adaptation Module: This module extracts cognitive features based on individual symbol understanding maps to obtain a cognitive style profile, and creates a symbol interpretation adapter based on the cognitive style profile. Immersive Navigation Module: This module uses a symbol interpretation adapter to transform cultural symbol representations and obtain a child-friendly symbol set. This module then constructs symbol visualization based on the child-friendly symbol set, generates an immersive cultural symbol navigation plan, and guides children's literature reading based on this immersive cultural symbol navigation plan. The modules are connected via wired and / or wireless means to achieve data transmission between modules.

[0046] The foregoing description is merely a preferred embodiment of the present invention and is not intended to limit the present invention. Although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art will be able to modify the technical solutions described in the foregoing embodiments or to substitute equivalents for some of the technical features. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of the present invention shall be included within the scope of protection of the present invention.

[0047] It should be noted that, in this document, the terms "comprises," "includes," or any other variations thereof are intended to encompass non-exclusive inclusion, such that a process, method, article, or apparatus comprising a series of elements includes not only those elements but also other elements not explicitly listed, or elements inherent to such process, method, article, or apparatus. In the absence of further limitations, an element defined by the phrase "comprising a ..." does not exclude the presence of other identical elements in the process, method, article, or apparatus comprising the element.

[0048] In the description of the present invention, it should be understood that the terms "first", "second", etc. are only used to distinguish the descriptions and cannot be understood as indicating or implying relative importance.

[0049] In the description of the present invention, unless otherwise specified, "plurality" means two or more.

[0050] In the description of the present invention, “several” means one or more, and “a large number” means two or more.

[0051] Throughout this specification, reference to terms such as "one embodiment," "some embodiments," "examples," "specific examples," or "some examples" means that a specific feature, structure, material, or characteristic described in conjunction with that embodiment or example is included in at least one embodiment or example of the present invention. In this specification, schematic representations of the above terms do not necessarily refer to the same embodiment or example. Furthermore, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in any one or more embodiments or examples.

[0052] The formulas in this manual are all dimensionless and calculated using numerical values. The formulas are obtained by collecting a large amount of data and performing software simulation to obtain the most recent real situation. The preset parameters and thresholds in the formulas are set by technicians in this field based on actual conditions.

[0053] While embodiments of the present invention have been shown and described, it will be appreciated by those skilled in the art that various changes, modifications, substitutions, and variations may be made to the embodiments without departing from the principles and spirit of the invention, and that the scope of the invention is defined by the claims and their equivalents.

Claims

1. A multimodal children's literature cultural symbol recognition and visualization method, characterized by: include: Step S1: Collect multi-dimensional symbol carriers of children's literature works, perform modal interweaving and fusion on the multi-dimensional symbol carriers, and obtain the original fusion of cultural symbols; Step S2: Semiotically decode the original fusion of cultural symbols to obtain a cultural symbol pedigree diagram, conduct symbol intertextuality analysis based on the cultural symbol pedigree diagram, and then construct a cultural symbol association matrix; Step S3: collecting real-time children's reading interaction feedback; Detect cognitive comprehension gaps in the cultural symbol association matrix, identify symbol comprehension barriers, and build cognitive bridges based on real-time children's reading interaction feedback to form an individual symbol comprehension map. Step S4: extract cognitive features based on the individual symbol understanding map to obtain a cognitive style profile, and create a symbol interpretation adapter based on the cognitive style profile; Step S5: transforming cultural symbol representations through a symbol interpretation adapter to obtain a child-friendly symbol set; Symbol visualization is constructed based on a child-friendly cognitive symbol set, an immersive cultural symbol navigation plan is generated, and children's literature reading is guided based on the immersive cultural symbol navigation plan.

2. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 1, characterized in that: Step S1 includes: Collect multi-dimensional symbol carriers of children's literary works, including text descriptions, image illustrations, and audio and video readings, and encode and standardize the multi-dimensional symbol carriers to form a multimodal symbol library; perform symbol context positioning on the multimodal symbol library to obtain a context-anchored symbol set; conduct perceptual channel interaction analysis based on the context-anchored symbol set, and then extract core cultural imprint elements; establish a modal translation rule library based on the core cultural imprint elements to obtain cross-modal mapping criteria; perform modal interweaving and fusion of the context-anchored symbol set according to the cross-modal mapping criteria, and thus obtain a native fusion of cultural symbols.

3. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 2, characterized in that: The perceptual channel interaction analysis based on the contextual anchor symbol set, and then the extraction of core cultural imprint elements, includes: A semantic network is constructed for the text symbols in the context-anchored symbol set to obtain a text cultural context map; a visual grammar analysis is performed on the image symbols in the context-anchored symbol set to obtain an image cultural composition spectrum; emotional rhythm is extracted from the audio symbols in the context-anchored symbol set to obtain an emotional resonance spectrum; the symbol co-occurrence rate is calculated based on the text cultural context map, the image cultural composition spectrum and the emotional resonance spectrum to obtain a symbol synergy measurement value, and the importance of cultural imprint is evaluated based on the symbol synergy measurement value to obtain a cultural imprint influence map; the key nodes of the cultural imprint influence map are condensed to extract the core cultural imprint elements.

4. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 1, characterized in that: Step S2 includes: Conduct multi-level semiotic analysis on the original fusion of cultural symbols to obtain a cultural symbol hierarchy tree; classify cultural fields according to the cultural symbol hierarchy tree to obtain a cultural symbol pedigree diagram, and evaluate the symbol communication power of the cultural symbol pedigree diagram to obtain a symbol influence distribution diagram; mine symbol intertextual relationships based on the cultural symbol pedigree diagram to obtain a symbol intertextual network, and integrate cultural symbol groups based on the symbol influence distribution diagram and the symbol intertextual network to obtain a symbol cluster composition diagram; locate and identify cultural contexts through the symbol cluster composition diagram to obtain a cultural context mapping report; conduct symbol association analysis based on the symbol cluster composition diagram and the cultural context mapping report to obtain a cultural symbol association matrix.

5. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 4, characterized in that: The method of mining the intertextual relationship of symbols based on the cultural symbol pedigree diagram to obtain the intertextual network of symbols, and integrating cultural symbol groups based on the symbol influence distribution diagram and the intertextual network of symbols to obtain the symbol cluster composition diagram includes: Based on the symbolic influence distribution map, a cultural domain spectrum analysis is performed to obtain a cultural domain distribution map, and the cultural cognitive depth of the cultural domain distribution map is measured to obtain a cultural cognitive depth spectrum; cognitive complexity assessment is performed based on the cultural cognitive depth spectrum to obtain cognitive challenge point data; intertextual transformation identification is performed on the symbolic intertextual network to obtain the symbolic semantic migration trajectory; cultural understanding intersection calculation is performed on the cognitive challenge point data and the symbolic semantic migration trajectory to obtain the core cultural understanding key points; cultural symbol associations are constructed based on the core cultural understanding key points to obtain a symbol cluster composition diagram.

6. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 4, characterized in that: The cultural context positioning and identification is performed through the symbol cluster composition diagram to obtain a cultural context mapping report, including: Based on the symbol cluster composition diagram, the cultural context boundaries are depicted to obtain the cultural context category diagram; based on the cultural context category diagram, the symbol position relationship within the cultural context is analyzed to obtain the cultural context positioning map; the cultural symbol characteristics are identified on the symbol cluster composition diagram to obtain the cultural symbol characteristic spectrum, and the cultural symbol types are classified based on the cultural symbol characteristic spectrum to obtain the cultural symbol classification spectrum; the cultural penetration is evaluated based on the cultural symbol characteristic spectrum to obtain the cultural penetration index; the cultural context characteristics are integrated on the cultural context positioning map, the cultural symbol classification spectrum and the cultural penetration index to obtain the cultural context mapping report.

7. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 1, characterized in that: Step S3 includes: Real-time children's reading interaction feedback is collected, and attention distribution analysis is performed on the real-time children's reading interaction feedback to obtain a reading focus map; symbol comprehension barriers are identified based on the cultural symbol association matrix to obtain a symbol comprehension fault model; cognitive impairment types are divided into the symbol comprehension fault model to obtain symbol comprehension barrier points; key cognitive nodes of the reading focus map are screened according to the symbol comprehension barrier points to obtain cognitive attention focus data, and understanding pathways are identified on the cognitive attention focus data to obtain a sequence of cognitive nodes to be connected; understanding pathway quality of the sequence of cognitive nodes to be connected is evaluated based on the cognitive attention focus data to obtain cognitive node connection strength data; cognitive understanding paths are constructed based on the sequence of cognitive nodes to be connected and the cognitive node connection strength data to form an individual symbol comprehension map.

8. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 1, characterized in that: Step S4 includes: Extract cognitive processing features from individual symbol comprehension maps to obtain a cognitive decoding feature set; analyze children's comprehension preferences based on the cognitive decoding feature set to obtain children's cognitive tendencies; obtain children's real-time comprehension performance data, evaluate the symbol interpretation quality of children's real-time comprehension performance data, and obtain a real-time comprehension effectiveness index; conduct cognitive adaptability analysis based on children's cognitive tendencies to obtain a cognitive flexibility index; refine children's comprehension characteristics based on the cognitive flexibility index and the real-time comprehension effectiveness index to obtain a cognitive style portrait; and create a symbol interpretation adapter based on the cognitive style portrait.

9. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 1, characterized in that: Step S5 includes: Identify the cognitive understanding blind spots of children's cognitive tendencies and obtain a cognitive understanding blind spot map; transform the cognitive understanding blind spot map into symbolic representation through a symbol interpretation adapter to obtain a child-friendly cognitive symbol set; conduct real-time understanding guidance simulation based on the child-friendly cognitive symbol set and the cultural symbol association matrix to obtain a prediction of the understanding guidance effect; construct a cognitive difficulty gradient based on the understanding guidance effect prediction to obtain a cognitive ladder map; adaptively adjust the difficulty of the cognitive ladder map according to the symbol understanding fault model to generate an immersive cultural symbol navigation plan, and guide children's literature reading based on the immersive cultural symbol navigation plan.

10. The method for identifying and visualizing multimodal children's literature cultural symbols according to claim 9, characterized in that: The immersive cultural symbol-based guided tour program guides children's literature reading, including: The immersive cultural symbol navigation program is transformed into a multimodal interactive presentation form to generate a three-dimensional reading guide that includes augmented reality markers, interactive symbol interpretation and emotional feedback mechanism; the depth of symbol interpretation is adjusted in real time according to children's reactions to achieve a gradual disclosure of cultural symbols.

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