Negative Results in Computer Vision: A Perspective

A negative result is when the outcome of an experiment or a model is not what is expected or when a hypothesis does not hold. Despite being often overlooked in the scientific community, negative results are results and they carry value. While this topic has been extensively discussed in other fields such as social sciences and biosciences, less attention has been paid to it in the computer vision community. The unique characteristics of computer vision, particularly its experimental aspect, call for a special treatment of this matter. In this paper, I will address what makes negative results important, how they should be disseminated and incentivized, and what lessons can be learned from cognitive vision research in this regard. Further, I will discuss issues such as computer vision and human vision interaction, experimental design and statistical hypothesis testing, explanatory versus predictive modeling, performance evaluation, model comparison, as well as computer vision research culture

A computer science perspective on the bendsimplification algorithm

The primary aim of this study was to evaluate whether the use of bends provides a better basis than point elimination for research on line structuring. These investigations were undertaken using Arc/Info 7.1.1. Comparative experimental results suggest that the algorithm may not be as widely applicable as the much simpler geometric filters, such as the Douglas-Peucker or Visvalingam algorithms. The paper therefore provides a brief review of these three algorithms. A more detailed conceptual and empirical evaluation of the bendsimplification system follows, highlighting some problems with implementing the system in Arc/Info. The paper then questions the value of over-coupling model- and image-oriented generalization processes within the black-box bendsimplification system. It suggests the type of parameters which could enhance the utility and usability of the Bendsimplify option within the Arc/Info (and perhaps also within the ArcView) environment and provides some pointers for further research. With respect to the main aim of the research, the evidence suggests that bendsimplification is less useful for line segmentation than Visvalingam's algorithm. Further research is needed to assess the value of the iterative bend elimination operator within bendsimplification

Computer trading and systemic risk: a nuclear perspective

Financial markets have evolved to become complex adaptive systems highly reliant on the communication speeds and processing power afforded by digital systems. Their failure could cause severe disruption to the provision of financial services and possibly the wider economy. In this study we consider whether a perspective from the nuclear industry can provide additional insights

Information and Experience in Metaphor: A Perspective From Computer Analysis

Novel linguistic metaphor can be seen as the assignment of attributes to a topic through a vehicle belonging to another domain. The experience evoked by the vehicle is a significant aspect of the meaning of the metaphor, especially for abstract metaphor, which involves more than mere physical similarity. In this article I indicate, through description of a specific model, some possibilities as well as limitations of computer processing directed toward both informative and experiential/affective aspects of metaphor. A background to the discussion is given by other computational treatments of metaphor analysis, as well as by some questions about metaphor originating in other disciplines. The approach on which the present metaphor analysis model is based is consistent with a theory of language comprehension that includes both the intent of the originator and the effect on the recipient of the metaphor. The model addresses the dual problem of (a) determining potentially salient properties of the vehicle concept, and (b) defining extensible symbolic representations of such properties, including affective and other connotations. The nature of the linguistic analysis underlying the model suggests how metaphoric expression of experiential components in abstract metaphor is dependent on the nominalization of actions and attributes. The inverse process of undoing such nominalizations in computer analysis of metaphor constitutes a translation of a metaphor to a more literal expression within the metaphor-nonmetaphor dichotomy

Displaying real 3-D object images using a computer-generated hologram : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University

The magic of an optical hologram that produced by optical system offer us a never ending sense of wonderment. The images reconstructed from an optical hologram exhibit all of the three dimensional properties with full, rich perspective effects, enabling us to catch sight of an object behind another by mere tilt of the head. Computer-generated holograms, synthetic holograms and computer holograms are terms used to refer to a class of holograms that are produced as graphical output from a digital computer. It has been reported that a computer-generated hologram can also yield a three dimensional image. The main advantage of the computer-generated hologram is that it can be used to generate a three dimensional image of an object that may not physically exist. But can a computer-generated hologram be used as a three dimensional display device? This thesis examines the ability of a computer-generated hologram as a three dimensional display device. Many techniques have been used to produce computer-generated holograms. Mathematical descriptions of computer-generated holograms are discussed. The quality of the images reconstructed from these computer-generated holograms are examined. The computation time for producing these computer-generated holograms are compared

Empirical modelling principles to support learning in a cultural context

Much research on pedagogy stresses the need for a broad perspective on learning. Such a perspective might take account (for instance) of the experience that informs knowledge and understanding [Tur91], the situation in which the learning activity takes place [Lav88], and the influence of multiple intelligences [Gar83]. Educational technology appears to hold great promise in this connection. Computer-related technologies such as new media, the internet, virtual reality and brain-mediated communication afford access to a range of learning resources that grows ever wider in its scope and supports ever more sophisticated interactions. Whether educational technology is fulfilling its potential in broadening the horizons for learning activity is more controversial. Though some see the successful development of radically new educational resources as merely a matter of time, investment and engineering, there are also many critics of the trends in computer-based learning who see little evidence of the greater degree of human engagement to which new technologies aspire [Tal95]. This paper reviews the potential application to educational technology of principles and tools for computer-based modelling that have been developed under the auspices of the Empirical Modelling (EM) project at Warwick [EMweb]. This theme was first addressed at length in a previous paper [Bey97], and is here revisited in the light of new practical developments in EM both in respect of tools and of model-building that has been targetted at education at various levels. Our central thesis is that the problems of educational technology stem from the limitations of current conceptual frameworks and tool support for the essential cognitive model building activity, and that tackling these problems requires a radical shift in philosophical perspective on the nature and role of empirical knowledge that has significant practical implications. The paper is in two main sections. The first discusses the limitations of the classical computer science perspective where educational technology to support situated learning is concerned, and relates the learning activities that are most closely associated with a cultural context to the empiricist perspective on learning introduced in [Bey97]. The second outlines the principles of EM and describes and illustrates features of its practical application that are particularly well-suited to learning in a cultural setting

Computer memories: the history of computer form

This paper looks at the computer as a truly global form. The similar beige boxes found in offices across the world are analysed from the perspective of design history rather than that of the history of science and technology. Through the exploration of an archive of computer manufacturer's catalogues and concurrent design texts, this paper examines the changes that have occurred in the production and consumption of the computer in the context of the workplace, from its inception as a room-sized mainframe operated through a console of flashing lights, to the personal computer as a 'universal' form, reproduced by many manufacturers. It shows how the computer in the past has been as diverse as any other product, and asks how and why it now appears as a standardised, sanitised object. In doing so our relationship with the office computer, past and present is explored, revealing a complex history of vicissitude.</p

Direction Judgement Errors in Perspective Displays

Spatial information transfer characteristics of perspective situation displays were investigated by having eight subjects judge the directions of displayed targets relative to a fixed position in the center of computer generated perspective scenes. Their errors in judging azimuth angles varied sinusoidally with the azimuth of the targets. Errors alternated between clockwise and counterclock wise from one direction quadrant to the next. As the perspective geometry was varied between telephoto lens and wide angle lens views, the direction of error gradually reversed in all quadrants. The results can be explained by systematic differences between the three-dimensional stimulus angles and the perspective projections of those angles onto the display screen