Online learning and detection of faces with low human supervision

The final publication is available at link.springer.comWe present an efficient,online,and interactive approach for computing a classifier, called Wild Lady Ferns (WiLFs), for face learning and detection using small human supervision. More precisely, on the one hand, WiLFs combine online boosting and extremely randomized trees (Random Ferns) to compute progressively an efficient and discriminative classifier. On the other hand, WiLFs use an interactive human-machine approach that combines two complementary learning strategies to reduce considerably the degree of human supervision during learning. While the first strategy corresponds to query-by-boosting active learning, that requests human assistance over difficult samples in function of the classifier confidence, the second strategy refers to a memory-based learning which uses ¿ Exemplar-based Nearest Neighbors (¿ENN) to assist automatically the classifier. A pre-trained Convolutional Neural Network (CNN) is used to perform ¿ENN with high-level feature descriptors. The proposed approach is therefore fast (WilFs run in 1 FPS using a code not fully optimized), accurate (we obtain detection rates over 82% in complex datasets), and labor-saving (human assistance percentages of less than 20%). As a byproduct, we demonstrate that WiLFs also perform semi-automatic annotation during learning, as while the classifier is being computed, WiLFs are discovering faces instances in input images which are used subsequently for training online the classifier. The advantages of our approach are demonstrated in synthetic and publicly available databases, showing comparable detection rates as offline approaches that require larger amounts of handmade training data.Peer ReviewedPostprint (author's final draft

Sparse Transfer Learning for Interactive Video Search Reranking

Visual reranking is effective to improve the performance of the text-based video search. However, existing reranking algorithms can only achieve limited improvement because of the well-known semantic gap between low level visual features and high level semantic concepts. In this paper, we adopt interactive video search reranking to bridge the semantic gap by introducing user's labeling effort. We propose a novel dimension reduction tool, termed sparse transfer learning (STL), to effectively and efficiently encode user's labeling information. STL is particularly designed for interactive video search reranking. Technically, it a) considers the pair-wise discriminative information to maximally separate labeled query relevant samples from labeled query irrelevant ones, b) achieves a sparse representation for the subspace to encodes user's intention by applying the elastic net penalty, and c) propagates user's labeling information from labeled samples to unlabeled samples by using the data distribution knowledge. We conducted extensive experiments on the TRECVID 2005, 2006 and 2007 benchmark datasets and compared STL with popular dimension reduction algorithms. We report superior performance by using the proposed STL based interactive video search reranking.Comment: 17 page

Interactive multiple object learning with scanty human supervision

© 2016. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/We present a fast and online human-robot interaction approach that progressively learns multiple object classifiers using scanty human supervision. Given an input video stream recorded during the human robot interaction, the user just needs to annotate a small fraction of frames to compute object specific classifiers based on random ferns which share the same features. The resulting methodology is fast (in a few seconds, complex object appearances can be learned), versatile (it can be applied to unconstrained scenarios), scalable (real experiments show we can model up to 30 different object classes), and minimizes the amount of human intervention by leveraging the uncertainty measures associated to each classifier.; We thoroughly validate the approach on synthetic data and on real sequences acquired with a mobile platform in indoor and outdoor scenarios containing a multitude of different objects. We show that with little human assistance, we are able to build object classifiers robust to viewpoint changes, partial occlusions, varying lighting and cluttered backgrounds. (C) 2016 Elsevier Inc. All rights reserved.Peer ReviewedPostprint (author's final draft

Becoming the Expert - Interactive Multi-Class Machine Teaching

Compared to machines, humans are extremely good at classifying images into categories, especially when they possess prior knowledge of the categories at hand. If this prior information is not available, supervision in the form of teaching images is required. To learn categories more quickly, people should see important and representative images first, followed by less important images later - or not at all. However, image-importance is individual-specific, i.e. a teaching image is important to a student if it changes their overall ability to discriminate between classes. Further, students keep learning, so while image-importance depends on their current knowledge, it also varies with time. In this work we propose an Interactive Machine Teaching algorithm that enables a computer to teach challenging visual concepts to a human. Our adaptive algorithm chooses, online, which labeled images from a teaching set should be shown to the student as they learn. We show that a teaching strategy that probabilistically models the student's ability and progress, based on their correct and incorrect answers, produces better 'experts'. We present results using real human participants across several varied and challenging real-world datasets.Comment: CVPR 201