Overview of VideoCLEF 2009: New perspectives on speech-based multimedia content enrichment

VideoCLEF 2009 offered three tasks related to enriching video content for improved multimedia access in a multilingual environment. For each task, video data (Dutch-language television, predominantly documentaries) accompanied by speech recognition transcripts were provided. The Subject Classification Task involved automatic tagging of videos with subject theme labels. The best performance was achieved by approaching subject tagging as an information retrieval task and using both speech recognition transcripts and archival metadata. Alternatively, classifiers were trained using either the training data provided or data collected from Wikipedia or via general Web search. The Affect Task involved detecting narrative peaks, defined as points where viewers perceive heightened dramatic tension. The task was carried out on the “Beeldenstorm” collection containing 45 short-form documentaries on the visual arts. The best runs exploited affective vocabulary and audience directed speech. Other approaches included using topic changes, elevated speaking pitch, increased speaking intensity and radical visual changes. The Linking Task, also called “Finding Related Resources Across Languages,” involved linking video to material on the same subject in a different language. Participants were provided with a list of multimedia anchors (short video segments) in the Dutch-language “Beeldenstorm” collection and were expected to return target pages drawn from English-language Wikipedia. The best performing methods used the transcript of the speech spoken during the multimedia anchor to build a query to search an index of the Dutch language Wikipedia. The Dutch Wikipedia pages returned were used to identify related English pages. Participants also experimented with pseudo-relevance feedback, query translation and methods that targeted proper names

Employing Environmental Data and Machine Learning to Improve Mobile Health Receptivity

Behavioral intervention strategies can be enhanced by recognizing human activities using eHealth technologies. As we find after a thorough literature review, activity spotting and added insights may be used to detect daily routines inferring receptivity for mobile notifications similar to just-in-time support. Towards this end, this work develops a model, using machine learning, to analyze the motivation of digital mental health users that answer self-assessment questions in their everyday lives through an intelligent mobile application. A uniform and extensible sequence prediction model combining environmental data with everyday activities has been created and validated for proof of concept through an experiment. We find that the reported receptivity is not sequentially predictable on its own, the mean error and standard deviation are only slightly below by-chance comparison. Nevertheless, predicting the upcoming activity shows to cover about 39% of the day (up to 58% in the best case) and can be linked to user individual intervention preferences to indirectly find an opportune moment of receptivity. Therefore, we introduce an application comprising the influences of sensor data on activities and intervention thresholds, as well as allowing for preferred events on a weekly basis. As a result of combining those multiple approaches, promising avenues for innovative behavioral assessments are possible. Identifying and segmenting the appropriate set of activities is key. Consequently, deliberate and thoughtful design lays the foundation for further development within research projects by extending the activity weighting process or introducing a model reinforcement.BMBF, 13GW0157A, Verbundprojekt: Self-administered Psycho-TherApy-SystemS (SELFPASS) - Teilvorhaben: Data Analytics and Prescription for SELFPASSTU Berlin, Open-Access-Mittel - 201

How to Do Things Without Words: Infants, utterance-activity and distributed cognition

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact

How to do things without words

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact

Towards Suicide Prevention from Bipolar Disorder with Temporal Symptom-Aware Multitask Learning

Bipolar disorder (BD) is closely associated with an increased risk of suicide. However, while the prior work has revealed valuable insight into understanding the behavior of BD patients on social media, little attention has been paid to developing a model that can predict the future suicidality of a BD patient. Therefore, this study proposes a multi-task learning model for predicting the future suicidality of BD patients by jointly learning current symptoms. We build a novel BD dataset clinically validated by psychiatrists, including 14 years of posts on bipolar-related subreddits written by 818 BD patients, along with the annotations of future suicidality and BD symptoms. We also suggest a temporal symptom-aware attention mechanism to determine which symptoms are the most influential for predicting future suicidality over time through a sequence of BD posts. Our experiments demonstrate that the proposed model outperforms the state-of-the-art models in both BD symptom identification and future suicidality prediction tasks. In addition, the proposed temporal symptom-aware attention provides interpretable attention weights, helping clinicians to apprehend BD patients more comprehensively and to provide timely intervention by tracking mental state progression.Comment: KDD 2023 accepte

An Overview on Image Forensics

The aim of this survey is to provide a comprehensive overview of the state of the art in the area of image forensics. These techniques have been designed to identify the source of a digital image or to determine whether the content is authentic or modified, without the knowledge of any prior information about the image under analysis (and thus are defined as passive). All these tools work by detecting the presence, the absence, or the incongruence of some traces intrinsically tied to the digital image by the acquisition device and by any other operation after its creation. The paper has been organized by classifying the tools according to the position in the history of the digital image in which the relative footprint is left: acquisition-based methods, coding-based methods, and editing-based schemes

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen