14,799 research outputs found
Dynamic texture recognition using time-causal and time-recursive spatio-temporal receptive fields
This work presents a first evaluation of using spatio-temporal receptive
fields from a recently proposed time-causal spatio-temporal scale-space
framework as primitives for video analysis. We propose a new family of video
descriptors based on regional statistics of spatio-temporal receptive field
responses and evaluate this approach on the problem of dynamic texture
recognition. Our approach generalises a previously used method, based on joint
histograms of receptive field responses, from the spatial to the
spatio-temporal domain and from object recognition to dynamic texture
recognition. The time-recursive formulation enables computationally efficient
time-causal recognition. The experimental evaluation demonstrates competitive
performance compared to state-of-the-art. Especially, it is shown that binary
versions of our dynamic texture descriptors achieve improved performance
compared to a large range of similar methods using different primitives either
handcrafted or learned from data. Further, our qualitative and quantitative
investigation into parameter choices and the use of different sets of receptive
fields highlights the robustness and flexibility of our approach. Together,
these results support the descriptive power of this family of time-causal
spatio-temporal receptive fields, validate our approach for dynamic texture
recognition and point towards the possibility of designing a range of video
analysis methods based on these new time-causal spatio-temporal primitives.Comment: 29 pages, 16 figure
Crowdsourcing in Computer Vision
Computer vision systems require large amounts of manually annotated data to
properly learn challenging visual concepts. Crowdsourcing platforms offer an
inexpensive method to capture human knowledge and understanding, for a vast
number of visual perception tasks. In this survey, we describe the types of
annotations computer vision researchers have collected using crowdsourcing, and
how they have ensured that this data is of high quality while annotation effort
is minimized. We begin by discussing data collection on both classic (e.g.,
object recognition) and recent (e.g., visual story-telling) vision tasks. We
then summarize key design decisions for creating effective data collection
interfaces and workflows, and present strategies for intelligently selecting
the most important data instances to annotate. Finally, we conclude with some
thoughts on the future of crowdsourcing in computer vision.Comment: A 69-page meta review of the field, Foundations and Trends in
Computer Graphics and Vision, 201
Dense and Aligned Captions (DAC) Promote Compositional Reasoning in VL Models
Vision and Language (VL) models offer an effective method for aligning
representation spaces of images and text, leading to numerous applications such
as cross-modal retrieval, visual question answering, captioning, and more.
However, the aligned image-text spaces learned by all the popular VL models are
still suffering from the so-called `object bias' - their representations behave
as `bags of nouns', mostly ignoring or downsizing the attributes, relations,
and states of objects described/appearing in texts/images. Although some great
attempts at fixing these `compositional reasoning' issues were proposed in the
recent literature, the problem is still far from being solved. In this paper,
we uncover two factors limiting the VL models' compositional reasoning
performance. These two factors are properties of the paired VL dataset used for
finetuning and pre-training the VL model: (i) the caption quality, or in other
words `image-alignment', of the texts; and (ii) the `density' of the captions
in the sense of mentioning all the details appearing on the image. We propose a
fine-tuning approach for automatically treating these factors leveraging a
standard VL dataset (CC3M). Applied to CLIP, we demonstrate its significant
compositional reasoning performance increase of up to over the base
model, up to over the strongest baseline, and by on average
Sustainability in design: now! Challenges and opportunities for design research, education and practice in the XXI century
Copyright @ 2010 Greenleaf PublicationsLeNS project funded by the Asia Link Programme, EuropeAid, European Commission
Evidencia de la didáctica como resultado de un programa de formación docente en psicomotricidad fina
This article is the result of the convergence of three scientific visions, didactics, teacher training, and psychomotricity
after analyzing the outcomes of the Participatory Action Research (PAR) carried out in the state of Carabobo-Venezuela, by
using a sample formed by 12 teachers who designed 16 fine psychomotricity activities for various levels of early childhood
education after being trained on this particular area. The design of these activities includes cognitive, sensory, and motor
aspects, as well as the usage of stimulating and sensitive materials. Also, it attends children’s needs taking into consideration the
syllabus and projects of each classroom. Teacher training not only provides learning to the teacher but also provides a sense of
reflection and empathy with the global processes that favor the integral development of children being the didactic of training
the trainers fundamental axis to be transmitted and evidenced in the present work. The 16 activities were validated through the
expert judgment technique. The experts specialized in the early childhood education field have different performance
profiles and years of experience. The reliability of expert judgment was determined by the degree of agreement between them
applying the Kendall rank correlation coefficient.Este artículo es el resultado de la convergencia de tres visiones científicas, didáctica, formación docente y
psicomotricidad tras analizar los resultados de una Investigación Acción Participativa (IAP) realizada en el estado Carabobo-
Venezuela, a través de una muestra de 12 docentes. Se diseñaron 16 actividades de psicomotricidad fina para varios niveles de
educación infantil después de recibir capacitación en esta área, en particular. El diseño de estas actividades incluye aspectos
cognitivos, sensoriales y motores, así como el uso de materiales estimulantes y sensibles. Además, atiende las necesidades de
los niños teniendo en cuenta el programa y los proyectos de cada aula. La formación docente no solo brinda aprendizajes al
docente sino que también brinda un sentido de reflexión y empatía con los procesos globales que favorecen el desarrollo
integral de los niños, siendo la didáctica de la formación de los docentes un eje fundamental a transmitir y evidenciar en el
presente trabajo. Las 16 actividades fueron validadas mediante la técnica de juicio de expertos. Los expertos especializados en
el campo de la educación infantil tienen diferentes perfiles de desempeño y años de experiencia. La confiabilidad del juicio de
expertos se determinó por el grado de acuerdo entre ellos, aplicando el coeficiente de correlación de rango de Kendall
Evidencia de la didáctica como resultado de un programa de formación docente en psicomotricidad fina
Este artículo es el resultado de la convergencia de tres visiones científicas, didáctica, formación docente y
psicomotricidad tras analizar los resultados de una Investigación Acción Participativa (IAP) realizada en el estado CaraboboVenezuela, a través de una muestra de 12 docentes. Se diseñaron 16 actividades de psicomotricidad fina para varios niveles de
educación infantil después de recibir capacitación en esta área, en particular. El diseño de estas actividades incluye aspectos
cognitivos, sensoriales y motores, así como el uso de materiales estimulantes y sensibles. Además, atiende las necesidades de
los niños teniendo en cuenta el programa y los proyectos de cada aula. La formación docente no solo brinda aprendizajes al
docente sino que también brinda un sentido de reflexión y empatía con los procesos globales que favorecen el desarrollo
integral de los niños, siendo la didáctica de la formación de los docentes un eje fundamental a transmitir y evidenciar en el
presente trabajo. Las 16 actividades fueron validadas mediante la técnica de juicio de expertos. Los expertos especializados en
el campo de la educación infantil tienen diferentes perfiles de desempeño y años de experiencia. La confiabilidad del juicio de
expertos se determinó por el grado de acuerdo entre ellos, aplicando el coeficiente de correlación de rango de Kendall.This article is the result of the convergence of three scientific visions, didactics, teacher training, and psychomotricity
after analyzing the outcomes of the Participatory Action Research (PAR) carried out in the state of Carabobo-Venezuela, by
using a sample formed by 12 teachers who designed 16 fine psychomotricity activities for various levels of early childhood
education after being trained on this particular area. The design of these activities includes cognitive, sensory, and motor
aspects, as well as the usage of stimulating and sensitive materials. Also, it attends children’s needs taking into consideration the
syllabus and projects of each classroom. Teacher training not only provides learning to the teacher but also provides a sense of
reflection and empathy with the global processes that favor the integral development of children being the didactic of training
the trainers fundamental axis to be transmitted and evidenced in the present work. The 16 activities were validated through the
expert judgment technique. The experts specialized in the early childhood education field have different performance
profiles and years of experience. The reliability of expert judgment was determined by the degree of agreement between them
applying the Kendall rank correlation coefficien
- …