A dynamic texture based approach to recognition of facial actions and their temporal models

In this work, we propose a dynamic texture-based approach to the recognition of facial Action Units (AUs, atomic facial gestures) and their temporal models (i.e., sequences of temporal segments: neutral, onset, apex, and offset) in near-frontal-view face videos. Two approaches to modeling the dynamics and the appearance in the face region of an input video are compared: an extended version of Motion History Images and a novel method based on Nonrigid Registration using Free-Form Deformations (FFDs). The extracted motion representation is used to derive motion orientation histogram descriptors in both the spatial and temporal domain. Per AU, a combination of discriminative, frame-based GentleBoost ensemble learners and dynamic, generative Hidden Markov Models detects the presence of the AU in question and its temporal segments in an input image sequence. When tested for recognition of all 27 lower and upper face AUs, occurring alone or in combination in 264 sequences from the MMI facial expression database, the proposed method achieved an average event recognition accuracy of 89.2 percent for the MHI method and 94.3 percent for the FFD method. The generalization performance of the FFD method has been tested using the Cohn-Kanade database. Finally, we also explored the performance on spontaneous expressions in the Sensitive Artificial Listener data set

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

Unsupervised Discovery of Parts, Structure, and Dynamics

Humans easily recognize object parts and their hierarchical structure by watching how they move; they can then predict how each part moves in the future. In this paper, we propose a novel formulation that simultaneously learns a hierarchical, disentangled object representation and a dynamics model for object parts from unlabeled videos. Our Parts, Structure, and Dynamics (PSD) model learns to, first, recognize the object parts via a layered image representation; second, predict hierarchy via a structural descriptor that composes low-level concepts into a hierarchical structure; and third, model the system dynamics by predicting the future. Experiments on multiple real and synthetic datasets demonstrate that our PSD model works well on all three tasks: segmenting object parts, building their hierarchical structure, and capturing their motion distributions.Comment: ICLR 2019. The first two authors contributed equally to this wor

Flash-lag chimeras: the role of perceived alignment in the composite face effect

Spatial alignment of different face halves results in a configuration that mars the recognition of the identity of either face half (). What would happen to the recognition performance for face halves that were aligned on the retina but were perceived as misaligned, or were misaligned on the retina but were perceived as aligned? We used the 'flash-lag' effect () to address these questions. We created chimeras consisting of a stationary top half-face initially aligned with a moving bottom half-face. Flash-lag chimeras were better recognized than their stationary counterparts. However when flashed face halves were presented physically ahead of moving halves thereby nulling the flash-lag effect, recognition was impaired. This counters the notion that relative movement between the two face halves per se is sufficient to explain better recognition of flash-lag chimeras. Thus, the perceived spatial alignment of face halves (despite retinal misalignment) impairs recognition, while perceived misalignment (despite retinal alignment) does not