122,220 research outputs found

    The relationship between IR and multimedia databases

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    Modern extensible database systems support multimedia data through ADTs. However, because of the problems with multimedia query formulation, this support is not sufficient.\ud \ud Multimedia querying requires an iterative search process involving many different representations of the objects in the database. The support that is needed is very similar to the processes in information retrieval.\ud \ud Based on this observation, we develop the miRRor architecture for multimedia query processing. We design a layered framework based on information retrieval techniques, to provide a usable query interface to the multimedia database.\ud \ud First, we introduce a concept layer to enable reasoning over low-level concepts in the database.\ud \ud Second, we add an evidential reasoning layer as an intermediate between the user and the concept layer.\ud \ud Third, we add the functionality to process the users' relevance feedback.\ud \ud We then adapt the inference network model from text retrieval to an evidential reasoning model for multimedia query processing.\ud \ud We conclude with an outline for implementation of miRRor on top of the Monet extensible database system

    The Grammar of Interactive Explanatory Model Analysis

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    The growing need for in-depth analysis of predictive models leads to a series of new methods for explaining their local and global properties. Which of these methods is the best? It turns out that this is an ill-posed question. One cannot sufficiently explain a black-box machine learning model using a single method that gives only one perspective. Isolated explanations are prone to misunderstanding, which inevitably leads to wrong or simplistic reasoning. This problem is known as the Rashomon effect and refers to diverse, even contradictory interpretations of the same phenomenon. Surprisingly, the majority of methods developed for explainable machine learning focus on a single aspect of the model behavior. In contrast, we showcase the problem of explainability as an interactive and sequential analysis of a model. This paper presents how different Explanatory Model Analysis (EMA) methods complement each other and why it is essential to juxtapose them together. The introduced process of Interactive EMA (IEMA) derives from the algorithmic side of explainable machine learning and aims to embrace ideas developed in cognitive sciences. We formalize the grammar of IEMA to describe potential human-model dialogues. IEMA is implemented in the human-centered framework that adopts interactivity, customizability and automation as its main traits. Combined, these methods enhance the responsible approach to predictive modeling.Comment: 17 pages, 10 figures, 3 table

    Emerging technologies for learning report (volume 3)

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    Dynamic interactive learning systems

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    Mapping Big Data into Knowledge Space with Cognitive Cyber-Infrastructure

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    Big data research has attracted great attention in science, technology, industry and society. It is developing with the evolving scientific paradigm, the fourth industrial revolution, and the transformational innovation of technologies. However, its nature and fundamental challenge have not been recognized, and its own methodology has not been formed. This paper explores and answers the following questions: What is big data? What are the basic methods for representing, managing and analyzing big data? What is the relationship between big data and knowledge? Can we find a mapping from big data into knowledge space? What kind of infrastructure is required to support not only big data management and analysis but also knowledge discovery, sharing and management? What is the relationship between big data and science paradigm? What is the nature and fundamental challenge of big data computing? A multi-dimensional perspective is presented toward a methodology of big data computing.Comment: 59 page

    A process-oriented language for describing aspects of reading comprehension

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    Includes bibliographical references (p. 36-38)The research described herein was supported in part by the National Institute of Education under Contract No. MS-NIE-C-400-76-011
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