Multimedia retrieval using multiple examples

The paper presents a variant of our generative probabilistic multimedia retrieval model that is suitable for information needs expressed as multiple examples. Results have been evaluated on the TRECVID 2003 collection

Multimedia Retrieval Using Multiple Examples

The paper presents a variant of our generative probabilistic multimedia retrieval model that is suitable for information needs expressed as multiple examples. Results have been evaluated on the TRECVID 2003 collection

Multimedia search without visual analysis: the value of linguistic and contextual information

This paper addresses the focus of this special issue by analyzing the potential contribution of linguistic content and other non-image aspects to the processing of audiovisual data. It summarizes the various ways in which linguistic content analysis contributes to enhancing the semantic annotation of multimedia content, and, as a consequence, to improving the effectiveness of conceptual media access tools. A number of techniques are presented, including the time-alignment of textual resources, audio and speech processing, content reduction and reasoning tools, and the exploitation of surface features

Query generation from multiple media examples

This paper exploits an unified media document representation called feature terms for query generation from multiple media examples, e.g. images. A feature term refers to a value interval of a media feature. A media document is therefore represented by a frequency vector about feature term appearance. This approach (1) facilitates feature accumulation from multiple examples; (2) enables the exploration of text-based retrieval models for multimedia retrieval. Three statistical criteria, minimised chi-squared, minimised AC/DC rate and maximised entropy, are proposed to extract feature terms from a given media document collection. Two textual ranking functions, KL divergence and a BM25-like retrieval model, are adapted to estimate media document relevance. Experiments on the Corel photo collection and the TRECVid 2006 collection show the effectiveness of feature term based query in image and video retrieval

Strategies for Searching Video Content with Text Queries or Video Examples

The large number of user-generated videos uploaded on to the Internet everyday has led to many commercial video search engines, which mainly rely on text metadata for search. However, metadata is often lacking for user-generated videos, thus these videos are unsearchable by current search engines. Therefore, content-based video retrieval (CBVR) tackles this metadata-scarcity problem by directly analyzing the visual and audio streams of each video. CBVR encompasses multiple research topics, including low-level feature design, feature fusion, semantic detector training and video search/reranking. We present novel strategies in these topics to enhance CBVR in both accuracy and speed under different query inputs, including pure textual queries and query by video examples. Our proposed strategies have been incorporated into our submission for the TRECVID 2014 Multimedia Event Detection evaluation, where our system outperformed other submissions in both text queries and video example queries, thus demonstrating the effectiveness of our proposed approaches

Towards an All-Purpose Content-Based Multimedia Information Retrieval System

The growth of multimedia collections - in terms of size, heterogeneity, and variety of media types - necessitates systems that are able to conjointly deal with several forms of media, especially when it comes to searching for particular objects. However, existing retrieval systems are organized in silos and treat different media types separately. As a consequence, retrieval across media types is either not supported at all or subject to major limitations. In this paper, we present vitrivr, a content-based multimedia information retrieval stack. As opposed to the keyword search approach implemented by most media management systems, vitrivr makes direct use of the object's content to facilitate different types of similarity search, such as Query-by-Example or Query-by-Sketch, for and, most importantly, across different media types - namely, images, audio, videos, and 3D models. Furthermore, we introduce a new web-based user interface that enables easy-to-use, multimodal retrieval from and browsing in mixed media collections. The effectiveness of vitrivr is shown on the basis of a user study that involves different query and media types. To the best of our knowledge, the full vitrivr stack is unique in that it is the first multimedia retrieval system that seamlessly integrates support for four different types of media. As such, it paves the way towards an all-purpose, content-based multimedia information retrieval system

The relationship between IR and multimedia databases

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

Interactive Search and Exploration in Online Discussion Forums Using Multimodal Embeddings

In this paper we present a novel interactive multimodal learning system, which facilitates search and exploration in large networks of social multimedia users. It allows the analyst to identify and select users of interest, and to find similar users in an interactive learning setting. Our approach is based on novel multimodal representations of users, words and concepts, which we simultaneously learn by deploying a general-purpose neural embedding model. We show these representations to be useful not only for categorizing users, but also for automatically generating user and community profiles. Inspired by traditional summarization approaches, we create the profiles by selecting diverse and representative content from all available modalities, i.e. the text, image and user modality. The usefulness of the approach is evaluated using artificial actors, which simulate user behavior in a relevance feedback scenario. Multiple experiments were conducted in order to evaluate the quality of our multimodal representations, to compare different embedding strategies, and to determine the importance of different modalities. We demonstrate the capabilities of the proposed approach on two different multimedia collections originating from the violent online extremism forum Stormfront and the microblogging platform Twitter, which are particularly interesting due to the high semantic level of the discussions they feature

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings