OLT: A Toolkit for Object Labeling Applied to Robotic RGB-D Datasets

In this work we present the Object Labeling Toolkit (OLT), a set of software components publicly available for helping in the management and labeling of sequential RGB-D observations collected by a mobile robot. Such a robot can be equipped with an arbitrary number of RGB-D devices, possibly integrating other sensors (e.g. odometry, 2D laser scanners, etc.). OLT first merges the robot observations to generate a 3D reconstruction of the scene from which object segmentation and labeling is conveniently accomplished. The annotated labels are automatically propagated by the toolkit to each RGB-D observation in the collected sequence, providing a dense labeling of both intensity and depth images. The resulting objects’ labels can be exploited for many robotic oriented applications, including high-level decision making, semantic mapping, or contextual object recognition. Software components within OLT are highly customizable and expandable, facilitating the integration of already-developed algorithms. To illustrate the toolkit suitability, we describe its application to robotic RGB-D sequences taken in a home environment.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Spanish grant pro- gram FPU-MICINN 2010 and the Spanish projects TAROTH: New developments toward a Robot at Home (DPI2011-25483) and PROMOVE: Advances in mobile robotics for promoting independent life of elders (DPI2014-55826-R

Labels direct infants’ attention to commonalities during novel category learning

Recent studies have provided evidence that labeling can influence the outcome of infants’ visual categorization. However, what exactly happens during learning remains unclear. Using eye-tracking, we examined infants’ attention to object parts during learning. Our analysis of looking behaviors during learning provide insights going beyond merely observing the learning outcome. Both labeling and non-labeling phrases facilitated category formation in 12-month-olds but not 8-month-olds (Experiment 1). Non-linguistic sounds did not produce this effect (Experiment 2). Detailed analyses of infants’ looking patterns during learning revealed that only infants who heard labels exhibited a rapid focus on the object part successive exemplars had in common. Although other linguistic stimuli may also be beneficial for learning, it is therefore concluded that labels have a unique impact on categorization