Move Forward and Tell: A Progressive Generator of Video Descriptions

We present an efficient framework that can generate a coherent paragraph to describe a given video. Previous works on video captioning usually focus on video clips. They typically treat an entire video as a whole and generate the caption conditioned on a single embedding. On the contrary, we consider videos with rich temporal structures and aim to generate paragraph descriptions that can preserve the story flow while being coherent and concise. Towards this goal, we propose a new approach, which produces a descriptive paragraph by assembling temporally localized descriptions. Given a video, it selects a sequence of distinctive clips and generates sentences thereon in a coherent manner. Particularly, the selection of clips and the production of sentences are done jointly and progressively driven by a recurrent network -- what to describe next depends on what have been said before. Here, the recurrent network is learned via self-critical sequence training with both sentence-level and paragraph-level rewards. On the ActivityNet Captions dataset, our method demonstrated the capability of generating high-quality paragraph descriptions for videos. Compared to those by other methods, the descriptions produced by our method are often more relevant, more coherent, and more concise.Comment: Accepted by ECCV 201

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the composition