Zero-Shot Recognition using Dual Visual-Semantic Mapping Paths

Zero-shot recognition aims to accurately recognize objects of unseen classes by using a shared visual-semantic mapping between the image feature space and the semantic embedding space. This mapping is learned on training data of seen classes and is expected to have transfer ability to unseen classes. In this paper, we tackle this problem by exploiting the intrinsic relationship between the semantic space manifold and the transfer ability of visual-semantic mapping. We formalize their connection and cast zero-shot recognition as a joint optimization problem. Motivated by this, we propose a novel framework for zero-shot recognition, which contains dual visual-semantic mapping paths. Our analysis shows this framework can not only apply prior semantic knowledge to infer underlying semantic manifold in the image feature space, but also generate optimized semantic embedding space, which can enhance the transfer ability of the visual-semantic mapping to unseen classes. The proposed method is evaluated for zero-shot recognition on four benchmark datasets, achieving outstanding results.Comment: Accepted as a full paper in IEEE Computer Vision and Pattern Recognition (CVPR) 201

Interactive semantic mapping: Experimental evaluation

Robots that are launched in the consumer market need to provide more effective human robot interaction, and, in particular, spoken language interfaces. However, in order to support the execution of high level commands as they are specified in natural language, a semantic map is required. Such a map is a representation that enables the robot to ground the commands into the actual places and objects located in the environment. In this paper, we present the experimental evaluation of a system specifically designed to build semantically rich maps, through the interaction with the user. The results of the experiments not only provide the basis for a discussion of the features of the proposed approach, but also highlight the manifold issues that arise in the evaluation of semantic mapping

THE USE OF SEMANTIC MAPPING TECHNIQUE IN TEACHING READING RECOUNT TEXT

This study deals with the investigation of semantic mapping technique in teaching reading recount text.  It was intended to find out the teacher’s way in using semantic mapping technique in teaching reading recount text; and students’ perceptions toward the implementation of semantic mapping technique in teaching reading recount text.  In addition, the writer used the theory from Schmitt (2002, p. 44) who explained about teacher’s ways in implementing semantic mapping word technique in teaching reading comprehension. The writer used qualitative research with the type of case study involving an English teachers and the students of eighth grade. To collect the data, classroom observation, interview, and questionnaire were utilized.  The findings indicated that the teacher implemented the steps in conducting semantic mapping strategy as suggested by Schmitt (2002, p. 44. In addition, the students also enjoy the teaching learning process using the technique of semantic mapping. Furthermore, the major conclusion of this study indicated that the teacher was able to apply the semantic mapping technique that encourages the students to develop their reading skill.  Regarding the weakness of this research, the present study did not point out specific factors influencing students’ motivation in learning Semantic mapping. Thus, it is recommended that further researchers should investigate teacher’s perception on implementing the technique of semantic mapping  in the teaching-learning process. Keywords: reading comprehension, recount text, semantic mapping

PENERAPAN TEKNIK SEMANTIC MAPPING DALAM PEMBELAJARAN KANJI

Tujuan dalam penelitian ini adalah untuk mengetahui peguasaan huruf kanji mahasiswa yang diterapkan teknik Semantic Mapping dan teknik pencatatan biasa, untuk mengetahui perbedaan yang signifikan penguasaan huruf kanji antara mahasiswa yang diterapkan teknik Semantic Mapping dengan mahasiswa yang diterapkan teknik pencatatan biasa, dan untuk mengetahui respon atau tanggapan mahasiswa terhadap penerapan teknik Semantik Mapping dalam pembelajaran kanji. Penelitian ini menggunakan metode eksperimen murni (True Experimental) dengan pendekatan kuantitatif. Desain penelitian yang digunakan adalah control group pretest posttest design. Instrumen yang digunakan berupa tes tertulis dan angket. Berdasarkan hasil posttest diketahui 80% mahasiswa kelas eksperimen memperoleh nilai di atas 75 sedangkan 55% mahasiswa kelas kontrol memperoleh nilai di atas 75. Gain hasil pretest dan posttest kelas eksperimen adalah 18.125 dan kelas kontrol adalah 11.125. Hasil ini menunjukkan bahwa terdapat perbedaan yang signifikan penguasaan huruf kanji antara mahasiswa yang diterapkan teknik Semantic Mapping dengan mahasiswa yang diterapkan teknik pencatatan biasa. Dengan demikian, penerapan teknik Semantic Mapping dalam pembelajaran kanji lebih efektif daripada teknik pencatatan biasa. Selanjutnya, berdasarkan hasil angket, sebagian besar responden memberikan respon positif karena responden merasakan penerapan teknik Semantic Mapping menarik dan menyenangkan. Selain itu, dapat mempermudah menghafal dan memahami huruf kanji. ---------- The purposes of this study are to investigate the mastery of Kanji of university students after being taught by using Semantic Mapping and conventional techniques, to find out the significant differences of mastery of Kanji between university students who are taught by using semantic mapping and those are who taught by using conventional techniques, and to investigate the responses of university students who are taught by using semantic mapping in learning Kanji. This study uses True Experimental method which belongs to Quantitative approach. To be specified, this study use control group pretest posttest design. The instruments used are written test and questionnaires. The data is analyzed by using t-test and simple descriptive statistic. The findings point out 80% students in experimental group reach the score above 75 in posttest. Meanwhile, 55% students in control group get the score above 75 in posttest. The gain of pretest and posttest result of experimental group is 18.125 and the control group is 11.125. The results above indicate that there is a significant difference of mastery of Kanji between students in experimental group and control group. To sum up, the use of semantic mapping is effective in teaching Kanji than conventional techniques. Furthermore, based on the result of questionnaire, most of students give positive responses toward the use of semantic mapping in learning Kanji because it is attractive and interesting. Besides, the use of semantic mapping can facilitate students in memorizing and understanding Kanji

A Proposal for Semantic Map Representation and Evaluation

Semantic mapping is the incremental process of “mapping” relevant information of the world (i.e., spatial information, temporal events, agents and actions) to a formal description supported by a reasoning engine. Current research focuses on learning the semantic of environments based on their spatial location, geometry and appearance. Many methods to tackle this problem have been proposed, but the lack of a uniform representation, as well as standard benchmarking suites, prevents their direct comparison. In this paper, we propose a standardization in the representation of semantic maps, by defining an easily extensible formalism to be used on top of metric maps of the environments. Based on this, we describe the procedure to build a dataset (based on real sensor data) for benchmarking semantic mapping techniques, also hypothesizing some possible evaluation metrics. Nevertheless, by providing a tool for the construction of a semantic map ground truth, we aim at the contribution of the scientific community in acquiring data for populating the dataset