Image Reconstruction from Bag-of-Visual-Words

The objective of this work is to reconstruct an original image from Bag-of-Visual-Words (BoVW). Image reconstruction from features can be a means of identifying the characteristics of features. Additionally, it enables us to generate novel images via features. Although BoVW is the de facto standard feature for image recognition and retrieval, successful image reconstruction from BoVW has not been reported yet. What complicates this task is that BoVW lacks the spatial information for including visual words. As described in this paper, to estimate an original arrangement, we propose an evaluation function that incorporates the naturalness of local adjacency and the global position, with a method to obtain related parameters using an external image database. To evaluate the performance of our method, we reconstruct images of objects of 101 kinds. Additionally, we apply our method to analyze object classifiers and to generate novel images via BoVW

Hierarchical LSTM with Adjusted Temporal Attention for Video Captioning

Recent progress has been made in using attention based encoder-decoder framework for video captioning. However, most existing decoders apply the attention mechanism to every generated word including both visual words (e.g., "gun" and "shooting") and non-visual words (e.g. "the", "a"). However, these non-visual words can be easily predicted using natural language model without considering visual signals or attention. Imposing attention mechanism on non-visual words could mislead and decrease the overall performance of video captioning. To address this issue, we propose a hierarchical LSTM with adjusted temporal attention (hLSTMat) approach for video captioning. Specifically, the proposed framework utilizes the temporal attention for selecting specific frames to predict the related words, while the adjusted temporal attention is for deciding whether to depend on the visual information or the language context information. Also, a hierarchical LSTMs is designed to simultaneously consider both low-level visual information and high-level language context information to support the video caption generation. To demonstrate the effectiveness of our proposed framework, we test our method on two prevalent datasets: MSVD and MSR-VTT, and experimental results show that our approach outperforms the state-of-the-art methods on both two datasets

Combining Language and Vision with a Multimodal Skip-gram Model

We extend the SKIP-GRAM model of Mikolov et al. (2013a) by taking visual information into account. Like SKIP-GRAM, our multimodal models (MMSKIP-GRAM) build vector-based word representations by learning to predict linguistic contexts in text corpora. However, for a restricted set of words, the models are also exposed to visual representations of the objects they denote (extracted from natural images), and must predict linguistic and visual features jointly. The MMSKIP-GRAM models achieve good performance on a variety of semantic benchmarks. Moreover, since they propagate visual information to all words, we use them to improve image labeling and retrieval in the zero-shot setup, where the test concepts are never seen during model training. Finally, the MMSKIP-GRAM models discover intriguing visual properties of abstract words, paving the way to realistic implementations of embodied theories of meaning.Comment: accepted at NAACL 2015, camera ready version, 11 page

How visual cues to speech rate influence speech perception

Spoken words are highly variable and therefore listeners interpret speech sounds relative to the surrounding acoustic context, such as the speech rate of a preceding sentence. For instance, a vowel midway between short /ɑ/ and long /a:/ in Dutch is perceived as short /ɑ/ in the context of preceding slow speech, but as long /a:/ if preceded by a fast context. Despite the well-established influence of visual articulatory cues on speech comprehension, it remains unclear whether visual cues to speech rate also influence subsequent spoken word recognition. In two ‘Go Fish’-like experiments, participants were presented with audio-only (auditory speech + fixation cross), visual-only (mute videos of talking head), and audiovisual (speech + videos) context sentences, followed by ambiguous target words containing vowels midway between short /ɑ/ and long /a:/. In Experiment 1, target words were always presented auditorily, without visual articulatory cues. Although the audio-only and audiovisual contexts induced a rate effect (i.e., more long /a:/ responses after fast contexts), the visual-only condition did not. When, in Experiment 2, target words were presented audiovisually, rate effects were observed in all three conditions, including visual-only. This suggests that visual cues to speech rate in a context sentence influence the perception of following visual target cues (e.g., duration of lip aperture), which at an audiovisual integration stage bias participants’ target categorization responses. These findings contribute to a better understanding of how what we see influences what we hear

The effect of three practice conditions on the consistency of chronic dysarthric speech

This study investigated whether it is possible for people with chronic dysarthria to adjust their articulation in three practice conditions. A speaker dependent, speech recognition system was used to compare participants' practice attempts with a model of a word made from previous recordings to give a recognition score. This score was used to indicate changes in production of practice words with different conditions. The three conditions were reading of written target words, visual feedback, and an auditory model followed by visual feedback. For eight participants with dysarthria, the ability to alter speech production was shown, together with a differential effect of the three conditions. Copying an auditory target gave significantly better recognition scores than just repeating the word. Visual feedback was no more effective than repetition alone. For four control participants, visual feedback did produce significantly better recognition scores than just repetition of written words, and the presence of an auditory model was Significantly more effective than visual feedback. Possible reasons for differences between conditions are discussed