Automatic organisation of retrieved images into a hierarchy

Image retrieval is of growing interest to both search engines and academic researchers with increased focus on both content-based and caption-based approaches. Image search, however, is different from document retrieval: users often search a broader set of retrieved images than they would examine returned web pages in a search engine. In this paper, we focus on a concept hierarchy generation approach developed by Sanderson and Croft in 1999, which was used to organise retrieved images in a hierarchy automatically generated from image captions. Thirty participants were recruited for the study. Each of them conducted two different kinds of searching tasks within the system. Results indicated that the user retrieval performance in both interfaces of system is similar. However, the majority of users preferred to use the concept hierarchy to complete their searching tasks and they were satisfied with using the hierarchical menu to organize retrieved results, because the menu appeared to provide a useful summary to help users look through the image results

Designing multilingual information access to Tate Online

The Tate is Britain's premier national art gallery and includes content from internationally-renowned artists such as Constable and Turner. Like most cultural heritage institutions, the Tate provides online access to a large amount of digitized material. Given the international importance of content provided by the Tate Gallery, multilingual access would seem an ideal way in which to increase accessibility to the collections, and thereby increase traffic to the website. In this short paper we propose using the Tate as a case study for cross-language research and evaluation, determining the gallery’s requirements and the multilingual needs of their end-users

Building a diversity featured search system by fusing existing tools

This paper describes our diversity featured retrieval system which are built for the task of ImageCLEFPhoto 2008. Two existing tools are used: Solr and Carrot. We have experimented with different settings of the system to see how the performance changes. The results suggest that the system can indeed increase diversity of the retrieved results and keep the precision about the same

Creating a test collection to evaluate diversity in image retrieval

This paper describes the adaptation of an existing test collection for image retrieval to enable diversity in the results set to be measured. Previous research has shown that a more diverse set of results often satisfies the needs of more users better than standard document rankings. To enable diversity to be quantified, it is necessary to classify images relevant to a given theme to one or more sub-topics or clusters. We describe the challenges in building (as far as we are aware) the first test collection for evaluating diversity in image retrieval. This includes selecting appropriate topics, creating sub-topics, and quantifying the overall effectiveness of a retrieval system. A total of 39 topics were augmented for cluster-based relevance and we also provide an initial analysis of assessor agreement for grouping relevant images into sub-topics or clusters

Reading between the lines: attitudinal expressions in text

This is a brief overview of the starting points a project currently proposed and under evaluation by funding agencies. We discuss some of the linguistic methodology we plan to employ to idenitify and analyze attitudinal expressions in text, and touch briefly on how to evaluate our future results

Visualising the South Yorkshire floods of ‘07

This paper describes initial work on developing an information system to gather, process and visualise various multimedia data sources related to the South Yorkshire (UK) floods of 2007. The work is part of the Memoir project which aims to investigate how technology can help people create and manage long-term personal memories. We are using maps to aggregate multimedia data and to stimulate remembering past events. The paper describes an initial prototype; challenges faced so far and planned future work

Do individual differences in emotion regulation mediate the relationship between mental toughness and symptoms of depression?

Mental Toughness (MT) provides crucial psychological capacities for achievement in sports, education, and work settings. Previous research examined the role of MT in the domain of mental health and showed that MT is negatively associated with and predictive of fewer depressive symptoms in nonclinical populations. The present study aimed at (1) investigating to what extent mentally tough individuals use two emotion regulation strategies: cognitive reappraisal and expressive suppression; (2) exploring whether individual differences in emotion regulation strategy use mediate the relationship between MT and depressive symptoms. Three hundred sixty-four participants (M = 24.31 years, SD = 9.16) provided self-reports of their levels of MT, depressive symptoms, and their habitual use of cognitive reappraisal and expressive suppression. The results showed a statistically significant correlation between MT and two commonly used measures of depressive symptoms. A small statistically significant positive correlation between MT and the habitual use of cognitive reappraisal was also observed. The correlation between MT and the habitual use of expressive suppression was statistically significant, but the size of the effect was small. A statistical mediation model indicated that individual differences in the habitual use of expressive suppression mediate the relationship between MT and depressive symptoms. No such effect was found for the habitual use of cognitive reappraisal. Implications of these findings and possible avenues for future research are discussed

The relationship between mental toughness and cognitive control: evidence from the item-method directed forgetting task

Previous research by the authors found that mental toughness, as measured by the Mental Toughness Questionnaire 48 (MTQ48; Clough, P.J., Earle, K., & Sewell, D. [2002]. Mental toughness: the concept and its measurement. In I. Cockerill (Ed.), Solutions in sport psychology [pp. 32–43]. London: Thomson Publishing), was significantly associated with performance on the list-method directed forgetting task. The current study extends this finding to the item-method directed forgetting task in which the instruction to Remember or Forget is given after each item in the study list. A significant positive association was found between the correct recognition of Remember words and the emotional control subscale of the MTQ48. No significant associations were observed with other measures of mental toughness or personality. The findings are discussed in terms of the relationship between mental toughness and cognitive control

Overview of the 2005 cross-language image retrieval track (ImageCLEF)

The purpose of this paper is to outline efforts from the 2005 CLEF crosslanguage image retrieval campaign (ImageCLEF). The aim of this CLEF track is to explore the use of both text and content-based retrieval methods for cross-language image retrieval. Four tasks were offered in the ImageCLEF track: a ad-hoc retrieval from an historic photographic collection, ad-hoc retrieval from a medical collection, an automatic image annotation task, and a user-centered (interactive) evaluation task that is explained in the iCLEF summary. 24 research groups from a variety of backgrounds and nationalities (14 countries) participated in ImageCLEF. In this paper we describe the ImageCLEF tasks, submissions from participating groups and summarise the main fndings

Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation

This paper reports on an ESRC TLRP project, Consulting Pupils on the Assessment of their Learning (CPAL). The CPAL project provides an additional theoretical perspective to the ‘educational benefits’ perspective of engaging pupil voice in learning and teaching (Rudduck et al., 2003) through its exploration of pupil rights specifically in relation to assessment issues presently on the policy agenda in the Northern Ireland context – notably Assessment for Learning (AfL). An emergent framework for assessing pupil rights, based on Article 12 of the United Nations Convention on the Rights of the Child (Lundy, 2007), is being used to explore the ways in which AfL classroom practice creates the conditions for increased pupil participation and consultation. Pupil views on their AfL classroom experiences and participation are explored by means of a variety of pupil-centred, creative research methods that engage and stimulate pupils to observe, communicate and analyse their learning and assessment experiences and give meaning to them. This presentation highlights preliminary data based on a sample of 11-14 years pupils' experiences of participation and consultation in classrooms adopting AfL pedagogical principles, and identifies characteristics that support or inhibit pupil participation in their learning and the expression of their views about such matters