콘볼루션 신경망의 색상 위계 학습에 대한 탐구

학위논문 (석사) -- 서울대학교 대학원 : 인문대학 협동과정 인지과학전공, 2020. 8. 장병탁.Empirical evidence suggests that color categories emerge in a universal, recurrent, hierarchical pattern across different cultures in the following order; white, black < red < green, yellow < blue < brown < pink, gray, orange, and purple}. This pattern is referred to as the "Color Hierarchy". Over two experiments, the present study examines whether there is evidence for such hierarchical color category learning patterns in Convolutional Neural Networks (CNNs). Experiment A investigates whether color categories are learned randomly, or in a fixed, hierarchical fashion. Results show that colors higher up the Color Hierarchy (e.g. red) are generally learned before colors lower down the hierarchy (e.g. brown, orange, gray). Experiment B examines whether object color affects recall in object detection. Similar to Experiment A, results show that object recall is noticeably impacted by color, with colors higher up the Color Hierarchy generally showing better recall. Additionally, objects whose color can be described by adjectives that emphasise colorfulness (e.g. vivid, brilliant, deep) show better recall than those which de-emphasise colorfulness (e.g. dark, pale, light). The effect of both color hue and adjective on object recall is still observable, even when controlling for contrast through grayscale images. These results highlight similarities between humans and CNNs in color perception, and provide insight into factors that influence object detection. They also show the value of using deep learning techniques as a means of investigating cognitive universalities in an efficient, unbiased, cost-effective way.경험적으로 색상 계열은 보편적으로 다양한 문화권에 걸쳐 순환적이고 위계적인 패턴을 나타내며 그 순서는 다음과 같이 나타난다; 검은색 < 붉은색 <녹색 < 노란색 < 파란색 < 갈색 < 분홍색, 회색, 주황색, 보라색}. 이러한 경향은 "색상 위계(Color Hierarchy)"라 불린다. 소개될 두 가지 실험을 통해 본 연구는 콘볼루션 신경망의 경우에도 색상 위계 순서에 따른 색상계열 학습이 진행되는지 알아본다. 실험 A는 색상 계열이 무작위로 학습되는지 위계적인 순서를 통해 학습되는지 알아본다. 실험의 결과를 통해 색상 위계상으로 더 상위의 색상(예: 붉은색)은 일반적으로 하위의 색상들 (예: 갈색, 주황색, 회색) 보다 앞서 학습이 이뤄짐을 볼 수 있다. 실험 B는 색상 위계에 따른 학습 편차가 객체인식 학습의 재현률(recall)에도 영향을 끼치는지 알아본다. 실험 A에서와같이 색상 위계는 객체인식 재현률에도 큰 영향을 끼친다. 추가적으로 색상을 강조하는 부사(예: 선명한, 눈에 띄는, 짙은)와 함께 묘사된 객체의 경우에는 반대로 색상을 억제하는 부사(예: 어두운, 옅은, 엷은)와 함께 묘사된 객체들보다 재현률이 높게 나타난다. 부사와 색상의 효과는 흑백 이미지들에 대해서도 여전히 관측된다. 이와 같은 결과들은 사람과 콘볼루션 신경망의 색상 지각과정의 유사성을 보여주며 객체 인식에 영향을 주는 요인들에 대한 통찰력을 제공한다. 또한 이 결과들은 딥러닝 방법이 인지과정의 보편성을 살피는 데에 효율적이고, 치우치지 않으며, 경제적인 방법임을 지시한다.Chapter 1 Introduction 1 1.1 Is Color Categorization Random? 2 1.2 Modelling the Color Hierarchy 4 1.3 Convolutional Neural Networks and Color Learning 5 1.4 Hypotheses 6 Chapter 2 Datasets 8 2.1 Basic Color Dataset 8 2.2 Modanet 8 2.2.1 Color Annotating Process 9 Chapter 3 Color Space 12 3.1 Opponent Color Space 12 3.2 Luminance Color Spaces 13 Chapter 4 Experiment A: CNN Color Classification Recall Ex-periment 15 4.1 Model 15 4.2 Method 17 4.3 Results 17 Chapter 5 Experiment B: Faster R-CNN Colored Clothing Recall Experiment 21 5.1 Model 21 5.2 Method 22 5.3 Results 23 Chapter 6 Discussion and Conclusion 28 References 33 국문초록 36 Acknowledgements 37Maste

The Phenomenal Characteristics of the Son-Father Relationship Experience

The purpose of this exploratory study is to examine what the son-father relationship experience feels like (the phenomenology of the son-father relationship), and how the relationship experience affects leadership development, specifically in the son.I chose to reverse the order of the typical reference on this topic (father-son) in order to emphasize the significance of the son (role) being the central character or object of interest, even in instances where the character is a father in addition to being a son.Additionally, it should be noted that all fathers are sons, but not all sons are fathers (biologically, and/or socially, and/or conceptually).My central research question is:How is leadership development influenced by the phenomenological characteristics of the son-father relationship experience?I address this question through a series of interviews with adolescent boys age 17 and men between 18 and 45 years of age.The foundation of my interview protocol is built on a series of theory-based questions (Wengraf, 2001) that are outlined below.Analysis of these interviews is presented along with a comparative review of the scholarly literature on leadership development in adolescents.The primary value of this research is its applicability to youth leadership development programs with respect to the potential to add an emphasis on values and practices that cultivate healthy sustainable relationships that are consistent with responsible and effective parent involvement and planning, family leadership, and community support.While there is considerable consideration being acknowledged to an anecdotal connection between how boys are, or should be, affected by the leadership qualities of their fathers, very little was articulated about how the participants felt their own leadership development was influenced by the relationship experience, particularly juxtaposed to the amount of attention the participants spent on describing their feelings and emotions about their son-father relationship experience.In this respect, what is particularly noteworthy is the richness of the interviews with respect to the participant’s accounts of the phenomenal characteristics of the son-father relationship experience, including how sons articulate their feelings about the relationship, at and over time.This dissertation is accompanied by an Author’s Introduction supplemental file [mp4].The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/et

Efficient Interactive Proofs for Linear Algebra

Motivated by the growth in outsourced data analysis, we describe methods for verifying basic linear algebra operations performed by a cloud service without having to recalculate the entire result. We provide novel protocols in the streaming setting for inner product, matrix multiplication and vector-matrix-vector multiplication where the number of rounds of interaction can be adjusted to tradeoff space, communication, and duration of the protocol. Previous work suggests that the costs of these interactive protocols are optimized by choosing O(log n) rounds. However, we argue that we can reduce the number of rounds without incurring a significant time penalty by considering the total end-to-end time, so fewer rounds and larger messages are preferable. We confirm this claim with an experimental study that shows that a constant number of rounds gives the fastest protocol

Female physical educators in all boys\u27 schools - opportunities for enhancing social interactions?

The significance of physical education (PE) and sport in a boys&rsquo; school has long been highlighted as a device for the privileging of hyper-masculine identities (tough, stoic &amp; assertive) at the expense of marginalised masculinities and femininities. The propensity for some &ldquo;members of male sporting clique&rsquo;s to engage in practices of bullying, shaming, violating and excluding&rdquo; (Hickey, 2008, p. 148) raises important questions about how the practice of boys&rsquo; PE and sport can sometimes lead to unhealthy and damaging social interactions between different types of boys. In response to this rhetoric, some boys&rsquo; schools have acted to employ female PE teachers to disrupt &ldquo;concern about the codes of unity, entitlement and privilege that can be forged among groups of boys whose identities are strongly aligned with sporting forms of hyper-masculinity&rdquo; (Hickey, 2008, p. 148). Given this potential, we suggest that there is something unique or different about working in spaces or contexts around boys&rsquo; physicality. More specifically this paper raises questions about the particular implications for a PE teacher&rsquo;s professional work, particularly as a female PE teacher.In current educational climates the performance of boys in social and educational contexts attracts considerable concern. Better understanding the contributions and capacities of female PE teachers in all boys&rsquo; schools, (as localised social and political environments in which gendered identities are formed) is warranted. Professional identities and &ldquo;the meaning of gender is negotiated in everyday interactions&rdquo; (Priola, 2007, p. 23) implicating the culture of all boys&rsquo; schools as significant in the development of ideas around effective, gender inclusive, pedagogical practices. Drawing on case study data, this paper seeks to explore how notions of effectiveness about boys&rsquo; PE are formed, with intent to make visible the extent to which female PE teachers influence dominant gendered practices of social interaction in all boys&rsquo; PE settings

Simulating Problem Difficulty in Arithmetic Cognition Through Dynamic Connectionist Models

The present study aims to investigate similarities between how humans and connectionist models experience difficulty in arithmetic problems. Problem difficulty was operationalized by the number of carries involved in solving a given problem. Problem difficulty was measured in humans by response time, and in models by computational steps. The present study found that both humans and connectionist models experience difficulty similarly when solving binary addition and subtraction. Specifically, both agents found difficulty to be strictly increasing with respect to the number of carries. Another notable similarity is that problem difficulty increases more steeply in subtraction than in addition, for both humans and connectionist models. Further investigation on two model hyperparameters --- confidence threshold and hidden dimension --- shows higher confidence thresholds cause the model to take more computational steps to arrive at the correct answer. Likewise, larger hidden dimensions cause the model to take more computational steps to correctly answer arithmetic problems; however, this effect by hidden dimensions is negligible.Comment: 7 pages; 15 figures; 5 tables; Published in the proceedings of the 17th International Conference on Cognitive Modelling (ICCM 2019

LOCALIZANDO A CRITICIDADE NA POLÍTICA: A CONTÍNUA LUTA POR JUSTIÇA SOCIAL NA AGENDA DA EDUCAÇÃO FÍSICA ESCOLAR

There is a sense of unfulfilled promise as one reflects on the progress of the critical project in Physical Education (PE) at the turn of the second decade of the 21st century. Quality scholarship continues to emerge around critical pedagogy in PE, evidencing sustained commitment to its promise to provide learners with personal and intellectual resources needed in navigating productive healthy futures in an increasingly complex world. In this paper we discuss select examples of contemporary research to demonstrate ongoing struggles in practice-based contexts and revisit barriers that continue to restrict the translational aspirations of critical scholars. Focusing on PE as a cultural and curriculum practice in Australian schools, we give primacy to the ways in Critical Pedagogy. Hay un sentimiento de promesa no cumplida cuando se analiza el progreso del proyecto crítico de la Educación Física desde el giro de la segunda década del siglo XXI. Estudios de calidad continúan a emerger en torno a la pedagogía crítica de la Educación Física, evidenciando el prolongado compromiso con su promesa de ofrecer a los aprendices recursos personales e intelectuales que son necesarios en la orientación de productivos futuros saludables en un mundo cada vez más complejo. Además, igualmente importante es la crítica a la falta de traducción en cualquier medio que impacte en la Educación Física escolar convencional. En ese artículo discutimos destacados ejemplos de investigaciones contemporáneas que demuestran las continuas luchas en contextos prácticos y revisita barreras que continúan restringiendo las aspiraciones de los discursos críticos. Con foco en la Educación Física como una práctica cultural y curricular en las escuelas australianas, priorizamos los modos por los cuales políticas directivas pueden ser mejor movilizadas para capacitar la agenda crítica.Há um sentimento de promessa não realizada quando se analisa o progresso do projeto crítico da Educação Física desde a virada da segunda década do século XXI.  Estudos de qualidade continuam a emergir em torno da pedagogia crítica da Educação Física, evidenciando o prolongado comprometimento com sua promessa de fornecer aos aprendizes recursos pessoais e intelectuais que são necessários na orientação de produtivos futuros sadios num mundo cada mais complexo. Ademais, igualmente importante é a crítica a falta de tradução em qualquer meio que impacte na Educação Física escolar convencional. Neste artigo nós discutimos destacados exemplos de investigações contemporâneas que demonstram as contínuas lutas em contextos práticos e revisita barreiras que continuam a restringir as aspirações dos estudos críticos. Focando na Educação Física como uma prática cultural e curricular nas escolas australianas, nós damos primazia aos modos pelos quais políticas diretivas podem ser melhor mobilizadas para capacitar a agenda crítica

Electroencephalographic monitoring of complex mental tasks

Outlined here is the development of neurophysiological procedures to monitor operators during the performance of cognitive tasks. Our approach included the use of electroencepalographic (EEG) and rheoencephalographic (REG) techniques to determine changes in cortical function associated with cognition in the operator's state. A two channel tetrapolar REG, a single channel forearm impedance plethysmograph, a Lead I electrocardiogram (ECG) and a 21 channel EEG were used to measure subject responses to various visual-motor cognitive tasks. Testing, analytical, and display procedures for EEG and REG monitoring were developed that extend the state of the art and provide a valuable tool for the study of cerebral circulatory and neural activity during cognition