Matching Items (399)
Description
The rapid escalation of technology and the widespread emergence of modern technological equipments have resulted in the generation of humongous amounts of digital data (in the form of images, videos and text). This has expanded the possibility of solving real world problems using computational learning frameworks. However, while gathering a large amount of data is cheap and easy, annotating them with class labels is an expensive process in terms of time, labor and human expertise. This has paved the way for research in the field of active learning. Such algorithms automatically select the salient and exemplar instances from large quantities of unlabeled data and are effective in reducing human labeling effort in inducing classification models. To utilize the possible presence of multiple labeling agents, there have been attempts towards a batch mode form of active learning, where a batch of data instances is selected simultaneously for manual annotation. This dissertation is aimed at the development of novel batch mode active learning algorithms to reduce manual effort in training classification models in real world multimedia pattern recognition applications. Four major contributions are proposed in this work: $(i)$ a framework for dynamic batch mode active learning, where the batch size and the specific data instances to be queried are selected adaptively through a single formulation, based on the complexity of the data stream in question, $(ii)$ a batch mode active learning strategy for fuzzy label classification problems, where there is an inherent imprecision and vagueness in the class label definitions, $(iii)$ batch mode active learning algorithms based on convex relaxations of an NP-hard integer quadratic programming (IQP) problem, with guaranteed bounds on the solution quality and $(iv)$ an active matrix completion algorithm and its application to solve several variants of the active learning problem (transductive active learning, multi-label active learning, active feature acquisition and active learning for regression). These contributions are validated on the face recognition and facial expression recognition problems (which are commonly encountered in real world applications like robotics, security and assistive technology for the blind and the visually impaired) and also on collaborative filtering applications like movie recommendation.
ContributorsChakraborty, Shayok (Author) / Panchanathan, Sethuraman (Thesis advisor) / Balasubramanian, Vineeth N. (Committee member) / Li, Baoxin (Committee member) / Mittelmann, Hans (Committee member) / Ye, Jieping (Committee member) / Arizona State University (Publisher)
Created2013
Description
In recent years, machine learning and data mining technologies have received growing attention in several areas such as recommendation systems, natural language processing, speech and handwriting recognition, image processing and biomedical domain. Many of these applications which deal with physiological and biomedical data require person specific or person adaptive systems. The greatest challenge in developing such systems is the subject-dependent data variations or subject-based variability in physiological and biomedical data, which leads to difference in data distributions making the task of modeling these data, using traditional machine learning algorithms, complex and challenging. As a result, despite the wide application of machine learning, efficient deployment of its principles to model real-world data is still a challenge. This dissertation addresses the problem of subject based variability in physiological and biomedical data and proposes person adaptive prediction models based on novel transfer and active learning algorithms, an emerging field in machine learning. One of the significant contributions of this dissertation is a person adaptive method, for early detection of muscle fatigue using Surface Electromyogram signals, based on a new multi-source transfer learning algorithm. This dissertation also proposes a subject-independent algorithm for grading the progression of muscle fatigue from 0 to 1 level in a test subject, during isometric or dynamic contractions, at real-time. Besides subject based variability, biomedical image data also varies due to variations in their imaging techniques, leading to distribution differences between the image databases. Hence a classifier learned on one database may perform poorly on the other database. Another significant contribution of this dissertation has been the design and development of an efficient biomedical image data annotation framework, based on a novel combination of transfer learning and a new batch-mode active learning method, capable of addressing the distribution differences across databases. The methodologies developed in this dissertation are relevant and applicable to a large set of computing problems where there is a high variation of data between subjects or sources, such as face detection, pose detection and speech recognition. From a broader perspective, these frameworks can be viewed as a first step towards design of automated adaptive systems for real world data.
ContributorsChattopadhyay, Rita (Author) / Panchanathan, Sethuraman (Thesis advisor) / Ye, Jieping (Thesis advisor) / Li, Baoxin (Committee member) / Santello, Marco (Committee member) / Arizona State University (Publisher)
Created2013
Description
The end of the nineteenth century was an exhilarating and revolutionary era for the flute. This period is the Second Golden Age of the flute, when players and teachers associated with the Paris Conservatory developed what would be considered the birth of the modern flute school. In addition, the founding in 1871 of the Société Nationale de Musique by Camille Saint-Saëns (1835-1921) and Romain Bussine (1830-1899) made possible the promotion of contemporary French composers. The founding of the Société des Instruments à Vent by Paul Taffanel (1844-1908) in 1879 also invigorated a new era of chamber music for wind instruments. Within this groundbreaking environment, Mélanie Hélène Bonis (pen name Mel Bonis) entered the Paris Conservatory in 1876, under the tutelage of César Franck (1822-1890). Many flutists are dismayed by the scarcity of repertoire for the instrument in the Romantic and post-Romantic traditions; they make up for this absence by borrowing the violin sonatas of Gabriel Fauré (1845-1924) and Franck. The flute and piano works of Mel Bonis help to fill this void with music composed originally for flute. Bonis was a prolific composer with over 300 works to her credit, but her works for flute and piano have not been researched or professionally recorded in the United States before the present study. Although virtually unknown today in the American flute community, Bonis's music received much acclaim from her contemporaries and deserves a prominent place in the flutist's repertoire. After a brief biographical introduction, this document examines Mel Bonis's musical style and describes in detail her six works for flute and piano while also offering performance suggestions.
ContributorsDaum, Jenna Elyse (Author) / Buck, Elizabeth (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Schuring, Martin (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2013
Description
We solve the problem of activity verification in the context of sustainability. Activity verification is the process of proving the user assertions pertaining to a certain activity performed by the user. Our motivation lies in incentivizing the user for engaging in sustainable activities like taking public transport or recycling. Such incentivization schemes require the system to verify the claim made by the user. The system verifies these claims by analyzing the supporting evidence captured by the user while performing the activity. The proliferation of portable smart-phones in the past few years has provided us with a ubiquitous and relatively cheap platform, having multiple sensors like accelerometer, gyroscope, microphone etc. to capture this evidence data in-situ. In this research, we investigate the supervised and semi-supervised learning techniques for activity verification. Both these techniques make use the data set constructed using the evidence submitted by the user. Supervised learning makes use of annotated evidence data to build a function to predict the class labels of the unlabeled data points. The evidence data captured can be either unimodal or multimodal in nature. We use the accelerometer data as evidence for transportation mode verification and image data as evidence for recycling verification. After training the system, we achieve maximum accuracy of 94% when classifying the transport mode and 81% when detecting recycle activity. In the case of recycle verification, we could improve the classification accuracy by asking the user for more evidence. We present some techniques to ask the user for the next best piece of evidence that maximizes the probability of classification. Using these techniques for detecting recycle activity, the accuracy increases to 93%. The major disadvantage of using supervised models is that it requires extensive annotated training data, which expensive to collect. Due to the limited training data, we look at the graph based inductive semi-supervised learning methods to propagate the labels among the unlabeled samples. In the semi-supervised approach, we represent each instance in the data set as a node in the graph. Since it is a complete graph, edges interconnect these nodes, with each edge having some weight representing the similarity between the points. We propagate the labels in this graph, based on the proximity of the data points to the labeled nodes. We estimate the performance of these algorithms by measuring how close the probability distribution of the data after label propagation is to the probability distribution of the ground truth data. Since labeling has a cost associated with it, in this thesis we propose two algorithms that help us in selecting minimum number of labeled points to propagate the labels accurately. Our proposed algorithm achieves a maximum of 73% increase in performance when compared to the baseline algorithm.
ContributorsDesai, Vaishnav (Author) / Sundaram, Hari (Thesis advisor) / Li, Baoxin (Thesis advisor) / Turaga, Pavan (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsMatthews, Eyona (Performer) / Yoo, Katie Jihye (Performer) / Roubison, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
Description
From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes. The motivating question behind this framework is whether some types of engagement affect learning outcomes more than the others. This work evaluated the effectiveness and applicability of the DOLA framework to learning activities for STEM classes. After classification of overt learning activities as being active, constructive or interactive, I then tested the ICAP hypothesis, which states that student learning is more effective in interactive activities than constructive activities, which are more effective than active activities, which are more effective than passive activities. I conducted two studies (Study 1 and Study 2) to determine how and to what degree differentiated activities affected students' learning outcomes. For both studies, I measured students' knowledge of materials science and engineering concepts. Results for Study 1 showed that students scored higher on all post-class quiz questions after participating in interactive and constructive activities than after the active activities. However, student scores on more difficult, inference questions suggested that interactive activities provided significantly deeper learning than either constructive or active activities. Results for Study 2 showed that students' learning, in terms of gain scores, increased systematically from passive to active to constructive to interactive, as predicted by ICAP. All the increases, from condition to condition, were significant. Verbal analysis of the students' dialogue in interactive condition indicated a strong correlation between the co-construction of knowledge and learning gains. When the statements and responses of each student build upon those of the other, both students benefit from the collaboration. Also, the linear combination of discourse moves was significantly related to the adjusted gain scores with a very high correlation coefficient. Specifically, the elaborate type discourse moves were positively correlated with learning outcomes; whereas the accept type moves were negatively correlated with learning outcomes. Analyses of authentic activities in a STEM classroom showed that they fit within the taxonomy of the DOLA framework. The results of the two studies provided evidence to support the predictions of the ICAP hypothesis.
ContributorsMenekşe, Muhsin (Author) / Chi, Michelene T.H. (Thesis advisor) / Baker, Dale (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMcClain, Katelyn (Performer) / Buringrud, Deanna (Contributor) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
Description
Guided by Tinto’s Theory of College Student Departure, I conducted a set of five studies to identify factors that influence students’ social integration in college science active learning classes. These studies were conducted in large-enrollment college science courses and some were specifically conducted in undergraduate active learning biology courses. Using qualitative and quantitative methodologies, I identified how students’ identities, such as their gender and LGBTQIA identity, and students’ perceptions of their own intelligence influence their experience in active learning science classes and consequently their social integration in college. I also determined factors of active learning classrooms and instructor behaviors that can affect whether students experience positive or negative social integration in the context of active learning. I found that students’ hidden identities, such as the LGBTQIA identity, are more relevant in active learning classes where students work together and that the increased relevance of one’s identity can have a positive and negative impact on their social integration. I also found that students’ identities can predict their academic self-concept, or their perception of their intelligence as it compares to others’ intelligence in biology, which in turn predicts their participation in small group-discussion. While many students express a fear of negative evaluation, or dread being evaluated negatively by others when speaking out in active learning classes, I identified that how instructors structure group work can cause students to feel more or less integrated into the college science classroom. Lastly, I identified tools that instructors can use, such as name tents and humor, which can positive affect students’ social integration into the college science classroom. In sum, I highlight inequities in students’ experiences in active learning science classrooms and the mechanisms that underlie some of these inequities. I hope this work can be used to create more inclusive undergraduate active learning science courses.
ContributorsCooper, Katelyn M (Author) / Brownell, Sara E (Thesis advisor) / Stout, Valerie (Committee member) / Collins, James (Committee member) / Orchinik, Miles (Committee member) / Zheng, Yi (Committee member) / Arizona State University (Publisher)
Created2018
Description
Deep learning architectures have been widely explored in computer vision and have
depicted commendable performance in a variety of applications. A fundamental challenge
in training deep networks is the requirement of large amounts of labeled training
data. While gathering large quantities of unlabeled data is cheap and easy, annotating
the data is an expensive process in terms of time, labor and human expertise.
Thus, developing algorithms that minimize the human effort in training deep models
is of immense practical importance. Active learning algorithms automatically identify
salient and exemplar samples from large amounts of unlabeled data and can augment
maximal information to supervised learning models, thereby reducing the human annotation
effort in training machine learning models. The goal of this dissertation is to
fuse ideas from deep learning and active learning and design novel deep active learning
algorithms. The proposed learning methodologies explore diverse label spaces to
solve different computer vision applications. Three major contributions have emerged
from this work; (i) a deep active framework for multi-class image classication, (ii)
a deep active model with and without label correlation for multi-label image classi-
cation and (iii) a deep active paradigm for regression. Extensive empirical studies
on a variety of multi-class, multi-label and regression vision datasets corroborate the
potential of the proposed methods for real-world applications. Additional contributions
include: (i) a multimodal emotion database consisting of recordings of facial
expressions, body gestures, vocal expressions and physiological signals of actors enacting
various emotions, (ii) four multimodal deep belief network models and (iii)
an in-depth analysis of the effect of transfer of multimodal emotion features between
source and target networks on classification accuracy and training time. These related
contributions help comprehend the challenges involved in training deep learning
models and motivate the main goal of this dissertation.
depicted commendable performance in a variety of applications. A fundamental challenge
in training deep networks is the requirement of large amounts of labeled training
data. While gathering large quantities of unlabeled data is cheap and easy, annotating
the data is an expensive process in terms of time, labor and human expertise.
Thus, developing algorithms that minimize the human effort in training deep models
is of immense practical importance. Active learning algorithms automatically identify
salient and exemplar samples from large amounts of unlabeled data and can augment
maximal information to supervised learning models, thereby reducing the human annotation
effort in training machine learning models. The goal of this dissertation is to
fuse ideas from deep learning and active learning and design novel deep active learning
algorithms. The proposed learning methodologies explore diverse label spaces to
solve different computer vision applications. Three major contributions have emerged
from this work; (i) a deep active framework for multi-class image classication, (ii)
a deep active model with and without label correlation for multi-label image classi-
cation and (iii) a deep active paradigm for regression. Extensive empirical studies
on a variety of multi-class, multi-label and regression vision datasets corroborate the
potential of the proposed methods for real-world applications. Additional contributions
include: (i) a multimodal emotion database consisting of recordings of facial
expressions, body gestures, vocal expressions and physiological signals of actors enacting
various emotions, (ii) four multimodal deep belief network models and (iii)
an in-depth analysis of the effect of transfer of multimodal emotion features between
source and target networks on classification accuracy and training time. These related
contributions help comprehend the challenges involved in training deep learning
models and motivate the main goal of this dissertation.
ContributorsRanganathan, Hiranmayi (Author) / Sethuraman, Panchanathan (Thesis advisor) / Papandreou-Suppappola, Antonia (Committee member) / Li, Baoxin (Committee member) / Chakraborty, Shayok (Committee member) / Arizona State University (Publisher)
Created2018