Statistical models of intelligent video-content analysis for cognition
Bibliographic record
Abstract
Video content has a pronounced and varied cognitive impact. This thesis develops several statistical models of video and demonstrates that these models can be used as a means of quantifying how video impacts cognition. This work takes two approaches. For children, systems are developed to classify content based on expert recommendation. The second approach can be applied to adults and works by developing methods to determine extreme ranges of emotions that impact cognition. This thesis first develops decision fusion methods for cognitive classification of children’s video content. It then introduces the novel concept of positive developmental classification of videos for children into videos that are deemed to have a negative or positive impact on cognition from a literature review; a novel system was developed to classify and segment the content accordingly. This study also introduces automatic age-based classification. The work focuses specifically on several high-level audio features as they relate to the cognitive capacity of children. As the impact on cognition of adults is dependent on the intensity of emotions, there is a focus on affective ranking. The main contributions include developing a method to rank and cluster sequences based on their affective content without the granularity problem. Furthermore, this thesis compares the accuracy of several regression methods on the LIRIS database and develops a method to incorporate prior knowledge into the cluster assignments. Then several state-based methods to predict valence and arousal are developed. The first method is the dynamic prediction-hidden Markov model for arousal-time curve estimation in sports videos. This method determines the arousal-time curve by selecting a state sequence that maximizes the joint probability density function between the arousal states and the arousal-time curve. The second method is a novel kernel-based mixture of experts model for linear regression. The latter method outperforms other mixtures of experts models in predicting valence and arousal. As the use of animation as a means of obtaining childrenˆas attention, this thesis introduces a method to automatically categorize different animation genres in a video database made for children by statistically modelling the temporal texture attributes of the video.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".