An Efficient Approach to Informative Feature Extraction from Multimodal Data


论文题目:An Efficient Approach to Informative Feature Extraction
from Multimodal Data

作者:Tsinghua-Berkeley Shenzhen Institute, Tencent AI Lab,Department of EECS, Massachusetts Institute of Technology

时间:2018

论文链接:https://arxiv.org/abs/1811.08979
Github链接:https://github.com/GuyHacohen/curriculum_learning

摘要

  • 本文主要提出了一个新颖的从多个数据模态中提取有用的特征的框架Soft-HGR。
  • 解决了HGR的严格的whitening constrains
  • 并进一步推广到处理两个以上模态和确实模态的数据
  • 实验表明,我们的方法可以学习更多信息的特征映射,可以实现更有效的优化。

简介

辨别多模态数据之间的关系对于机器来说是很难的。现有的方法有CCA、欧氏距离最小化、强行执行部分命令等。
HGR maximal correlation是Pearson correlation的一个推广,用来计算合理性是非常合理的。很多时候被用来处理多模态数据。
但是HGR有两个限制,第一,whitening constraints,即要求每个特征要严格不相关,从而来保持正交几何性质,计算复杂,高维出现稳定性问题。第二

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Sure! The Rosenthal Effect, also known as the Pygmalion Effect, refers to the phenomenon where high expectations lead to improved performance. In the world of education, this effect is often observed in the classroom where teachers' expectations of their students can have a significant impact on how well they perform. The most famous experiment on the Rosenthal Effect was conducted by Robert Rosenthal and Lenore Jacobson in 1968. The experiment involved teachers being given a list of students who were supposed to be "intellectual bloomers," i.e., students who were expected to make significant gains in their academic performance over the course of the academic year. In reality, the students on this list were randomly selected and there was no scientific basis for labeling them as "intellectual bloomers." However, the teachers did not know this and treated these students differently, giving them more attention, praise, and higher expectations. Amazingly, at the end of the academic year, the "intellectual bloomers" had indeed made significant gains in their academic performance compared to the other students in their class. This experiment demonstrates the power of teacher expectations on student performance and has led to increased awareness among educators about the importance of setting high expectations for students regardless of their starting point. It is worth noting, however, that the Rosenthal Effect has been subject to criticism, with some arguing that it is difficult to replicate the results in real-world settings and that other factors, such as student motivation and prior knowledge, can also influence academic performance. Nevertheless, the Rosenthal Effect remains an important area of study in education and a reminder to teachers of the significant impact they can have on their students' lives.

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