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Siga este link para ver outros tipos de publicações sobre o tema: Visual representation learning.

Livros sobre o tema "Visual representation learning"

Autor: Grafiati

Publicado: 28 de setembro de 2024

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1

Virk, Satyugjit Singh. Learning STEM Through Integrative Visual Representation. [New York, N.Y.?]: [publisher not identified], 2013.

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2

Zhang, Zheng. Binary Representation Learning on Visual Images. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2112-2.

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3

Cheng, Hong. Sparse Representation, Modeling and Learning in Visual Recognition. London: Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6714-3.

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4

1966-, McBride Kecia Driver, ed. Visual media and the humanities: A pedagogy of representation. Knoxville: University of Tennessee Press, 2004.

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5

Zareian, Alireza. Learning Structured Representations for Understanding Visual and Multimedia Data. [New York, N.Y.?]: [publisher not identified], 2021.

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6

I, Rumiati Raffaella, e Caramazza Alfonso, eds. The Multiple functions of sensory-motor representations. Hove: Psychology Press, 2005.

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7

Spiliotopoulou-Papantoniou, Vasiliki. The changing role of visual representations as a tool for research and learning. Hauppauge, N.Y: Nova Science Publishers, 2011.

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8

Learning-Based Local Visual Representation and Indexing. Elsevier, 2015. http://dx.doi.org/10.1016/c2014-0-01997-1.

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9

Ji, Rongrong, Yue Gao, Ling-Yu Duan, Qionghai Dai e Yao Hongxun. Learning-Based Local Visual Representation and Indexing. Elsevier Science & Technology Books, 2015.

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10

Learning-Based Local Visual Representation and Indexing. Elsevier Science & Technology Books, 2015.

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11

Pozzer-Ardenghi, Lilian, Jae Young Han e Wolff-Michael Roth. Critical Graphicacy: Understanding Visual Representation Practices in School Science. Springer, 2006.

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12

Eilam, Billie. Teaching, Learning, and Visual Literacy: The Dual Role of Visual Representation. Cambridge University Press, 2012.

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13

Eilam, Billie. Teaching, Learning, and Visual Literacy: The Dual Role of Visual Representation. Cambridge University Press, 2012.

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14

Eilam, Billie. Teaching, Learning, and Visual Literacy: The Dual Role of Visual Representation. Cambridge University Press, 2012.

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15

Eilam, Billie. Teaching, Learning, and Visual Literacy: The Dual Role of Visual Representation. Cambridge University Press, 2012.

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16

Teaching, learning, and visual literacy: The dual role of visual representation in the teaching profession. Cambridge: Cambridge University Press, 2012.

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17

Graphic representation of knowledge structures in ESL student learning. 1989.

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18

Critical Graphicacy: Understanding Visual Representation Practices in School Science (Science & Technology Education Library). Springer, 2007.

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19

Cheng, Hong. Sparse Representation, Modeling and Learning in Visual Recognition: Theory, Algorithms and Applications. Springer, 2016.

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20

Cheng, Hong. Sparse Representation, Modeling and Learning in Visual Recognition: Theory, Algorithms and Applications. Springer, 2015.

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21

Cheng, Hong. Sparse Representation, Modeling and Learning in Visual Recognition: Theory, Algorithms and Applications. Springer, 2015.

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22

Representation and recognition in vision. Cambridge, Mass: MIT Press, 1999.

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23

Edelman, Shimon. Representation and Recognition in Vision. MIT Press, 1999.

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24

Sejnowski, Terrence J., Tomaso A. Poggio e Fabio Anselmi. Visual Cortex and Deep Networks: Learning Invariant Representations. MIT Press, 2016.

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25

Visual Cortex and Deep Networks: Learning Invariant Representations. The MIT Press, 2016.

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26

Poser, Jessica Ruth. Frames of meaning: Children's representational practices and images-in-use. 2007.

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27

Burge, Tyler. Perception: First Form of Mind. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198871002.001.0001.

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Perception is the first form of representational mind to emerge in evolution. Three types of form are discussed: formal representational structure of perceptual states, formation characteristics in computations of perceptual states, and the form of the visual and visuomotor systems. The book distinguishes perception from non-perceptual sensing. The formal representational structure of perceptual states is developed via a systematic semantics for them—an account of what it is for them to be accurate or inaccurate. This semantics is elaborated by explaining how the representational form is embedded in an iconic format. These structures are then situated in what is known about the processing of perceptual representations, with emphasis on formation of perceptual categorizations. Features of processing that provide insight into the scope of the perceptual (paradigmatically visual) system are highlighted. Relations between these processes and associated perceptual-level capacities—conation, attention, memory, anticipation, affect, learning, imagining—are delineated. Roughly, a perceptual-level capacity is one that borrows its form and content from perception and involves processing that is no more complex or sophisticated than processing that occurs in the classical visual hierarchy. Relations between perception and these associated perceptual-level capacities are argued to occur within the perceptual and perceptual-motor systems. An account of what it is to occur within these systems is elaborated. An upshot is refinement of the distinction between perceptual-level capacities, on one hand, and thought and conception, on the other. Intermediate territory between perception-level representation and propositional thought is explored. The book is resolutely a work in philosophy of science. It attempts to understand perception by focusing on its form, function, and underlying capacities, as indicated in the sciences of perception, rather than by relying on introspection or ordinary talk about perception.

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28

Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.

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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.

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29

Cole, Julie, e Sharon Czachor. Professional Sewing Techniques for Designers. 3^a ed. Bloomsbury Publishing Inc, 2023. http://dx.doi.org/10.5040/9781501377143.

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To execute excellent designs, you need accurate pattern drafting and quality sewing, and Professional Sewing Techniques for Designers, Third Edition gives aspiring designers these skills. The text presents a wide range of step-by-step beginning and advanced techniques, accompanied by detailed illustrations to help with visual learning. Each chapter covers a topic following the stitching order of a garment, including stabilizers, darts, seams, pockets, tucks and pleats, zippers, waistbands, flounces, collars, facing, and more. This book also incorporates social topics relevant to the fashion industry such as sustainability, gender neutral design, and diverse representation. Learning tools like checklists and Style I.D. diagrams teach students to understand the relationships between fabric, sewing techniques, and design and apply this knowledge to their own creations. New to this Edition: - New chapter on “Sustainable Sewing” - Focus on inclusivity, including gender neutral language and more illustrations of people of color - All-new STUDIO featuring video demonstrations of beginning and advanced stitching techniques STUDIO Features Include: - Download 1/2 scale slopers for easy practice - Practice your skills by completing worksheet PDFs - Watch step-by-step videos that bring sewing techniques to life Instructor Resources - An Instructor’s Guide to help incorporate this text into the classroom - PowerPoints featuring key concepts from each chapter

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30

Campbell, Erin J., e Stephanie R. Miller, eds. A Cultural History of Furniture in the Middle Ages and Renaissance. Bloomsbury Publishing Plc, 2022. http://dx.doi.org/10.5040/9781474206464.

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The Middle Ages were marked by dramatic social, economic, political, and religious changes. Diverse regional and local conditions, and varied social classes - including peasant, artisan, merchant, clergy, nobility, and rulers - resulted in differing needs for furniture. The social settings for furniture included official and private residences both grand and humble, churches and monasteries, and civic institutions, including places of governance and learning, such as municipal halls, guild halls, and colleges. This volume explores how furniture contributed to the social fabric within these varied spaces. The chronological range of this volume extends from the fall of the Roman Empire through to the early Renaissance, a period which exhibited a wide array of types, styles, and motifs, including Byzantine, Romanesque, Gothic, and Renaissance. Rural and regional styles of furniture are also considered, as well as techniques of furniture manufacture. Drawing upon a wealth of visual and textual sources, this volume presents essays that examine key characteristics of the furniture of the period on the themes of Design and Motifs; Makers, Making, and Materials; Types and Uses; The Domestic Setting; The Public Setting; Exhibition and Display; Furniture and Architecture; Visual Representations; and Verbal Representations.

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31

Rueschemeyer, Shirley-Ann, e M. Gareth Gaskell, eds. The Oxford Handbook of Psycholinguistics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198786825.001.0001.

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This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.

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32

Clavio, Galen. Social Media and Sports. Human Kinetics, 2017. http://dx.doi.org/10.5040/9781718221000.

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Social media communications play a huge role in the day-to-day operations of sport teams and organizations. Both current and aspiring sport business professionals need to know how to best leverage social media to meet their organizational goals, and Social Media and Sports With HKPropel Access will help pave the way by emphasizing the strategic, creative, and logistical elements of effective social media practices. Beginning with foundational concepts, students will first examine the history of social media and its impact on sports. They will learn about the categories of content used, including written content, images, produced video, live video, audio, graphics, dynamic visuals, and responses. They will then gain a better understanding of the social media environment by learning how to think about audiences and networks, evaluating how online communities act and interact, and considering key issues that may be encountered. The final chapters of the text assemble the building blocks from previous chapters into practical application, covering brand management strategies and overall social media presence from the perspective of a member of the sports media, a representative of a team or league, or an individual athlete. Related online learning aids, delivered via HKPropel and reviewed annually to stay current with evolving trends, provides a detailed look into major social networks and their technological elements, plus best practices, tips, and tricks for utilizing a variety of social media platforms. It also examines content methodologies, including podcasting, live video, and prerecorded video, and it discusses the use of social management software. Markers throughout the text refer students to the web resource when additional related content is available. Learning aids for students include Professional Insights, sidebars containing interviews with industry insiders; these real-world examples and professional advice provide depth and context to each chapter's content. Key Points highlight important points, end-of-chapter review questions promote practical application and ensure content comprehension, and bolded key terms are defined in an easy-to-reference glossary. Social Media and Sports offers a practical approach to understanding social media communications in the sports industry, with application extending to those working in journalism, public relations, broadcasting, advertising, and other sport business careers where knowledge of effective social media usage will maximize career potential.

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33

Faflik, David. Urban Formalism. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823288045.001.0001.

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Urban Formalism radically reimagines what it meant to “read” a brave new urban world during the transformative middle decades of the nineteenth century. At a time when contemporaries in the twin capitals of modernity in the West, New York and Paris, were learning to make sense of unfamiliar surroundings, city peoples increasingly looked to the experiential patterns, or forms, from their everyday lives in an attempt to translate urban experience into something they could more easily comprehend. Urban Formalism interrogates both the risks and rewards of an interpretive practice that depended on the mutual relation between urbanism and formalism, at a moment when the subjective experience of the city had reached unprecedented levels of complexity. What did it mean to read a city sidewalk as if it were a literary form, like a poem? On what basis might the material form of a burning block of buildings be received as a pleasurable spectacle? How closely aligned were the ideology and choreography of the political form of a revolutionary street protest? And what were the implications of conceiving of the city’s exciting dynamism in the static visual form of a photographic composition? These are the questions that Urban Formalism asks and begins to answer, with the aim of proposing a revisionist semantics of the city. This book not only provides an original cultural history of forms. It posits a new form of urban history, comprised of the representative rituals of interpretation that have helped give meaningful shape to metropolitan life.

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