The Role of Knowledge in Visual Shape Representation

This report shows how knowledge about the visual world can be built into a shape representation in the form of a descriptive vocabulary making explicit the important geometrical relationships comprising objects' shapes. Two computational tools are offered: (1) Shapestokens are placed on a Scale-Space Blackboard, (2) Dimensionality-reduction captures deformation classes in configurations of tokens. Knowledge lies in the token types and deformation classes tailored to the constraints and regularities ofparticular shape worlds. A hierarchical shape vocabulary has been implemented supporting several later visual tasks in the two-dimensional shape domain of the dorsal fins of fishes.

A Study of Qualitative and Geometric Knowledge in Reasoning about Motion

Reasoning about motion is an important part of our commonsense knowledge, involving fluent spatial reasoning. This work studies the qualitative and geometric knowledge required to reason in a world that consists of balls moving through space constrained by collisions with surfaces, including dissipative forces and multiple moving objects. An analog geometry representation serves the program as a diagram, allowing many spatial questions to be answered by numeric calculation. It also provides the foundation for the construction and use of place vocabulary, the symbolic descriptions of space required to do qualitative reasoning about motion in the domain. The actual motion of a ball is described as a network consisting of descriptions of qualitatively distinct types of motion. Implementing the elements of these networks in a constraint language allows the same elements to be used for both analysis and simulation of motion. A qualitative description of the actual motion is also used to check the consistency of assumptions about motion. A process of qualitative simulation is used to describe the kinds of motion possible from some state. The ambiguity inherent in such a description can be reduced by assumptions about physical properties of the ball or assumptions about its motion. Each assumption directly rules out some kinds of motion, but other knowledge is required to determine the indirect consequences of making these assumptions. Some of this knowledge is domain dependent and relies heavily on spatial descriptions.

Using Analogy to Acquire Commonsense Knowledge from Human Contributors

The goal of the work reported here is to capture the commonsense knowledge of non-expert human contributors. Achieving this goal will enable more intelligent human-computer interfaces and pave the way for computers to reason about our world. In the domain of natural language processing, it will provide the world knowledge much needed for semantic processing of natural language. To acquire knowledge from contributors not trained in knowledge engineering, I take the following four steps: (i) develop a knowledge representation (KR) model for simple assertions in natural language, (ii) introduce cumulative analogy, a class of nearest-neighbor based analogical reasoning algorithms over this representation, (iii) argue that cumulative analogy is well suited for knowledge acquisition (KA) based on a theoretical analysis of effectiveness of KA with this approach, and (iv) test the KR model and the effectiveness of the cumulative analogy algorithms empirically. To investigate effectiveness of cumulative analogy for KA empirically, Learner, an open source system for KA by cumulative analogy has been implemented, deployed, and evaluated. (The site "1001 Questions," is available at http://teach-computers.org/learner.html). Learner acquires assertion-level knowledge by constructing shallow semantic analogies between a KA topic and its nearest neighbors and posing these analogies as natural language questions to human contributors. Suppose, for example, that based on the knowledge about "newspapers" already present in the knowledge base, Learner judges "newspaper" to be similar to "book" and "magazine." Further suppose that assertions "books contain information" and "magazines contain information" are also already in the knowledge base. Then Learner will use cumulative analogy from the similar topics to ask humans whether "newspapers contain information." Because similarity between topics is computed based on what is already known about them, Learner exhibits bootstrapping behavior --- the quality of its questions improves as it gathers more knowledge. By summing evidence for and against posing any given question, Learner also exhibits noise tolerance, limiting the effect of incorrect similarities. The KA power of shallow semantic analogy from nearest neighbors is one of the main findings of this thesis. I perform an analysis of commonsense knowledge collected by another research effort that did not rely on analogical reasoning and demonstrate that indeed there is sufficient amount of correlation in the knowledge base to motivate using cumulative analogy from nearest neighbors as a KA method. Empirically, evaluating the percentages of questions answered affirmatively, negatively and judged to be nonsensical in the cumulative analogy case compares favorably with the baseline, no-similarity case that relies on random objects rather than nearest neighbors. Of the questions generated by cumulative analogy, contributors answered 45% affirmatively, 28% negatively and marked 13% as nonsensical; in the control, no-similarity case 8% of questions were answered affirmatively, 60% negatively and 26% were marked as nonsensical.