How are Three-Deminsional Objects Represented in the Brain?

We discuss a variety of object recognition experiments in which human subjects were presented with realistically rendered images of computer-generated three-dimensional objects, with tight control over stimulus shape, surface properties, illumination, and viewpoint, as well as subjects' prior exposure to the stimulus objects. In all experiments recognition performance was: (1) consistently viewpoint dependent; (2) only partially aided by binocular stereo and other depth information, (3) specific to viewpoints that were familiar; (4) systematically disrupted by rotation in depth more than by deforming the two-dimensional images of the stimuli. These results are consistent with recently advanced computational theories of recognition based on view interpolation.

Component based recognition of objects in an office environment

We present a component-based approach for recognizing objects under large pose changes. From a set of training images of a given object we extract a large number of components which are clustered based on the similarity of their image features and their locations within the object image. The cluster centers build an initial set of component templates from which we select a subset for the final recognizer. In experiments we evaluate different sizes and types of components and three standard techniques for component selection. The component classifiers are finally compared to global classifiers on a database of four objects.

Model-based objects recognition in industrial environments for autonomous vehicles control

Behavior-based navigation of autonomous vehicles requires the recognition of the navigable areas and the potential obstacles. In this paper we describe a model-based objects recognition system which is part of an image interpretation system intended to assist the navigation of autonomous vehicles that operate in industrial environments. The recognition system integrates color, shape and texture information together with the location of the vanishing point. The recognition process starts from some prior scene knowledge, that is, a generic model of the expected scene and the potential objects. The recognition system constitutes an approach where different low-level vision techniques extract a multitude of image descriptors which are then analyzed using a rule-based reasoning system to interpret the image content. This system has been implemented using a rule-based cooperative expert system

Model-based objects recognition in man-made environments

We describe a model-based objects recognition system which is part of an image interpretation system intended to assist autonomous vehicles navigation. The system is intended to operate in man-made environments. Behavior-based navigation of autonomous vehicles involves the recognition of navigable areas and the potential obstacles. The recognition system integrates color, shape and texture information together with the location of the vanishing point. The recognition process starts from some prior scene knowledge, that is, a generic model of the expected scene and the potential objects. The recognition system constitutes an approach where different low-level vision techniques extract a multitude of image descriptors which are then analyzed using a rule-based reasoning system to interpret the image content. This system has been implemented using CEES, the C++ embedded expert system shell developed in the Systems Engineering and Automatic Control Laboratory (University of Girona) as a specific rule-based problem solving tool. It has been especially conceived for supporting cooperative expert systems, and uses the object oriented programming paradigm

Embedding objects into Matlab/Simulink for process supervision

This paper introduces how artificial intelligence technologies can be integrated into a known computer aided control system design (CACSD) framework, Matlab/Simulink, using an object oriented approach. The aim is to build a framework to aid supervisory systems analysis, design and implementation. The idea is to take advantage of an existing CACSD framework, Matlab/Simulink, so that engineers can proceed: first to design a control system, and then to design a straightforward supervisory system of the control system in the same framework. Thus, expert systems and qualitative reasoning tools are incorporated into this popular CACSD framework to develop a computer aided supervisory system design (CASSD) framework. Object-variables an introduced into Matlab/Simulink for sharing information between tools

CETL's Re-Usable Learning Objects

Completed, available and free to use Learning Objects listed by subject area

Lecture 3 - Objects Ahoy

Variables - Objects and Primitives, Quick look at scope

Learning Objects at CIPeL

The Centre for Inter-Professional e-Learning (CIPeL) at Coventry University provides a number of useful reusable learning objects.

JavaScript Prototypes, Objects and Classes

The full story on the JavaScript object model, and how prototypes are used instead of classes

Intute Reusable Learning Objects

These are the Reusable Learning Objects (RLOs) that Intute have evaluated and added to their nursing and midwifery section. If you search for 'rlo' you'll get a list of over 60 RLOs, they are mostly related to A&P but some of them are about research skills and referencing...

Programming Principles: Variables, Primitives, Objects and Scope

In this session we look more closely at the way that Java deals with variables, and in particular with the differences between primitives (basic types like int and char) and objects. We also take an initial look at the scoping rules in Java, which dictate the visibility of variables in your program

Learning Objects, Interoperability and Standards

An introduction/overview to the whole issue of learning objects, interoperability and IMS specifications in Learning Technology

Formative-1-Projecting-3D-Objects - Storyline

Formative exercise on projecting 3D objects for FEEG1001 students.

Realia Objects.

El proyecto pretende que los niños aprendan el vocabulario de inglés manipulando con los objetos reales. Los objetivos son mejorar la calidad de la enseñanza, desarrollando el bilingüismo; fomentar nuevas formas de enseñanza multidisciplinares; desarrollar la competencia comunicativa de los alumnos; y favorecer la interacción y la cooperación. En cuanto a la metodología, se muestra a los niños el vocabulario a través de flashcards y del sistema de Realia Objects, mediante el que los niños manipulan objetos reales. Además, aprenden una canción para cada uno de los Topics, realizan juegos nemotécnicos con flashcards y juegos de physical response, y utilizan el libro de texto. La evaluación es continua e individualizada. En Infantil y primer ciclo de Primaria se valora la comprensión y la expresión oral, y a partir del segundo ciclo de Primaria se valora además la comprensión y la expresión escrita. Se realizan pruebas orales y escritas, y se graban las voces de los alumnos cantando. Se elaboran flashcards y murales, y los niños más pequeños confeccionan cromos relacionados con los topics aprendidos y murales sobre los cromos. Se incluyen fotografías de algunos de los grupos de objetos que forman algunos topics, con sus flashcards..

101 incredible experiments for the shed scientist : fascinating fur with everyday objects.

Crear un holograma, hacer burbujas cuadradas o extraer ADN de alimentos son algunos de los más de cien experimentos que se proponen en esta publicación. Además del aprendizaje de las ciencias, garantiza el interés, la diversión y el disfrute del descubrimiento. Algunos experimentos deben realizarse bajo supervisión de un adulto. Está ilustrado con ilustraciones antiguas.