Effect of Motion on Facial Recognition Skills

Effect of Motion on Facial Recognition Skills Introduction Humans have a remarkable capacity to learn and use facial motion to extract personal characteristic to recognize another individual’s facial motion which is considered is one of the most active areas of research in the field of computer vision and pattern recognition and numerous algorithms have been proposed to handle various aspects of the problem such as illumination, pose, expression, age (Aggarwal, Biswas , Flynn, Bowyer, 2011), and even smile and human identity (Ning Sim, 2010; Avarguà ¨s-Weber , 2012).Facial motion is able to provide identity-specific dynamic facial signatures that benefits the perception of identity (Roark, et. al, 2003). For example, study has shown that people who are famous, their faces were able to be recognizes by the participant better when it is a moving image which involving several kind of facial motion rather than static images (Ning Sim, 2010). Similar observation has been made by Thornton Kourtzi (2002) too. Pilz, et al. also further e xplains that moving images not only help human subjects to improve their rate of recognition but also time of reaction too (Ning Sim, 2010). This clearly shows that faces are a special type of visual pattern for which we haveunique expertise (Avarguà ¨s-Weber , 2012). These findings may means that facial motion may contain considerable identity-specific information and that humans are probably using these to recognize each other in daily life (Ning Sim, 2010). In short, when increased response times or error rates of faces are shown in an inverted, but not upright orientation, the recognition performance of an individual will be impaired as it required strenuous amount of effort in recognition, this occurrence is known as the face inversion effect (FIE) (Martin Macrae, 2010). This  Ã¢â‚¬Å"face-inversion effect† (FIE) has become one of the standard tools for exploring face processing, in particular the roles of configure or relational versus feature (Thornton, et. al, 2011). Macrae and lewis have shown evidence that face recognition is caused by individuals’ orientation to global or due to local facial features during encoding of stimulus (Martin Macrae, 2010). To add on, individuals’ propensity are different in order to identify complex visual stimuli in a global or local manner (Martin Macrae, 2010). Looking at the research question, there are actually a total of four hypotheses, to show a further understanding. The first, it is hypothesized that the mean scores of low static upright orientation are equal to that of the mean scores of the low static inverted orientation. Second, the mean scores of the low dynamic upright orientation are lower than the mean scores of the low dynamic inverted orientation. Third, the mean scores of the high static upright orientation are higher than the mean scores of the high static inverted orientation. The four and the last is that the mean scores of the high dynamic upright orientation are higher than the mean scores of the high dynamic inverted orientation. Methods Participants 150 participants from a University, including 39 males and 111 females. The students’ ages ranging from 19 to 51 with the mean age of 22.2. Students were supposed to complete the experiment, as part of an academic requirement of a tutorial class. All participants given written consent prior before commencing the research study. Materials In order to measure the level of facial motion in affecting face inversion effect, a Match- to- Sample task was used. Participants were required to fill up and complete the sequence of trials, identifying the right faces which was presented to them at the beginning of the experiment, followed by a blank screen of 5 seconds. Next step to do, they were to identify the right upright or inverted static and dynamic faces shown in each trial. The images of the faces will stay on screen till a response was given. Procedure Participants were instructed in the beginning of the experiment how trial sequences will be presented. Four different sequence of trial types was randomly assigned in the presentation. The first trial type is an upright static image of the target face was presented to the participants. Second trial type, an inverted static image of the target face. Followed by the third trial type, an upright dynamic footage of the target face and the fourth trial type; an inverted dynamic footage of the target face. In each and every trial sequence, participants were presented with the image for 5 seconds, then followed by a blank screen for 5 seconds. Participants, next, were shown with two test images choices and there is only one of them matched the actual shown earlier which is correct. Images in the test will appear until the point of a response is being clicked on. The next trial test will then began with another new image right after a response was made. Design The independent variables in the research study were Motion, being it dynamic or Static, Face Recognition skills either High or low recognition of faces and Orientation of the face, be it Upright or Inverted. The dependent variable in the research study will be the proportion of matches of the images that were deemed correct. Results The results on the test were calculated based on accuracy of data collected and the performance to respond to test images and footage in an upright static condition using a one- way repeated measures analysis of variance test. These results were according from the top and bottom, participants’ result was evaluated based on the performance of the participants on the test in the static upright environment. The mean proportion of correct matches in the low group participants who has poor facial recognition (FR) skills in the upright static environment (M= 0.82, SD=0.052) and inverted environment (M= 0.78, SD=0.134) was compared to high group participants who have high FR skills in the upright static environment (M= 1.0, SD=0.00) and inverted environment (M= 0.89, SD=0.096). Figure 1. Mean proportion of correct matches made in the low and high groups under Static orientation The result shows that the low group participants reflected poor FR skills in the upright static environment (M = 21.6 years, 6 males), t (48) = 16.88, p Table 1 Paired Sample Statistics for Low and High Facial recognition in upright and inverted orientations with static or dynamic conditions. Table 1 above has shown that the mean proportion of correct matches made in the low and high facial recognition groups with static or dynamic condition. Based on the first hypothesis, it is not true as the results has shown in Table 1 that it does not support the overall studies done on the facial recognition and visual orientation. However, The mean scores of the high static upright orientation were higher than the mean scores of the high static inverted orientation which resulted that the third hypothesis which was mentioned earlier in the introduction is true. Figure 2. Mean proportion of correct matches made in the low and high groups under Dynamic orientation. Figure 2 above has shown that the mean proportion of correct matches made by low and high groups participants under Dynamic orientation. Based on the second hypothesis, it stated that mean scores of the low dynamic upright orientation were lower than the mean scores of the low dynamic inverted orientation. However, it seems that the graph in Figure 2 has shown differently where actually the mean scores of the low dynamic upright orientation was higher than the mean scores of the low dynamic inverted orientation. Therefore, it seems that second hypothesis which is based on the results shown on table 1 above is also not true and subsequently does not support the overall studies done on both facial recognition and visual orientation. The means proportion of the graphs in the high static upright orientations is higher than the mean proportion of the graphs in the high static inverted orientation which is also reflected in Table 1. In the results of the final hypothesis as shown in Figure 2, the mean scores in the high dynamic upright orientation appeared to be higher than the mean scores of the high dynamic inverted orientation. This further concludes that the third and fourth hypothesis is true as reflected in Figure 1, 2 and Table 1 and supports the overall studies on facial recognition and visual orientation. Table 2. 2 Paired Sample t test for Low and High Facial recognition in upright and inverted orientations with static or dynamic conditions. Above Table 2 shows the results of mean proportion of correct matches made in the low and high groups of the participanta under the several types of visual orientation. Discussion The aim of the study was to see how motion improved performance for people who have poor face recognition skills. The Participants were asked to complete the tests which involved series of trials that consist of differentiating the images of faces in upright and inverted orientations under static and dynamic conditions. Four hypotheses were created in conjunction to the research question given, to show further understanding of research question. The first hypothesis is that motion and recognition are proportional in terms of identifying faces, the dynamic movements able to help the people with poor recognition skills to identify motion. This meant that the upright condition is similar to the inverted condition, where both were static and the condition of low FIE, prove that it is not true. The second hypothesis where the mean scores of low dynamic upright orientation is much higher than the low dynamic inverted orientation in recognizing the faces in the trials, but the low dynamic i nverted orientation group, the mean scores are higher. Therefore, the second hypothesis was proved to be not true, in terms of the low dynamic inverted orientation. Thus, it helps those poor recognition skills participants to perform better in an inverted orientation instead. Using the result, the third and the last hypothesis shows that both upright orientations with static and dynamic conditions are greater than the inverted conditions which shows that facial recognition is assisted by the images in the upright orientation. The last hypothesis which the mean scores of the high dynamic upright orientation is proved to be true to be true that the scores were higher than the means scores in high dynamic inverted orientation, based on Longmore Tree, 2013, this was demonstrated to be a benefit in aiding the process of face processing and facial recognition. Thus this concludes that motion does have a significant effect in the facial recognition process of people. On contrary to the study done in discussion of the strengths and limitations of this study, it is found that the number of participants were a total of 150 which satisfy the general requirement of a study in having at least 30 participants. Therefore the criteria on sample size were fulfilled. As this study was done based on the focus that if motion was helpful, in terms of the targeting the right audience, this study was helpful in terms of helping individuals understand the issues with facial recognition and how the difference in orientation would affect our visual perception. The limitations of the study is that it was conducted in the way for individual to understand that how motion actually helps in individuals’ recognition skills, involving studies of individual who have different cognitive perceptual disorders. Therefore, making the study seem unhelpful in giving information on how can motion be fully utilized in terms of treatment of the disorders. Another limitation would be the age ranges of participants, where it is between 19 to 51 ranges of age. It was proven that younger observers were proven to be better than older observers in multiple motion. Older observers usually require practice to be better due to controls of optical blur and retinal image even though they show similar learning function as the younger ones. (Legault, Allard, Faubert, 2013). To conclude, the result shows that motion do have an impact to in visual processing and facial recognition. However, Future studies should be conducted in a way where by the age range is conducted along with a balanced number of participants in term of gender. It would be better if future studies were to focus on specific audiences with more research and academic information as to understand better of the issues treating disorders. Last but not least, there is a level of significance showed in the student, proving that there are important information provided in regards to facial recognition skills.

Physical and Chemical Change Lab Essay

Test the effect of a magnet on each substance by passing the magnet under the paper. Test the solubility of each substance by mixing small amounts in a separate test tube with 3mL of distilled water in it, then â€Å"flick† each tube to mix the contents. Return strip of magnesium in test tube to its paper. Follow teacher’s instructions for paper disposal of other materials. -Part B: Record all observations of Part B in Data Table 2 6. Mix iron filings and sulfur on clean paper. Examine mixture with magnifying class. Test effect of magnet. Give this mixture to teacher for further use in Part C. 7. Mix sodium chloride and sand on clean paper. Examine mixture with magnifying glass and test effect of magnet. 8. Transfer salt-sand mixture into 100mL beaker, then add 30mL of water and stir. Record observations, and then prepare for filtration setup. Filter the mixture and record observations. Pour 10mL of filtrate into evaporating dish, then prepare burner to heat evaporating dish. Heat dish till filtrate is completely evaporated. Examine both dry residue in dish and wet residue on filter paper. Caution: Do not look directly at burning magnesium. Using tongs pick up the magnesium and hold it over the burner till it ignites. After ignition quickly put burning magnesium over watch glass to catch falling combustion product. Compare original and burnt magnesium products appearance. 10. Put the normal magnesium and combustion product into separate test tubes. Add 10 drops of 6M hydrochloric acid to each test tube. Feel the bottom of each test tube and record your answer. 11. Put half of the sucrose sample into a test tube. Caution: Be sure tube is cool before handling it. After test tube is cool, use a spatula to scrape residue and clean test tube. Examine residue and test its solubility in water. Transfer sodium hydrogen carbonate sample to test tube. Add 5 drops of 6M hydrochloric acid. Touch tube at bottom with hand and record observation. Follow teacher’s instruction for proper disposal of materials. -Part C: Record all observations for Part C in Data Table Samples of the iron-sulfur mixture from Part B will be put into a clean test tube. The mass of the test tube and its contents will be determined and recorded.

Importance of Early Childhood Education Essay

With the economy currently in such a terrible position now it is’s no wonder why that people everywhere are being laid off, and companies around both the country and the world are jobs are laying off and choosing to keep staff to a minimum. Unfortunately, the positions that are kept are held by those who have the educational background that has essentially securedd their position from the beginning. There once was a time where an individual could apply for a job and their lack of educational experience was not held against them, but. N now, it seems as if there are extremely few reputable jobs are ooffered where only a high school diploma and some college is sufficient. But However, the economy is not who shouldto be blamed. The question instead that we should be asking that should be asked is, â€Å"where does it start? † Although it is understood that education is needed to surpass stay ahead throughout our lifeves, the importance of early education is frequently overlooked. Childhood education, as in Pre-Kindergarten thru fifth grade, is not about learning the simple or basic parts of education, but instead rather itsis about introducing young children’s minds to new and more complex things that will prepare them for a successful future. Some may choose to believe that pushing a child to learn a multitude of things at a young age would be considered cruel. Some may also believe that spending too much time learning would take away a child’s â€Å"childhood,† and that children should be allowed to stay children for as long as possible. , and should be allowed to play as much as possible. On theWhile the importance of imaginative play is alsovery important,contrary, if you were to analyzeing the circumstances it makes it would be clear as to why so many children have chosen a path of uncertainty in education. For example, take a five year old child who is being introduced to school for the first time. He or she would learn the basics; counting, coloring, reciting the ABC’s. Now take a child who has been introduced to a pre school program (normally around the age of four) as similar to that ofin First Step or Head Start. By the time that child will have entered into Kindergarten he/ or she will have already been introduced to a level of learning that is above any child that has not take advantage advantage of early learning programs. Thise will enable them to excel above their classmates. Children’s minds are truly like sponges; when a child is still young their mind’s this should be the time when their minds sshould be â€Å"crammed† with an abundance of knowledge. Sean Brotherson, a family science specialist, gives the example of a child’s brain being like a house that has just been built. He says, the walls are up and the doors are hung. You bring supplies to the new house and set them on the floor, but they will not work until everything is wired and hooked up. He goes on to explains, â€Å"wWhileexplain, â€Å"while learning later is possible, it usually is slower and more difficult. Some improvement in most skills is possible throughout life. However, providing children with the best opportunity for learning and growth during the periods when their minds are most ready to absorb new information is important†. From the time a child is born he/she is learning. A disinterest in learning at an early age is something that may follow him or her throughoutu their school age life, and is something that can haunt them for their entire lives and may hinder their ability to succeed in the real world. If a child shows no interest in adding and subtracting from the very beginning, it’s is often likely that child will continue thru school disliking Mmath throughout school. . and that This is something that can hold a child back from their potential. It also started at a young age. Children need to believe that learning is fun and, at the right age, is something that can help them progress farther. in life. In most Pre-Kindergarten classes in the United States, children are being taught to button their clothes, tie their shoes, or count to ten, and introduced to letters and shapes for the first time. These are all good tools to learn, just not in school. If you were to look at schools in other countries, they are far beyond what the U. S. is teaching our Preschoolers. Elaine Wu, with The Kapi’o Newspress, did an article on the failing education in the U. S. She found that according to a study done by UNICEF, the U. S. was failing when it came to international education rankings. Studies showed that other nations in the â€Å"developed† world had a more effective education systemsmore effective education systems. How wrong could it be to give our children a little more to think about, or giving them a problem that may take a little longer to solve?. Being that the children that attended my hHigh sSchool were approximately 75% mMilitary â€Å"brats,† it wasn’t not rare to have a new kid transfer in. There were kids from all places over the world but the ones that stood out were the ones from different countries. I took special interest in where they came from, but what interested me more was the fact that they were being placed into mostly advanceds classes. So with that curiosity I would start a conversation, usually beginning with â€Å"where are you from†? aAnd usually often times they were from another country or from somewhere where education was an important factor in their community. I am now 26 years old and am finally deciding to finish school. Things like what I just described makes me wonder about the course my life has taken. ifIf I had beenwere pushed into the books and encouraged to learn when I was younger would my outcome in school be different?. Here is another example. I look at my I have a fourteen year old nephew who is now in 9th grade. He is a straight A student and plays basketball (coincidently at my same high school). His grades are monitored by his parents but the transition wasn’t was not always easy. He came from New Orleans, Louisiana, where he lived with his mother. New , whichOrleans has one of the worst school systems in America so his early education was a struggle. When he moved to Hampton, trying to get him to open a book and study was next to impossible but. Wwith a lot of perseverance he now knows how important school is and where it can take you. But imagine if he had beenwas excited to learn from the beginning. If he had been given the opportunity, the transition may have been easier. I am now 26 years old and am finally deciding to finish school. Things like what I just described makes me wonder about the course my life has taken. If I had been pushed into the books and encouraged to learn when I was younger, would my outcome in school be different? I don’t expect society’s children to be building rocket ships at the age of eight. But putting more thought in to teaching children things that broaden their minds wouldn’t be such a bad thing. WWork Cited Brotherson, Sean. â€Å"Growth of the Mind†. Online posting. August 2001. www. nbsu. com Wu, Elaine. â€Å"Failing America†. Kapi’o Newspress. 25 April 2001 .

Analysis Of The Book Ole Miss Baseball - 1046 Words

#7 Ole Miss baseball takes on #6 Vanderbilt in the winners bracket of the SEC tournament. Ole Miss upset #2 seed South Carolina on day two, and took the game over #10 seed Georgia on day one in an elimination game. The Rebels are set to face #6 seed Vanderbilt now on day three, and look to advance to day four undefeated. The Rebels will have a tough road ahead of them, as Vanderbilt is playing good baseball and fighting to lock up a regional in Nashville. So here is how the Rebels can do it. Stop the offensive power. The Commodores have been hitting the ball over the wall in both of their first two tournament games. 1B Julian Infante has hit a bomb in both of their games, and Walker Grisanti hit the game winning home run against Texas†¦show more content†¦The Gamecock squad hit a whopping .290, while this Commodore squad only hits .274. South Carolina did only hit 38 home runs this season, while Vanderbilt hit 40. Again, Bryan Reynolds led the team in home runs with 12. Who do the Rebels have to stop? Reynolds struggles to hit the inside and low fastballs, so I would expect to see the Rebel pitching squad try and take advantage of that. His arm is above average at best as well, so the Rebels should be aggressive when rounding the bases and the ball is in his hand. Reynolds has a good eye at the plate and does not swing at bad pitches. He is one of the most disciplined batters in the league. [pullquote]He is very good at hitting the ball in the gap as well, but Woodman should be able to limit the damage caused by that.[/pullquote] He is very good at hitting the ball in the gap as well, but Woodman should be able to limit the damage caused by that. OF Jeren Kendall doesn t look like he would hit for power, but the talented lefty is second on the team with 9 home runs. Kendall is a player that scouts love. He is predicted to go in the first round of the MLB draft in 2017. Kendall can hit for average as well, as he is second on the team, batting .329. Kendall is a good outfielder who can throw you out from anywhere. His athleticism is one to watch for. SS Ethan Paul is just a freshman, but plays like a seasoned veteran. While he is one of