Understanding web instructional videos is an essential branch of video understanding in two aspects. First, most existing video methods focus on short-term actions for a-few-second-long video clips; these methods are not directly applicable to long videos. Second, unlike unconstrained long videos, e.g., movies, instructional videos are more structured in that they have step-by-step procedure constraining the understanding task. In this paper, we study reasoning on instructional videos via question-answering (QA). Surprisingly, it has not been an emphasis in the video community despite its rich applications. We thereby introduce YouQuek, an annotated QA dataset for instructional videos based on the recent YouCook2. The questions in YouQuek are not limited to cues on one frame but related to logical reasoning in the temporal dimension. Observing the lack of effective representations for modeling long videos, we propose a set of carefully designed models including a novel Recurrent Graph Convolutional Network (RGCN) that captures both temporal order and relation information. Furthermore, we study multiple modalities including description and transcripts for the purpose of boosting video understanding. Extensive experiments on YouQuek suggest that RGCN performs the best in terms of QA accuracy and a better performance is gained by introducing human annotated description.
Instructional video understanding has received much attention recently. @cite_26 and @cite_1 both leverage the natural language annotation of the videos to learn the instructional procedure in videos. @cite_19 , however, propose to learn the temporal boundaries of different steps in a supervised manner without the aid of textual information. Dense captioning is also posed on instructional videos in @cite_24 , which aims at localizing temporal events from a video, and describing them with natural language sentences. Visual-linguistic ambiguities can be a common problem in instructional videos with narratives. @cite_7 focus on such ambiguities caused by the changing in visual appearance and referring expression, and aim to resolve references with no supervision. @cite_14 perform visual grounding task in instructional videos, also coping with visual-linguistic ambiguities. Yet, none of these works have tackled the QA problem on instructional videos, despite the uniqueness for instructional videos to perform reasoning.
@cite_26 @cite_14 @cite_7 @cite_1 @cite_24 @cite_19
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Grounding textual phrases in visual content with standalone image-sentence pairs is a challenging task. When we consider grounding in instructional videos, this problem becomes profoundly more complex: the latent temporal structure of instructional videos breaks independence assumptions and necessitates contextual understanding for resolving ambiguous visual-linguistic cues. Furthermore, dense annotations and video data scale mean supervised approaches are prohibitively costly. In this work, we propose to tackle this new task with a weakly-supervised framework for reference-aware visual grounding in instructional videos, where only the temporal alignment between the transcription and the video segment are available for supervision. We introduce the visually grounded action graph, a structured representation capturing the latent dependency between grounding and references in video. For optimization, we propose a new reference-aware multiple instance learning (RA-MIL) objective for weak supervision of grounding in videos. We evaluate our approach over unconstrained videos from YouCookII and RoboWatch, augmented with new reference-grounding test set annotations. We demonstrate that our jointly optimized, reference-aware approach simultaneously improves visual grounding, reference-resolution, and generalization to unseen instructional video categories. We propose an unsupervised method for reference resolution in instructional videos, where the goal is to temporally link an entity (e.g., "dressing") to the action (e.g., "mix yogurt") that produced it. The key challenge is the inevitable visual-linguistic ambiguities arising from the changes in both visual appearance and referring expression of an entity in the video. This challenge is amplified by the fact that we aim to resolve references with no supervision. We address these challenges by learning a joint visual-linguistic model, where linguistic cues can help resolve visual ambiguities and vice versa. We verify our approach by learning our model unsupervisedly using more than two thousand unstructured cooking videos from YouTube, and show that our visual-linguistic model can substantially improve upon state-of-the-art linguistic only model on reference resolution in instructional videos. We propose an unsupervised learning algorithm for automatically inferring the mappings between English nouns and corresponding video objects. Given a sequence of natural language instructions and an unaligned video recording, we simultaneously align each instruction to its corresponding video segment, and also align nouns in each instruction to their corresponding objects in video. While existing grounded language acquisition algorithms rely on pre-aligned supervised data (each sentence paired with corresponding image frame or video segment), our algorithm aims to automatically infer the alignment from the temporal structure of the video and parallel text instructions. We propose two generative models that are closely related to the HMM and IBM 1 word alignment models used in statistical machine translation. We evaluate our algorithm on videos of biological experiments performed in wetlabs, and demonstrate its capability of aligning video segments to text instructions and matching video objects to nouns in the absence of any direct supervision. Understanding web instructional videos is an essential branch of video understanding in two aspects. First, most existing video methods focus on short-term actions for a-few-second-long video clips; these methods are not directly applicable to long videos. Second, unlike unconstrained long videos, e.g., movies, instructional videos are more structured in that they have step-by-step procedure constraining the understanding task. In this paper, we study reasoning on instructional videos via question-answering (QA). Surprisingly, it has not been an emphasis in the video community despite its rich applications. We thereby introduce YouQuek, an annotated QA dataset for instructional videos based on the recent YouCook2. The questions in YouQuek are not limited to cues on one frame but related to logical reasoning in the temporal dimension. Observing the lack of effective representations for modeling long videos, we propose a set of carefully designed models including a novel Recurrent Graph Convolutional Network (RGCN) that captures both temporal order and relation information. Furthermore, we study multiple modalities including description and transcripts for the purpose of boosting video understanding. Extensive experiments on YouQuek suggest that RGCN performs the best in terms of QA accuracy and a better performance is gained by introducing human annotated description. Automatic assistants could guide a person or a robot in performing new tasks, such as changing a car tire or repotting a plant. Creating such assistants, however, is non-trivial and requires understanding of visual and verbal content of a video. Towards this goal, we here address the problem of automatically learning the main steps of a task from a set of narrated instruction videos. We develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method sequentially clusters textual and visual representations of a task, where the two clustering problems are linked by joint constraints to obtain a single coherent sequence of steps in both modalities. To evaluate our method, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains videos for five different tasks with complex interactions between people and objects, captured in a variety of indoor and outdoor settings. We experimentally demonstrate that the proposed method can automatically discover, learn and localize the main steps of a task in input videos. Learning text-video embeddings usually requires a dataset of video clips with manually provided captions. However, such datasets are expensive and time consuming to create and therefore difficult to obtain on a large scale. In this work, we propose instead to learn such embeddings from video data with readily available natural language annotations in the form of automatically transcribed narrations. The contributions of this work are three-fold. First, we introduce HowTo100M: a large-scale dataset of 136 million video clips sourced from 1.22M narrated instructional web videos depicting humans performing and describing over 23k different visual tasks. Our data collection procedure is fast, scalable and does not require any additional manual annotation. Second, we demonstrate that a text-video embedding trained on this data leads to state-of-the-art results for text-to-video retrieval and action localization on instructional video datasets such as YouCook2 or CrossTask. Finally, we show that this embedding transfers well to other domains: fine-tuning on generic Youtube videos (MSR-VTT dataset) and movies (LSMDC dataset) outperforms models trained on these datasets alone. Our dataset, code and models will be publicly available at: this http URL. Online instructional videos have become a popular way for people to learn new skills encompassing art, cooking and sports. As watching instructional videos is a natural way for humans to learn, analogously, machines can also gain knowledge from these videos. We propose to utilize the large amount of instructional videos available online to harvest examples of various actions in an unsupervised fashion. The key observation is that in instructional videos, the instructor's action is highly correlated with the instructor's narration. By leveraging this correlation, we can exploit the timing of action corresponding terms in the speech transcript to temporally localize actions in the video and harvest action examples. The proposed method is scalable as it requires no human intervention. Experiments show that the examples harvested are of reasonably good quality, and action detectors trained on data collected by our unsupervised method yields comparable performance with detectors trained with manually collected data on the TRECVID Multimedia Event Detection task. This paper presents a new method for unsupervised segmentation of complex activities from video into multiple steps, or sub-activities, without any textual input. We propose an iterative discriminative-generative approach which alternates between discriminatively learning the appearance of sub-activities from the videos' visual features to sub-activity labels and generatively modelling the temporal structure of sub-activities using a Generalized Mallows Model. In addition, we introduce a model for background to account for frames unrelated to the actual activities. Our approach is validated on the challenging Breakfast Actions and Inria Instructional Videos datasets and outperforms both unsupervised and weakly-supervised state of the art. Scholars are increasingly citing electronic “web references” which are not preserved in libraries or full text archives. WebCite is a new standard for citing web references. To “webcite” a document involves archiving the cited Web page through www.webcitation.org and citing the WebCite permalink instead of (or in addition to) the unstable live Web page. This journal has amended its “instructions for authors” accordingly, asking authors to archive cited Web pages before submitting a manuscript. Almost 200 other journals are already using the system. We discuss the rationale for WebCite, its technology, and how scholars, editors, and publishers can benefit from the service. Citing scholars initiate an archiving process of all cited Web references, ideally before they submit a manuscript. Authors of online documents and websites which are expected to be cited by others can ensure that their work is permanently available by creating an archived copy using WebCite and providing the citation information including the WebCite link on their Web document(s). Editors should ask their authors to cache all cited Web addresses (Uniform Resource Locators, or URLs) “prospectively” before submitting their manuscripts to their journal. Editors and publishers should also instruct their copyeditors to cache cited Web material if the author has not done so already. Finally, WebCite can process publisher submitted “citing articles” (submitted for example as eXtensible Markup Language [XML] documents) to automatically archive all cited Web pages shortly before or on publication. Finally, WebCite can act as a focussed crawler, caching retrospectively references of already published articles. Copyright issues are addressed by honouring respective Internet standards (robot exclusion files, no-cache and no-archive tags). Long-term preservation is ensured by agreements with libraries and digital preservation organizations. The resulting WebCite Index may also have applications for research assessment exercises, being able to measure the impact of Web services and published Web documents through access and Web citation metrics. @PARASPLIT [J Med Internet Res 2005;7(5):e60] The potential for agents, whether embodied or software, to learn by observing other agents performing procedures involving objects and actions is rich. Current research on automatic procedure learning heavily relies on action labels or video subtitles, even during the evaluation phase, which makes them infeasible in real-world scenarios. This leads to our question: can the human-consensus structure of a procedure be learned from a large set of long, unconstrained videos (e.g., instructional videos from YouTube) with only visual evidence? To answer this question, we introduce the problem of procedure segmentation--to segment a video procedure into category-independent procedure segments. Given that no large-scale dataset is available for this problem, we collect a large-scale procedure segmentation dataset with procedure segments temporally localized and described; we use cooking videos and name the dataset YouCook2. We propose a segment-level recurrent network for generating procedure segments by modeling the dependencies across segments. The generated segments can be used as pre-processing for other tasks, such as dense video captioning and event parsing. We show in our experiments that the proposed model outperforms competitive baselines in procedure segmentation. We address the problem of automatically learning the main steps to complete a certain task, such as changing a car tire, from a set of narrated instruction videos. The contributions of this paper are three-fold. First, we develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method solves two clustering problems, one in text and one in video, applied one after each other and linked by joint constraints to obtain a single coherent sequence of steps in both modalities. Second, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains about 800,000 frames for five different tasks that include complex interactions between people and objects, and are captured in a variety of indoor and outdoor settings. Third, we experimentally demonstrate that the proposed method can automatically discover, in an unsupervised manner, the main steps to achieve the task and locate the steps in the input videos. We address the problem of automatically learning the main steps to complete a certain task, such as changing a car tire, from a set of narrated instruction videos. The contributions of this paper are three-fold. First, we develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method solves two clustering problems, one in text and one in video, applied one after each other and linked by joint constraints to obtain a single coherent sequence of steps in both modalities. Second, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains about 800,000 frames for five different tasks1 that include complex interactions between people and objects, and are captured in a variety of indoor and outdoor settings. Third, we experimentally demonstrate that the proposed method can automatically discover, in an unsupervised manner, the main steps to achieve the task and locate the steps in the input videos. We present a novel method for aligning a sequence of instructions to a video of someone carrying out a task. In particular, we focus on the cooking domain, where the instructions correspond to the recipe. Our technique relies on an HMM to align the recipe steps to the (automatically generated) speech transcript. We then refine this alignment using a state-of-the-art visual food detector, based on a deep convolutional neural network. We show that our technique outperforms simpler techniques based on keyword spotting. It also enables interesting applications, such as automatically illustrating recipes with keyframes, and searching within a video for events of interest. Video captioning which automatically translates video clips into natural language sentences is a very important task in computer vision. By virtue of recent deep learning technologies, video captioning has made great progress. However, learning an effective mapping from the visual sequence space to the language space is still a challenging problem due to the long-term multimodal dependency modelling and semantic misalignment. Inspired by the facts that memory modelling poses potential advantages to long-term sequential problems [35] and working memory is the key factor of visual attention [33], we propose a Multimodal Memory Model (M3) to describe videos, which builds a visual and textual shared memory to model the long-term visual-textual dependency and further guide visual attention on described visual targets to solve visual-textual alignments. Specifically, similar to [10], the proposed M3 attaches an external memory to store and retrieve both visual and textual contents by interacting with video and sentence with multiple read and write operations. To evaluate the proposed model, we perform experiments on two public datasets: MSVD and MSR-VTT. The experimental results demonstrate that our method outperforms most of the state-of-the-art methods in terms of BLEU and METEOR. Video captioning has been attracting broad research attention in multimedia community. However, most existing approaches either ignore temporal information among video frames or just employ local contextual temporal knowledge. In this work, we propose a novel video captioning framework, termed as (BiLSTM), which deeply captures bidirectional global temporal structure in video. Specifically, we first devise a joint visual modelling approach to encode video data by combining a forward LSTM pass, a backward LSTM pass, together with visual features from Convolutional Neural Networks (CNNs). Then, we inject the derived video representation into the subsequent language model for initialization. The benefits are in two folds: 1) comprehensively preserving sequential and visual information; and 2) adaptively learning dense visual features and sparse semantic representations for videos and sentences, respectively. We verify the effectiveness of our proposed video captioning framework on a commonly-used benchmark, i.e., Microsoft Video Description (MSVD) corpus, and the experimental results demonstrate that the superiority of the proposed approach as compared to several state-of-the-art methods. We present a method for visualizing short video clips in a single static image, using the visual language of storyboards. These schematic storyboards are composed from multiple input frames and annotated using outlines, arrows, and text describing the motion in the scene. The principal advantage of this storyboard representation over standard representations of video -- generally either a static thumbnail image or a playback of the video clip in its entirety -- is that it requires only a moment to observe and comprehend but at the same time retains much of the detail of the source video. Our system renders a schematic storyboard layout based on a small amount of user interaction. We also demonstrate an interaction technique to scrub through time using the natural spatial dimensions of the storyboard. Potential applications include video editing, surveillance summarization, assembly instructions, composition of graphic novels, and illustration of camera technique for film studies. We use large amounts of unlabeled video to learn models for visual tracking without manual human supervision. We leverage the natural temporal coherency of color to create a model that learns to colorize gray-scale videos by copying colors from a reference frame. Quantitative and qualitative experiments suggest that this task causes the model to automatically learn to track visual regions. Although the model is trained without any ground-truth labels, our method learns to track well enough to outperform the latest methods based on optical flow. Moreover, our results suggest that failures to track are correlated with failures to colorize, indicating that advancing video colorization may further improve self-supervised visual tracking. Research into knowledge acquisition for robotic agents has looked at interpreting natural language instructions meant for humans into robot-executable programs; however, the ambiguities of natural language remain a challenge for such “translations”. In this paper, we look at a particular sort of ambiguity: the control flow structure of the program described by the natural language instruction. It is not always clear, when more conditional statements appear in a natural language instruction, which of the conditions are to be thought of as alternative options in the same test, and which belong to a code branch triggered by a previous conditional. We augment a system which uses probabilistic reasoning to identify the meaning of the words in a sentence with reasoning about action preconditions and effects in order to filter out non-sensical code structures. We test our system with sample instruction sheets inspired from analytical chemistry. "Grounded" language learning employs training data in the form of sentences paired with relevant but ambiguous perceptual contexts. (2011) introduced an approach to grounded language learning based on unsupervised PCFG induction. Their approach works well when each sentence potentially refers to one of a small set of possible meanings, such as in the sportscasting task. However, it does not scale to problems with a large set of potential meanings for each sentence, such as the navigation instruction following task studied by Chen and Mooney (2011). This paper presents an enhancement of the PCFG approach that scales to such problems with highly-ambiguous supervision. Experimental results on the navigation task demonstrates the effectiveness of our approach. Recognizing visual scenes and activities is challenging: often visual cues alone are ambiguous, and it is expensive to obtain manually labeled examples from which to learn. To cope with these constraints, we propose to leverage the text that often accompanies visual data to learn robust models of scenes and actions from partially labeled collections. Our approach uses co-training, a semi-supervised learning method that accommodates multi-modal views of data. To classify images, our method learns from captioned images of natural scenes; and to recognize human actions, it learns from videos of athletic events with commentary. We show that by exploiting both multi-modal representations and unlabeled data our approach learns more accurate image and video classifiers than standard baseline algorithms.