Zhengyang Yu

Zhengyang Yu, Jochen Triesch

The vision transformer (ViT) has achieved state-of-the-art results in various vision tasks. It utilizes a learnable position embedding (PE) mechanism to encode the location of each image patch. However, it is presently unclear if this learnable PE is really necessary and what its benefits are. This paper explores two alternative ways of encoding the location of individual patches that exploit prior knowledge about their spatial arrangement. One is called the sequence relationship embedding (SRE), and the other is called the circle relationship embedding (CRE). Among them, the SRE considers all patches to be in order, and adjacent patches have the same interval distance. The CRE considers the central patch as the center of the circle and measures the distance of the remaining patches from the center based on the four neighborhoods principle. Multiple concentric circles with different radii combine different patches. Finally, we implemented these two relations on three classic ViTs and tested them on four popular datasets. Experiments show that SRE and CRE can replace PE to reduce the random learnable parameters while achieving the same performance. Combining SRE or CRE with PE gets better performance than only using PE.

Zhengyang Yu, Arthur Aubret, Marcel C. Raabe et al.

Toddlers learn to recognize objects from different viewpoints with almost no supervision. During this learning, they execute frequent eye and head movements that shape their visual experience. It is presently unclear if and how these behaviors contribute to toddlers' emerging object recognition abilities. To answer this question, we here combine head-mounted eye tracking during dyadic play with unsupervised machine learning. We approximate toddlers' central visual field experience by cropping image regions from a head-mounted camera centered on the current gaze location estimated via eye tracking. This visual stream feeds an unsupervised computational model of toddlers' learning, which constructs visual representations that slowly change over time. Our experiments demonstrate that toddlers' gaze strategy supports the learning of invariant object representations. Our analysis also shows that the limited size of the central visual field where acuity is high is crucial for this. Overall, our work reveals how toddlers' gaze behavior may support their development of view-invariant object recognition.

Zhengyang Yu, Arthur Aubret, Chen Yu et al.

Recent self-supervised learning models simulate the development of semantic object representations by training on visual experience similar to that of toddlers. However, these models ignore the foveated nature of human vision with high/low resolution in the center/periphery of the visual field. Here, we investigate the role of this varying resolution in the development of object representations. We leverage two datasets of egocentric videos that capture the visual experience of humans during interactions with objects. We apply models of human foveation and cortical magnification to modify these inputs, such that the visual content becomes less distinct towards the periphery. The resulting sequences are used to train two bio-inspired self-supervised learning models that implement a time-based learning objective. Our results show that modeling aspects of foveated vision improves the quality of the learned object representations in this setting. Our analysis suggests that this improvement comes from making objects appear bigger and inducing a better trade-off between central and peripheral visual information. Overall, this work takes a step towards making models of humans' learning of visual representations more realistic and performant.