Implicit and Explicit Feature Purification for Age-invariant Facial Representation Learning

2022 ◽  
pp. 1-1
Author(s):  
Jiu-Cheng Xie ◽  
Chi-Man Pun ◽  
Kin-Man Lam
Keyword(s):  
Representation Learning ◽  
Facial Representation ◽  
Implicit And Explicit

scholarly journals Metadata-Guided Visual Representation Learning for Biomedical Images

2019 ◽  
Author(s):  
Stephan Spiegel ◽  
Imtiaz Hossain ◽  
Christopher Ball ◽  
Xian Zhang
Keyword(s):  
Learning Strategies ◽  
Visual Representation ◽  
Morphological Characteristics ◽  
Representation Learning ◽  
Biological Data ◽  
Biomedical Images ◽  
Visual Appearance ◽  
Extra Effort ◽  
Novel Approach ◽  
Implicit And Explicit

AbstractMotivationThe clustering of biomedical images according to their phenotype is an important step in early drug discovery. Modern high-content-screening devices easily produce thousands of cell images, but the resulting data is usually unlabelled and it requires extra effort to construct a visual representation that supports the grouping according to the presented morphological characteristics.ResultsWe introduce a novel approach to visual representation learning that is guided by metadata. In high-context-screening, meta-data can typically be derived from the experimental layout, which links each cell image of a particular assay to the tested chemical compound and corresponding compound concentration. In general, there exists a one-to-many relationship between phenotype and compound, since various molecules and different dosage can lead to one and the same alterations in biological cells.Our empirical results show that metadata-guided visual representation learning is an effective approach for clustering biomedical images. We have evaluated our proposed approach on both benchmark and real-world biological data. Furthermore, we have juxtaposed implicit and explicit learning techniques, where both loss function and batch construction differ. Our experiments demonstrate that metadata-guided visual representation learning is able to identify commonalities and distinguish differences in visual appearance that lead to meaningful clusters, even without image-level annotations.NotePlease refer to the supplementary material for implementation details on metadata-guided visual representation learning strategies.

Convergent and Predictive Validity of Implicit and Explicit Anxiety Measures as a Function of Specificity Similarity and Content Similarity

2008 ◽  
Vol 24 (4) ◽  
pp. 254-262 ◽  
Author(s):  
Tobias Gschwendner ◽  
Wilhelm Hofmann ◽  
Manfred Schmitt
Keyword(s):  
Implicit Association Test ◽  
Theoretical Models ◽  
Implicit Measures ◽  
Speech Anxiety ◽  
Behavioral Indicators ◽  
General Anxiety ◽  
Anxious Behavior ◽  
Content Similarity ◽  
Implicit And Explicit ◽  
Validation Strategy

In the present study we applied a validation strategy for implicit measures like the IAT, which complements multitrait-multimethod (MTMM) analyses. As the measurement method (implicit vs. explicit) and underlying representation format (associative vs. propositional) are often confounded, the validation of implicit measures has to go beyond MTMM analysis and requires substantive theoretical models. In the present study (N = 133), we employed such a model ( Hofmann, Gschwendner, Nosek, & Schmitt, 2005 ) and investigated two moderator constructs in the realm of anxiety: specificity similarity and content similarity. In the first session, different general and specific anxiety measures were administered, among them an Implicit Association Test (IAT) general anxiety, an IAT-spider anxiety, and an IAT that assesses speech anxiety. In the second session, participants had to deliver a speech and behavioral indicators of speech anxiety were measured. Results showed that (a) implicit and explicit anxiety measures correlated significantly only on the same specification level and if they measured the same content, and (b) specific anxiety measures best predicted concrete anxious behavior. These results are discussed regarding the validation of implicit measures.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Do People’s Motives Influence Their Susceptibility to Imagination Inflation?

2010 ◽  
Vol 57 (1) ◽  
pp. 77-82 ◽  
Author(s):  
Stefanie J. Sharman ◽  
Samantha Calacouris
Keyword(s):  
Autobiographical Memory ◽  
Source Monitoring ◽  
False Beliefs ◽  
Explicit Motives ◽  
Imagination Inflation ◽  
Motivational Model ◽  
Past Experiences ◽  
Implicit And Explicit ◽  
Affiliation Motives

People are motivated to remember past autobiographical experiences related to their current goals; we investigated whether people are also motivated to remember false past experiences related to those goals. In Session 1, we measured subjects’ implicit and explicit achievement and affiliation motives. Subjects then rated their confidence about, and memory for, childhood events containing achievement and affiliation themes. Two weeks later in Session 2, subjects received a “computer-generated profile” based on their Session 1 ratings. This profile suggested that one false achievement event and one false affiliation event had happened in childhood. After imagining and describing the suggested false events, subjects made confidence and memory ratings a second time. For achievement events, subjects’ explicit motives predicted their false beliefs and memories. The results are explained using source monitoring and a motivational model of autobiographical memory.

Instruction-Based Approach-Avoidance Effects

2015 ◽  
Vol 62 (3) ◽  
pp. 161-169 ◽  
Author(s):  
Pieter Van Dessel ◽  
Jan De Houwer ◽  
Anne Gast ◽  
Colin Tucker Smith
Keyword(s):  
Implicit Association Test ◽  
Avoidance Training ◽  
Social Groups ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Evaluative Priming ◽  
Blacks And Whites ◽  
Approach Avoidance ◽  
Implicit And Explicit ◽  
Explicit Measures

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

Does CBT for Psychosis Have an Impact on Delusions by Improving Reasoning Biases and Negative Self-Schemas?

2018 ◽  
Vol 226 (3) ◽  
pp. 152-163 ◽  
Author(s):  
Stephanie Mehl ◽  
Björn Schlier ◽  
Tania M. Lincoln
Keyword(s):  
Behavioral Therapy ◽  
Theoretical Models ◽  
Self Esteem ◽  
Secondary Outcome ◽  
Intervention Effect ◽  
Produce Change ◽  
Attribution Biases ◽  
Carry Over ◽  
Implicit And Explicit ◽  
Reasoning Biases

Abstract. Cognitive-behavioral therapy for psychosis (CBTp) builds on theoretical models that postulate reasoning biases and negative self-schemas to be involved in the formation and maintenance of delusions. However, it is unclear whether CBTp induces change in delusions by improving these proposed causal mechanisms. This study reports on a mediation analysis of a CBTp effectiveness trial in which delusions were a secondary outcome. Patients with psychosis were randomized to individualized CBTp (n = 36) or a waiting list condition (WL; n = 34). Reasoning biases (jumping to conclusions, theory of mind, attribution biases) and self-schemas (implicit and explicit self-esteem; self-schemas related to different domains) were assessed pre- and post-therapy/WL. The results reveal an intervention effect on two of four measures of delusions and on implicit self-esteem. Nevertheless, the intervention effect on delusions was not mediated by implicit self-esteem. Changes in explicit self-schemas and reasoning biases did also not mediate the intervention effects on delusions. More focused interventions may be required to produce change in reasoning and self-schemas that have the potential to carry over to delusions.

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