共查询到20条相似文献，搜索用时 156 毫秒
1.
《实验室研究与探索》2017,(10)
连续轮廓提取是三维图像模式识别和重建的重要步骤。现有轮廓提取方法处理后的轮廓存在断点,严重影响后续图像处理步骤的质量。提出了一种手势连续轮廓提取方法。采用高斯混合模型定位方法确定视频图像中手势所在区域;利用Sobel算子对所选择区域中手势进行粗糙轮廓提取;采用深度优先算法进行轮廓遍历,确定最长轮廓为手势轮廓;通过计算轮廓断点的斜率和分析最长轮廓中断点的相对位置,采用局部sobel算子或直线连接断点。实验结果表明,所提方法不仅能够得到优于其他方法的主观视觉效果,而且客观指标也明显优于现有轮廓提取方法,其中轮廓完整性可达98%、轮廓纯净性接近0。 相似文献
2.
图像分割作为计算机视觉的中层任务,常建立在目标轮廓特征的基础上,但是局部轮廓检测器的结果难以保证其产生封闭轮廓。为获得完整的分割区域,归一化割方法提供一种将局部轮廓结果转化为图像分割结果的处理途径。传统的归一化割方法由于长特征向量的聚类导致计算耗时长、内存占用多。在轮廓特征的基础上,考虑轮廓的全局推断,提出一种归一化割的改进方法——降采样归一化割,以减少图像分割过程中的计算耗时。通过多尺度空间下的层级校准,准确定位多个尺度下的区域边界进行区域合并,从而得到更准确的多层分割图。 相似文献
3.
黄伟焕 《温州职业技术学院学报》2007,7(3):30-31
利用3DMAX进行任意三维空间模型设计加工后,如何快速获取相应的轮廓坐标数据,是工程技术中的一个常见问题。采用一种方便实用的方法,即借助Edit Mesh修改法抽取模型轮廓曲线,通过Track View形成模型轮廓曲线的三维坐标图然后进行VB编程,可方便地自动获取其相应的坐标数据。 相似文献
4.
针对报废汽车挡风玻璃自动化拆卸的需要,对NURBS理论在报废汽车挡风玻璃边缘轮廓曲线拟合中应用的可行性进行了研究,并进行了验证.提出了利用NURBS理论进行挡风玻璃边缘轮廓曲线拟合的流程,通过实例验证了基于NURBS理论的边缘轮廓拟合曲线具有光顺性好、与实际曲线相接近的特点. 相似文献
5.
鲁春发 《十堰职业技术学院学报》2011,24(1):105-106
通过对摆动从动件凸轮轮廓曲线的几何分析,运用办公软件Excel准确计算出轮廓曲线上各点的坐标后用Word或CAD精确地绘制出摆动从动件凸轮机构中凸轮的轮廓曲线。 相似文献
6.
张斌 《泰州职业技术学院学报》2002,2(1):7-9,15
本文通过分析凸轮轮廓曲线的形成，建立了凸轮轮廓的数学模型，利用AutoCAD2000中的可视化开发工具VBA来自绘制凸轮的轮廓曲线。 相似文献
7.
石曼银 《赤峰学院学报(自然科学版)》2013,(18):27-28
本文提出了一种新型的利用Kinect获取深度图像并进行手势轨迹识别的应用方法,该方法称为HMM(隐马尔可夫)手势轨迹识别方法,具体操作步骤为:首先利用Kinect传感器获取深度图像,然后通过OpenNI的手势生成器的手势分析模块获取完整的手势信息,对手部进行形态学处理,识别并跟踪手势,提取手势轨迹,最后运用HMM手势轨迹识别方法进行识别.实践证明,该方法可快速有效地实现手势轨迹的识别. 相似文献
8.
鲁春发 《十堰职业技术学院学报》2011,24(6):100-101
通过对摆动从动件凸轮轮廓曲线的几何分析,运用微变算出曲线法线方向的斜率和摆杆运动方向的斜率后建立凸轮压力角的数学模型,用Excel准确计算出凸轮轮廓曲线上各点的压力角后运用图表分析不同运动规律下凸轮轮廓曲线上各点压力角的变化规律。 相似文献
9.
鲁春发 《十堰职业技术学院学报》2011,24(2):101-103
通过对移动从动件凸轮轮廓曲线的几何分析,运用三心定理得出凸轮压力角的计算公式,用Excel准确计算出凸轮轮廓曲线上各点的压力角后运用图表分析不同运动规律、不同升程及不同偏心距的情况下凸轮轮廓曲线上各点压力角的变化规律。 相似文献
10.
王建军 《洛阳工业高等专科学校学报》2008,18(1)
阐述了花岗石表面轮廓的特点,提出对原始轮廓曲线进行高斯滤波,然后进行粗糙度及分形计算的方法:并对花岗石表面光泽度和粗糙度、分形维数之间的关系进行了研究.通过分析认为高斯滤波适合花岗石表面轮廓的粗糙度及分形研究,计算方法可靠、简捷. 相似文献
11.
Grounded blends and mathematical gesture spaces: developing mathematical understandings via gestures
Caroline Yoon Michael O. J. Thomas Tommy Dreyfus 《Educational Studies in Mathematics》2011,78(3):371-393
This paper examines how a person’s gesture space can become endowed with mathematical meaning associated with mathematical
spaces and how the resulting mathematical gesture space can be used to communicate and interpret mathematical features of
gestures. We use the theory of grounded blends to analyse a case study of two teachers who used gestures to construct a graphical
anti-derivative while working on a professional development task in a calculus modelling activity. Results indicate that mathematical
gesture spaces can encourage mathematical experimentation, lighten the cognitive load for students and can be limited by a
person’s physical constraints. 相似文献
12.
When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in speech while simultaneously presenting a different, but complementary, strategy in gesture (Singer & Goldin-Meadow, 2005). One possibility is that gesture is powerful in this context because it presents information simultaneously with speech. Alternatively, gesture may be effective simply because it involves the body, in which case the timing of information presented in speech and gesture may be less important for learning. Here we find evidence for the importance of simultaneity: 3rd grade children retain and generalize what they learn from a math lesson better when given instruction containing simultaneous speech and gesture than when given instruction containing sequential speech and gesture. Interpreting these results in the context of theories of multimodal learning, we find that gesture capitalizes on its synchrony with speech to promote learning that lasts and can be generalized. 相似文献
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《Learning and Instruction》2002,12(3):285-304
Where anthropological and psychological studies have shown that gestures are a central feature of communication and cognition, little is known about the role of gesture in learning and instruction. Drawing from a large database on student learning, we show that when students engage in conversations in the presence of material objects, these objects provide a phenomenal ground against which students can enact metaphorical gestures that embody (give a body to) entities that are conceptual and abstract. In such instances, gestures are often subsequently replaced by an increasing reliance upon the verbal mode of communication. If gestures constitute a bridge between experiences in the physical world and abstract conceptual language, as we conjecture here, our study has significant implications for both learning and instruction. 相似文献
15.
在钢琴教学中,强调固定基本手型的同时,随着钢琴作品难度的增加和各种弹奏技术的需要,还应教会学生不断调节手型的开合和屈伸,使他们的两只手从“自然“走向“规范“,最终达到得心应手. 相似文献
16.
We make a case for using gestures and actions to understand and convey spatial and dynamic properties of systems. Problems in learning elementary astronomy are analysed in the context of demands of spatial thinking, in a system which is not amenable to direct perception, namely, the sun–earth–moon (SEM) system. We describe a pedagogy which uses gestures (most often in combination with concrete models and diagrams) to facilitate the visualisation and simulation required in elementary astronomy. These gestures are presented in terms of their purpose in pedagogy: to internalise a natural phenomenon, or an astronomical model, or general properties of space. In terms of design these pedagogical gestures mediate between concrete models of the SEM system and related spatial configurations on the one hand, and their corresponding abstract diagrammatic representations on the other: called here the model–gesture–diagram pedagogical link. Next we present some video data on students’ gestures observed during collaborative problem‐solving which took place in the course of our pedagogic intervention. Implications of these results are drawn for embodiment and multimodality of thought. 相似文献
17.
This paper proposes a modified shape coding algorthm called modified vertex-based shape coding(MVBSC) to encode the boundary of a visual object compactly by using a modified polygonal approximation approach which uses modified curvature scale space (CSS) theory to extract feature0points. 相似文献
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黄皖毅 《广东广播电视大学学报》2010,19(4):106-109
遥感技术为人们提供了大量的图像数据,如何从中提取所需信息,是遥感图像处理技术研究的热点。基于多尺度小波变换,可提取城市图像的纹理特征。根据城市影像中地物特征和小波技术的特点,确定合适的窗口大小,采用逐一滑动窗口的方法,对每一窗口提取相应的小波统计特征;应用小波变换的多尺度特性,在不同尺度上提取出子图像特征,构造出纹理特征矢量,为遥感图像的分类提供纹理特征。 相似文献
20.
杜军 《十堰职业技术学院学报》2012,25(1):106-109
基于特征的图像配准方法作为一种重要的图像配准方法,是近年来图像配准技术的研究热点。本文对BRISK算法进行了详细的描述。详细介绍了FAST角点特征提取算法、尺度空间构造以及尺度空间关键点检测方法、关键点描述方法和特征点匹配算法,给出了算法实现基本流程图。 相似文献