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Abstract

Metadata describing multimedia can address a wide variety of purposes, from the purely physical characteristics of an item, to the circumstances surrounding its production, to attributes that cannot necessarily be determined by examining the item itself directly. These latter attributes, often dealing with "meaning" or interpretation of an item's content, are frequently deemed too difficult to determine and subject to individual and cultural variability. At the same time, however, research has shown that these abstract, interpretive attributes, which carry meaning, are frequently the ones for which people search. To describe an item fully, therefore, means to describe it at both the "syntactic" and the "semantic" levels. This article discusses the development of the semantic description schemes within the MPEG-7 standard from both a historical and an intellectual perspective, as well as the difficulties inherent in creating a descriptive schema that can fully capture the complexity of "narrative worlds."

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Abstract

We are, it appears, on the hinge of an important historical swing back towards what may be called the primacy of the image. For the last few centuries, words have been the privileged form of communication and the preferred means of education. A shift has taken place, however, within the last several decades, and images have been reasserting their primacy as immediate and influential messengers. This change was heralded some years ago in a slim volume entitled, "The Telling Image: The Changing Balance between Pictures and Words in a Technological Age."' (Davies, Bathurst, & Bathurst). The author of this book describes a past in which images (e.g., pictograms, ideograms) were the only form of written communication for 25,000 out of the 30,000 years of human recorded experience. The invention of the phonetic alphabet began to change this. It is only during the last 500 years, with the invention of printing, that pictures as serious "messengers" receded well into the background. One reason for this was the sheer difficulty in producing images. However, with the widespread availability of easy-to-use image creation technologies, images are again being widely used in education, training, and persuasion, not to mention entertainment. The rise in image production and use has been accompanied by the theory of hemispheric lateralization (more popularly referred to as "left-brain/right brain" abilities), which arose during the last 40 years (Jaynes, 1976; Levy, 1974; Penfield & Roberts, 1959). This theory holds that functions of cognitive processing are located primarily in either the left or right hemispheres of the brain. The brain's left hemisphere seems to be linked to language processing, and is well exercised by the overall emphasis on speech and text in education and information systems. The brain's right hemisphere handles spatial reasoning, symbolic processing, and pictorial interpretation. The widespread use and acceptance of Graphic User Interfaces (GUIs) in computer systems and the development of iconic programming languages demonstrate that visual mechanisms appeal to a broader range of cognitive abilities than text alone. In a sense, then, images are the hinge between textual representation and direct experience.