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A survey of qualitative spatial representations

Published online by Cambridge University Press:  17 October 2013

Juan Chen
Affiliation:
College of Computer Science and Technology, Jilin University, Changchun 130012, China; e-mail: chenjuan@jlu.edu.cn Key Laboratory of Symbolic Computing and Knowledge Engineering of Ministry of Education, Jilin University, Changchun 130012, China; e-mail: liudy@jlu.edu.cn, wss@jlu.edu.cn, ouyj@jlu.edu.cn, qiangyuan@jlu.edu.cn School of Computing, University of Leeds, Leeds LS2 9JT, UK; e-mail: a.g.cohn@leeds.ac.uk
Anthony G. Cohn
Affiliation:
School of Computing, University of Leeds, Leeds LS2 9JT, UK; e-mail: a.g.cohn@leeds.ac.uk
Dayou Liu
Affiliation:
College of Computer Science and Technology, Jilin University, Changchun 130012, China; e-mail: chenjuan@jlu.edu.cn Key Laboratory of Symbolic Computing and Knowledge Engineering of Ministry of Education, Jilin University, Changchun 130012, China; e-mail: liudy@jlu.edu.cn, wss@jlu.edu.cn, ouyj@jlu.edu.cn, qiangyuan@jlu.edu.cn
Shengsheng Wang
Affiliation:
College of Computer Science and Technology, Jilin University, Changchun 130012, China; e-mail: chenjuan@jlu.edu.cn Key Laboratory of Symbolic Computing and Knowledge Engineering of Ministry of Education, Jilin University, Changchun 130012, China; e-mail: liudy@jlu.edu.cn, wss@jlu.edu.cn, ouyj@jlu.edu.cn, qiangyuan@jlu.edu.cn
Jihong Ouyang
Affiliation:
College of Computer Science and Technology, Jilin University, Changchun 130012, China; e-mail: chenjuan@jlu.edu.cn Key Laboratory of Symbolic Computing and Knowledge Engineering of Ministry of Education, Jilin University, Changchun 130012, China; e-mail: liudy@jlu.edu.cn, wss@jlu.edu.cn, ouyj@jlu.edu.cn, qiangyuan@jlu.edu.cn
Qiangyuan Yu
Affiliation:
College of Computer Science and Technology, Jilin University, Changchun 130012, China; e-mail: chenjuan@jlu.edu.cn Key Laboratory of Symbolic Computing and Knowledge Engineering of Ministry of Education, Jilin University, Changchun 130012, China; e-mail: liudy@jlu.edu.cn, wss@jlu.edu.cn, ouyj@jlu.edu.cn, qiangyuan@jlu.edu.cn
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Abstract

Representation and reasoning with qualitative spatial relations is an important problem in artificial intelligence and has wide applications in the fields of geographic information system, computer vision, autonomous robot navigation, natural language understanding, spatial databases and so on. The reasons for this interest in using qualitative spatial relations include cognitive comprehensibility, efficiency and computational facility. This paper summarizes progress in qualitative spatial representation by describing key calculi representing different types of spatial relationships. The paper concludes with a discussion of current research and glimpse of future work.

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Articles
Copyright
Copyright © Cambridge University Press 2013 
Figure 0

Figure 1 The eight jointly exhaustive and pairwise disjoint relations of region connection calculus (RCC8). The arrows show which relation is the next relation a configuration would transit to, assuming the continuous movements or deformations. This structure has been called a continuity network (Cohn et al., 1997: 295) or a conceptual neighborhood (Cohn & Hazarika, 2001: 7; Cohn & Renz, 2007: 564)

Figure 1

Figure 2 The corresponding basic relations of 4-intersection matrix (4IM), region connection calculus (RCC8) and RCC5

Figure 2

Figure 3 Cone-shaped direction relations (Isli et al., 2003: 7)

Figure 3

Figure 4 Projection-based direction relations (Isli et al., 2003: 7)

Figure 4

Figure 5 A basic relation $$\[--><$> {{x}_4}\angle _{{13}}^{3} y <$><!--$$ in $$\[--><$> {\cal O}{\cal P}{\cal R}{{{\cal A}}_4} <$><!--$$ (Mossakowski & Moratz, 2012: 37)

Figure 5

Figure 6 Pictorial examples of the 24 $$\[--><$> {\cal C}{\cal Y}{{{\cal S}}_t} <$><!--$$ basic relations, where l, e, o and r stands for to the left of, equal to, opposite to and to the right of, thus orl denotes that orientation y is opposite to x, z is to the right of y and z is to the left of x (Isli & Cohn, 2000: 156)

Figure 6

Figure 7 Fifteen base relations in the double-cross direction calculus, where l, s, r, f, i, b and n stand for left, straight, right, front, identical, back and neutral (Isli et al., 2003: 7)

Figure 7

Figure 8 Double-cross direction calculus in 3D space (Pacheco et al., 2002: 91)

Figure 8

Figure 9 Pictorial illustration of seven base relations in the $$\[--><$> {\cal L}{\cal R} <$><!--$$ calculus when $$\[--><$> x\not= y <$><!--$$. l, f, r, b and c stand for left, further, right, back and closer (Scivos & Nebel, 2004: 285)

Figure 9

Figure 10 An example of a 2D-string (Chang et al., 1987: 414)

Figure 10

Figure 11 The 13 basic relations of the Interval Algebra (Allen, 1983: 835)

Figure 11

Figure 12 An example of the basic rectangle algebra relation x (m, p) y

Figure 12

Figure 13 A pictorial example of the nine direction tiles divided by the Minimal Bounding Rectangle (MBR) of reference object y and the corresponding representations in direction matrix and Cardinal Direction Calculus (CDC)

Figure 13

Figure 14 A pictorial example of the difference between the direction matrix representation and Cardinal Direction Calculus (CDC): x and y intersect on y′s left border, but due to the definitions, the direction relations between x and y are different in direction matrix and CDC (Chen et al., 2010a: 280)

Figure 14

Figure 15 The five direction tiles formed by the Minimal Bounding Rectangle (MBR) of reference object y and the four lines starting at the vertices of the MBR with a horizontal angle of $$\[--><$> \varphi <$><!--$$ in the cone-shaped Cardinal Direction Calculus (CDC; Skiadopoulos et al., 2007: 1118)

Figure 15

Figure 16 A pictorial example of five separate zones in ternary projective relations, where a is on the left side and after b and c, denoted by ls:af (a, b, c) (Clementini & Billen, 2006: 805)

Figure 16

Figure 17 An iconic representation of the combination of cone-shaped direction and absolute distance: very close(vc), close(cl), commensurate(cm), far(fr) and very far(vf) (Clementini et al., 1997: 324)

Figure 17

Figure 18 A pictorial representation of 27 basic relations in Ternary Point Configuration Calculus (TPCC), where f, b, l, r, s, d, c stand for front, back, left, right, straight, distant and close (Moratz & Ragni, 2008: 79)

Figure 18

Figure 19 Basic relations of the Dipole calculus, where l, r, s, e stand for left, right, start point and end point, and the oriented line segment x and y are denoted by solid and dotted line separately (Moratz et al., 2000: 235)

Figure 19

Figure 20 Basic relations of directed interval algebra (DIA), where b, f, m, o, c, e, eq stand for behind, in-front-of, meets, overlaps,contained in, extends and equals, respectively. = denotes that both intervals have the same orientation and ≠ for opposite. x is represented by a solid arrowed interval while y is by a dotted arrowed interval (Renz, 2001: 52)

Figure 20

Figure 21 Basic relations of basic Qualitative Trajectory Calculus (QTCB) in a conceptual neighborhood diagram. The solid dots represent the stationary objects and the open dots represent the moving objects (de Weghe et al., 2004: 1103)

Figure 21

Figure 22 Concave regions with different shapes distinguishable using convex hulls (Cohn, 1995: 313)

Figure 22

Figure 23 A pictorial example of Process-Grammar (Leyton, 1988: 220)

Figure 23

Figure 24 A picture of the seven qualitative curvature types (Galton & Meathrel, 1999: 1063)

Figure 24

Figure 25 Left: The orientation grid formed by line segment BC and an example polygon described by $$\[--><$> {\cal TLT}_{36}} <$><!--$$; Middle: Iconic representations of $$\[--><$> {\cal TLT}_{36}} <$><!--$$; Right: Iconic representations of $$\[--><$> {\cal TLT}_{12}} <$><!--$$ and $$\[--><$> {\cal TLT}_6} <$><!--$$ (Gottfried, 2003b: 103, 104, 106)

Figure 25

Figure 26 Left: Conceptual neighborhood of $$\[--><$> {\cal BA}{{}_{{\rm{23}}}} <$><!--$$ (right); Middle: iconic instantiations of all relations; Right: an example polygonal outlines described by $$\[--><$> {\cal BA}{{}_{{\rm{23}}}} <$><!--$$, the bold vertical segment being the reference segment which is oriented upwards (Gottfried, 2006: 114, 119)

Figure 26

Figure 27 25 basic relations of $$\[--><$> {\cal INDU} <$><!--$$ calculus (Pujari et al., 1999: 294)

Figure 27

Figure 28 The value lattice (Yu et al., 2004: 613)

Figure 28

Figure 29 9-intersection matrix with broad boundary (Clementini & Felice, 1997b: 179)

Figure 29

Figure 30 A pictorial example of 5 × 5 direction tiles (Cicerone & Felice, 2000: 17)

Figure 30

Figure 31 An example of the Cardinal Direction Calculus (CDC) quadruple between the broad boundary regions (Dong et al., 2011: 331)