44,566 research outputs found
Learning Representations in Model-Free Hierarchical Reinforcement Learning
Common approaches to Reinforcement Learning (RL) are seriously challenged by
large-scale applications involving huge state spaces and sparse delayed reward
feedback. Hierarchical Reinforcement Learning (HRL) methods attempt to address
this scalability issue by learning action selection policies at multiple levels
of temporal abstraction. Abstraction can be had by identifying a relatively
small set of states that are likely to be useful as subgoals, in concert with
the learning of corresponding skill policies to achieve those subgoals. Many
approaches to subgoal discovery in HRL depend on the analysis of a model of the
environment, but the need to learn such a model introduces its own problems of
scale. Once subgoals are identified, skills may be learned through intrinsic
motivation, introducing an internal reward signal marking subgoal attainment.
In this paper, we present a novel model-free method for subgoal discovery using
incremental unsupervised learning over a small memory of the most recent
experiences (trajectories) of the agent. When combined with an intrinsic
motivation learning mechanism, this method learns both subgoals and skills,
based on experiences in the environment. Thus, we offer an original approach to
HRL that does not require the acquisition of a model of the environment,
suitable for large-scale applications. We demonstrate the efficiency of our
method on two RL problems with sparse delayed feedback: a variant of the rooms
environment and the first screen of the ATARI 2600 Montezuma's Revenge game
A Deep Hierarchical Approach to Lifelong Learning in Minecraft
We propose a lifelong learning system that has the ability to reuse and
transfer knowledge from one task to another while efficiently retaining the
previously learned knowledge-base. Knowledge is transferred by learning
reusable skills to solve tasks in Minecraft, a popular video game which is an
unsolved and high-dimensional lifelong learning problem. These reusable skills,
which we refer to as Deep Skill Networks, are then incorporated into our novel
Hierarchical Deep Reinforcement Learning Network (H-DRLN) architecture using
two techniques: (1) a deep skill array and (2) skill distillation, our novel
variation of policy distillation (Rusu et. al. 2015) for learning skills. Skill
distillation enables the HDRLN to efficiently retain knowledge and therefore
scale in lifelong learning, by accumulating knowledge and encapsulating
multiple reusable skills into a single distilled network. The H-DRLN exhibits
superior performance and lower learning sample complexity compared to the
regular Deep Q Network (Mnih et. al. 2015) in sub-domains of Minecraft
Crossmodal Attentive Skill Learner
This paper presents the Crossmodal Attentive Skill Learner (CASL), integrated
with the recently-introduced Asynchronous Advantage Option-Critic (A2OC)
architecture [Harb et al., 2017] to enable hierarchical reinforcement learning
across multiple sensory inputs. We provide concrete examples where the approach
not only improves performance in a single task, but accelerates transfer to new
tasks. We demonstrate the attention mechanism anticipates and identifies useful
latent features, while filtering irrelevant sensor modalities during execution.
We modify the Arcade Learning Environment [Bellemare et al., 2013] to support
audio queries, and conduct evaluations of crossmodal learning in the Atari 2600
game Amidar. Finally, building on the recent work of Babaeizadeh et al. [2017],
we open-source a fast hybrid CPU-GPU implementation of CASL.Comment: International Conference on Autonomous Agents and Multiagent Systems
(AAMAS) 2018, NIPS 2017 Deep Reinforcement Learning Symposiu
Model Learning for Look-ahead Exploration in Continuous Control
We propose an exploration method that incorporates look-ahead search over
basic learnt skills and their dynamics, and use it for reinforcement learning
(RL) of manipulation policies . Our skills are multi-goal policies learned in
isolation in simpler environments using existing multigoal RL formulations,
analogous to options or macroactions. Coarse skill dynamics, i.e., the state
transition caused by a (complete) skill execution, are learnt and are unrolled
forward during lookahead search. Policy search benefits from temporal
abstraction during exploration, though itself operates over low-level primitive
actions, and thus the resulting policies does not suffer from suboptimality and
inflexibility caused by coarse skill chaining. We show that the proposed
exploration strategy results in effective learning of complex manipulation
policies faster than current state-of-the-art RL methods, and converges to
better policies than methods that use options or parametrized skills as
building blocks of the policy itself, as opposed to guiding exploration. We
show that the proposed exploration strategy results in effective learning of
complex manipulation policies faster than current state-of-the-art RL methods,
and converges to better policies than methods that use options or parameterized
skills as building blocks of the policy itself, as opposed to guiding
exploration.Comment: This is a pre-print of our paper which is accepted in AAAI 201
Implicit and explicit learning in ACT-R
A useful way to explain the notions of implicit and explicit learning in ACT-R is to define implicit learning as learning by ACT-R's learning mechanisms, and explicit learning as the results of learning goals. This idea complies with the usual notion of implicit learning as unconscious and always active and explicit learning as intentional and conscious. Two models will be discussed to illustrate this point. First a model of a classical implicit memory task, the SUGARFACTORY scenario by Berry & Broadbent (1984) will be discussed, to show how ACT-R can model implicit learning. The second model is of the so-called Fincham task (Anderson & Fincham, 1994), and exhibits both implicit and explicit learning
Is bounded rationality a capacity, enabling learning?
This papers contributes to the stream of research on rule based behavior, and rationality. A bounded rational agent can deal just with a reduced number of variables, neglecting part of the overall complexity. This is usually taken as just a limitation: agents cannot deal with all relevant information and use biased decisional shortcuts. The stream of research on Ecological rationality, yet, evidences the possible advantage of using a limited amount of information. The present paper takes a similar, but not identical, point of view. I propose an idea based on some contributions on the ecology of the mind by Gregory Bateson. Learning requires to recognize a series of situations as identical and then to observe the effect of given variables in specific fixed contexts. Two situations can be considered identical only limiting considering part of the overall information and taking as unchanged a series of factors. This process determines an individual representation which have just to be coherent with the world. Only in abstract world contexts are objective situations. In the real world, they are just hypothesis to be continuously tested. This vision of bounds and learning has many implications for the debate on rationality and rule following.Bounded rationality, ecological rationality, cognition, Gregory Bateson, contexts, learning, rules
Scoping analytical usability evaluation methods: A case study
Analytical usability evaluation methods (UEMs) can complement empirical evaluation of systems: for example, they can often be used earlier in design and can provide accounts of why users might experience difficulties, as well as what those difficulties are. However, their properties and value are only partially understood. One way to improve our understanding is by detailed comparisons using a single interface or system as a target for evaluation, but we need to look deeper than simple problem counts: we need to consider what kinds of accounts each UEM offers, and why. Here, we report on a detailed comparison of eight analytical UEMs. These eight methods were applied to it robotic arm interface, and the findings were systematically compared against video data of the arm ill use. The usability issues that were identified could be grouped into five categories: system design, user misconceptions, conceptual fit between user and system, physical issues, and contextual ones. Other possible categories such as User experience did not emerge in this particular study. With the exception of Heuristic Evaluation, which supported a range of insights, each analytical method was found to focus attention on just one or two categories of issues. Two of the three "home-grown" methods (Evaluating Multimodal Usability and Concept-based Analysis of Surface and Structural Misfits) were found to occupy particular niches in the space, whereas the third (Programmable User Modeling) did not. This approach has identified commonalities and contrasts between methods and provided accounts of why a particular method yielded the insights it did. Rather than considering measures such as problem count or thoroughness, this approach has yielded insights into the scope of each method
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