3,044 research outputs found
Intrinsic Motivation Systems for Autonomous Mental Development
Exploratory activities seem to be intrinsically rewarding
for children and crucial for their cognitive development.
Can a machine be endowed with such an intrinsic motivation
system? This is the question we study in this paper, presenting a number of computational systems that try to capture this drive towards novel or curious situations. After discussing related research coming from developmental psychology, neuroscience, developmental robotics, and active learning, this paper presents the mechanism of Intelligent Adaptive Curiosity, an intrinsic motivation system which pushes a robot towards situations in which it maximizes its learning progress. This drive makes the robot focus on situations which are neither too predictable nor too unpredictable, thus permitting autonomous mental development.The complexity of the robot’s activities autonomously increases and complex developmental sequences self-organize without being constructed in a supervised manner. Two experiments are presented illustrating the stage-like organization emerging with this mechanism. In one of them, a physical robot is placed on a baby play mat with objects that it can learn to manipulate. Experimental results show that the robot first spends time in situations
which are easy to learn, then shifts its attention progressively to situations of increasing difficulty, avoiding situations in which nothing can be learned. Finally, these various results are discussed in relation to more complex forms of behavioral organization and data coming from developmental psychology.
Key words: Active learning, autonomy, behavior, complexity,
curiosity, development, developmental trajectory, epigenetic
robotics, intrinsic motivation, learning, reinforcement learning,
values
Learning and Acting in Peripersonal Space: Moving, Reaching, and Grasping
The young infant explores its body, its sensorimotor system, and the
immediately accessible parts of its environment, over the course of a few
months creating a model of peripersonal space useful for reaching and grasping
objects around it. Drawing on constraints from the empirical literature on
infant behavior, we present a preliminary computational model of this learning
process, implemented and evaluated on a physical robot. The learning agent
explores the relationship between the configuration space of the arm, sensing
joint angles through proprioception, and its visual perceptions of the hand and
grippers. The resulting knowledge is represented as the peripersonal space
(PPS) graph, where nodes represent states of the arm, edges represent safe
movements, and paths represent safe trajectories from one pose to another. In
our model, the learning process is driven by intrinsic motivation. When
repeatedly performing an action, the agent learns the typical result, but also
detects unusual outcomes, and is motivated to learn how to make those unusual
results reliable. Arm motions typically leave the static background unchanged,
but occasionally bump an object, changing its static position. The reach action
is learned as a reliable way to bump and move an object in the environment.
Similarly, once a reliable reach action is learned, it typically makes a
quasi-static change in the environment, moving an object from one static
position to another. The unusual outcome is that the object is accidentally
grasped (thanks to the innate Palmar reflex), and thereafter moves dynamically
with the hand. Learning to make grasps reliable is more complex than for
reaches, but we demonstrate significant progress. Our current results are steps
toward autonomous sensorimotor learning of motion, reaching, and grasping in
peripersonal space, based on unguided exploration and intrinsic motivation.Comment: 35 pages, 13 figure
Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics
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Developmental Bootstrapping of AIs
Although some current AIs surpass human abilities in closed artificial worlds
such as board games, their abilities in the real world are limited. They make
strange mistakes and do not notice them. They cannot be instructed easily, fail
to use common sense, and lack curiosity. They do not make good collaborators.
Mainstream approaches for creating AIs are the traditional manually-constructed
symbolic AI approach and generative and deep learning AI approaches including
large language models (LLMs). These systems are not well suited for creating
robust and trustworthy AIs. Although it is outside of the mainstream, the
developmental bootstrapping approach has more potential. In developmental
bootstrapping, AIs develop competences like human children do. They start with
innate competences. They interact with the environment and learn from their
interactions. They incrementally extend their innate competences with
self-developed competences. They interact and learn from people and establish
perceptual, cognitive, and common grounding. They acquire the competences they
need through bootstrapping. However, developmental robotics has not yet
produced AIs with robust adult-level competences. Projects have typically
stopped at the Toddler Barrier corresponding to human infant development at
about two years of age, before their speech is fluent. They also do not bridge
the Reading Barrier, to skillfully and skeptically draw on the socially
developed information resources that power current LLMs. The next competences
in human cognitive development involve intrinsic motivation, imitation
learning, imagination, coordination, and communication. This position paper
lays out the logic, prospects, gaps, and challenges for extending the practice
of developmental bootstrapping to acquire further competences and create
robust, resilient, and human-compatible AIs.Comment: 102 pages, 29 figure
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