34,015 research outputs found
Agents for educational games and simulations
This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications
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
Beyond Gazing, Pointing, and Reaching: A Survey of Developmental Robotics
Developmental robotics is an emerging field located
at the intersection of developmental psychology
and robotics, that has lately attracted
quite some attention. This paper gives a survey of
a variety of research projects dealing with or inspired
by developmental issues, and outlines possible
future directions
Recommended from our members
The effect of multiple knowledge sources on learning and teaching
Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel
- …