61,067 research outputs found
Propagation Networks for Model-Based Control Under Partial Observation
There has been an increasing interest in learning dynamics simulators for
model-based control. Compared with off-the-shelf physics engines, a learnable
simulator can quickly adapt to unseen objects, scenes, and tasks. However,
existing models like interaction networks only work for fully observable
systems; they also only consider pairwise interactions within a single time
step, both restricting their use in practical systems. We introduce Propagation
Networks (PropNet), a differentiable, learnable dynamics model that handles
partially observable scenarios and enables instantaneous propagation of signals
beyond pairwise interactions. Experiments show that our propagation networks
not only outperform current learnable physics engines in forward simulation,
but also achieve superior performance on various control tasks. Compared with
existing model-free deep reinforcement learning algorithms, model-based control
with propagation networks is more accurate, efficient, and generalizable to
new, partially observable scenes and tasks.Comment: Accepted to ICRA 2019. Project Page: http://propnet.csail.mit.edu
Video: https://youtu.be/ZAxHXegkz4
Learning Particle Dynamics for Manipulating Rigid Bodies, Deformable Objects, and Fluids
Real-life control tasks involve matters of various substances---rigid or soft
bodies, liquid, gas---each with distinct physical behaviors. This poses
challenges to traditional rigid-body physics engines. Particle-based simulators
have been developed to model the dynamics of these complex scenes; however,
relying on approximation techniques, their simulation often deviates from
real-world physics, especially in the long term. In this paper, we propose to
learn a particle-based simulator for complex control tasks. Combining learning
with particle-based systems brings in two major benefits: first, the learned
simulator, just like other particle-based systems, acts widely on objects of
different materials; second, the particle-based representation poses strong
inductive bias for learning: particles of the same type have the same dynamics
within. This enables the model to quickly adapt to new environments of unknown
dynamics within a few observations. We demonstrate robots achieving complex
manipulation tasks using the learned simulator, such as manipulating fluids and
deformable foam, with experiments both in simulation and in the real world. Our
study helps lay the foundation for robot learning of dynamic scenes with
particle-based representations.Comment: Accepted to ICLR 2019. Project Page: http://dpi.csail.mit.edu Video:
https://www.youtube.com/watch?v=FrPpP7aW3L
Computational physics of the mind
In the XIX century and earlier such physicists as Newton, Mayer, Hooke, Helmholtz and Mach were actively engaged in the research on psychophysics, trying to relate psychological sensations to intensities of physical stimuli. Computational physics allows to simulate complex neural processes giving a chance to answer not only the original psychophysical questions but also to create models of mind. In this paper several approaches relevant to modeling of mind are outlined. Since direct modeling of the brain functions is rather limited due to the complexity of such models a number of approximations is introduced. The path from the brain, or computational neurosciences, to the mind, or cognitive sciences, is sketched, with emphasis on higher cognitive functions such as memory and consciousness. No fundamental problems in understanding of the mind seem to arise. From computational point of view realistic models require massively parallel architectures
Programmable Agents
We build deep RL agents that execute declarative programs expressed in formal
language. The agents learn to ground the terms in this language in their
environment, and can generalize their behavior at test time to execute new
programs that refer to objects that were not referenced during training. The
agents develop disentangled interpretable representations that allow them to
generalize to a wide variety of zero-shot semantic tasks
Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis
In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent "imitate" teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments
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