119,772 research outputs found

    Learning from Demonstration in the Wild

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    Learning from demonstration (LfD) is useful in settings where hand-coding behaviour or a reward function is impractical. It has succeeded in a wide range of problems but typically relies on manually generated demonstrations or specially deployed sensors and has not generally been able to leverage the copious demonstrations available in the wild: those that capture behaviours that were occurring anyway using sensors that were already deployed for another purpose, e.g., traffic camera footage capturing demonstrations of natural behaviour of vehicles, cyclists, and pedestrians. We propose Video to Behaviour (ViBe), a new approach to learn models of behaviour from unlabelled raw video data of a traffic scene collected from a single, monocular, initially uncalibrated camera with ordinary resolution. Our approach calibrates the camera, detects relevant objects, tracks them through time, and uses the resulting trajectories to perform LfD, yielding models of naturalistic behaviour. We apply ViBe to raw videos of a traffic intersection and show that it can learn purely from videos, without additional expert knowledge.Comment: Accepted to the IEEE International Conference on Robotics and Automation (ICRA) 2019; extended version with appendi

    Visible spatial contiguity of social information and reward affects social learning in brown capuchins (<i>Sapajus apella</i>) and children (<i>Homo sapiens</i>)

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    Animal social learning is typically studied experimentally by the presentation of artificial foraging tasks. Although productive, results are often variable even for the same species. We present and test the hypothesis that one cause of variation is that spatial distance between rewards and the means of reward release causes conflicts for participants’ attentional focus. We investigated whether spatial contiguity between a visible reward and the means of release would affect behavioral responses that evidence social learning, testing 21 brown capuchins (Sapajus apella), a much studied species with variant evidence for social learning, and 180 two- to four-year old human children (Homo sapiens), a benchmark species known for a strong social learning disposition. Participants were presented with a novel transparent apparatus where a reward was either proximal or distal to a demonstrated means of releasing it. A distal reward location decreased attention towards the location of the demonstration and impaired subsequent success in gaining rewards. Generally, the capuchins produced the alternative method to that demonstrated whereas children copied the method demonstrated, although a distal reward location reduced copying in younger children. We conclude that some design features in common social learning tasks may significantly degrade the evidence for social learning. We have demonstrated this for two different primates but suggest that it is a significant factor to control for in social learning research across all taxa

    Low-Cost Exoskeletons for Learning Whole-Arm Manipulation in the Wild

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    While humans can use parts of their arms other than the hands for manipulations like gathering and supporting, whether robots can effectively learn and perform the same type of operations remains relatively unexplored. As these manipulations require joint-level control to regulate the complete poses of the robots, we develop AirExo, a low-cost, adaptable, and portable dual-arm exoskeleton, for teleoperation and demonstration collection. As collecting teleoperated data is expensive and time-consuming, we further leverage AirExo to collect cheap in-the-wild demonstrations at scale. Under our in-the-wild learning framework, we show that with only 3 minutes of the teleoperated demonstrations, augmented by diverse and extensive in-the-wild data collected by AirExo, robots can learn a policy that is comparable to or even better than one learned from teleoperated demonstrations lasting over 20 minutes. Experiments demonstrate that our approach enables the model to learn a more general and robust policy across the various stages of the task, enhancing the success rates in task completion even with the presence of disturbances. Project website: https://airexo.github.io/Comment: Project page: https://airexo.github.io

    Reflections on a native title anthropology field school

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    Anthropologists play a significant role in the native title system in Australia, especially in undertaking connection research to demonstrate the evidentiary basis of claims. In 2010, recognising the lack of sufficiently qualified anthropologists working in native title, the Australian Government introduced a grants program to attract and retain practitioners. This paper describes a field school in the Northern Territory that was funded through the Native Title Anthropologist Grants Program. Through dialogue and interaction with the Aboriginal community, the organisers aimed to expose and interpret ideas, practices, memories, mythologies, relationships and other aspects of society and culture in the terms required for the demonstration of native title. Both novel and successful, the field school points the way for future training initiatives in native title anthropology. Related identifier: ISBN 9781922102317 (paperback) | ISBN 9781922102300 (ebook : pdf) | Dewey Number 346.940432

    Parsing the Australian English curriculum: Grammar, multimodality and cross-cultural texts

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    The release of the Australian Curriculum English (ACE) by the Australian Curriculum, Assessment and Reporting Authority (ACARA) has revived debates about the role of grammar as English content knowledge. We consider some of the discussion circulating in the mainstream media vis-Ă -vis the intent of the ACE. We conclude that this curriculum draws upon the complementary tenets of traditional Latin-based grammar and systemic functional linguistics across the three strands of Language, Literature and Literacy in innovative ways. We argue that such an approach is necessary for working with contemporary multimodal and cross-cultural texts. To demonstrate the utility of this new approach, we draw out a set of learning outcomes from Year 6 and then map out a framework for relating the outcomes to the form and function of multimodal language. As a case in point, our analysis is of two online Coca-Cola advertising texts, one each from South Korea and Australia
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