4,494 research outputs found

    Learning concurrent motor skills in versatile solution spaces

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    Future robots need to autonomously acquire motor skills in order to reduce their reliance on human programming. Many motor skill learning methods concentrate on learning a single solution for a given task. However, discarding information about additional solutions during learning unnecessarily limits autonomy. Such favoring of single solutions often requires re-learning of motor skills when the task, the environment or the robot’s body changes in a way that renders the learned solution infeasible. Future robots need to be able to adapt to such changes and, ideally, have a large repertoire of movements to cope with such problems. In contrast to current methods, our approach simultaneously learns multiple distinct solutions for the same task, such that a partial degeneration of this solution space does not prevent the successful completion of the task. In this paper, we present a complete framework that is capable of learning different solution strategies for a real robot Tetherball task

    Learning sequential motor tasks

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    Many real robot applications require the sequential use of multiple distinct motor primitives. This requirement implies the need to learn the individual primitives as well as a strategy to select the primitives sequentially. Such hierarchical learning problems are commonly either treated as one complex monolithic problem which is hard to learn, or as separate tasks learned in isolation. However, there exists a strong link between the robots strategy and its motor primitives. Consequently, a consistent framework is needed that can learn jointly on the level of the individual primitives and the robots strategy. We present a hierarchical learning method which improves individual motor primitives and, simultaneously, learns how to combine these motor primitives sequentially to solve complex motor tasks. We evaluate our method on the game of robot hockey, which is both difficult to learn in terms of the required motor primitives as well as its strategic elements

    Reading and company: embodiment and social space in silent reading practices

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    Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice

    Learning modular policies for robotics

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    A promising idea for scaling robot learning to more complex tasks is to use elemental behaviors as building blocks to compose more complex behavior. Ideally, such building blocks are used in combination with a learning algorithm that is able to learn to select, adapt, sequence and co-activate the building blocks. While there has been a lot of work on approaches that support one of these requirements, no learning algorithm exists that unifies all these properties in one framework. In this paper we present our work on a unified approach for learning such a modular control architecture. We introduce new policy search algorithms that are based on information-theoretic principles and are able to learn to select, adapt and sequence the building blocks. Furthermore, we developed a new representation for the individual building block that supports co-activation and principled ways for adapting the movement. Finally, we summarize our experiments for learning modular control architectures in simulation and with real robots

    Hierarchical relative entropy policy search

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    Many reinforcement learning (RL) tasks, especially in robotics, consist of multiple sub-tasks that are strongly structured. Such task structures can be exploited by incorporating hierarchical policies that consist of gating networks and sub-policies. However, this concept has only been partially explored for real world settings and complete methods, derived from first principles, are needed. Real world settings are challenging due to large and continuous state-action spaces that are prohibitive for exhaustive sampling methods. We define the problem of learning sub-policies in continuous state action spaces as finding a hierarchical policy that is composed of a high-level gating policy to select the low-level sub-policies for execution by the agent. In order to efficiently share experience with all sub-policies, also called inter-policy learning, we treat these sub-policies as latent variables which allows for distribution of the update information between the sub-policies. We present three different variants of our algorithm, designed to be suitable for a wide variety of real world robot learning tasks and evaluate our algorithms in two real robot learning scenarios as well as several simulations and comparisons

    Learning modular policies for robotics

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    Sensor-based augmented visual feedback for coordination training in healthy adults: a scoping review.

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    INTRODUCTION Recent advances in sensor technology demonstrate the potential to enhance training regimes with sensor-based augmented visual feedback training systems for complex movement tasks in sports. Sensorimotor learning requires feedback that guides the learning process towards an optimal solution for the task to be learned, while considering relevant aspects of the individual control system-a process that can be summarized as learning or improving coordination. Sensorimotor learning can be fostered significantly by coaches or therapists providing additional external feedback, which can be incorporated very effectively into the sensorimotor learning process when chosen carefully and administered well. Sensor technology can complement existing measures and therefore improve the feedback provided by the coach or therapist. Ultimately, this sensor technology constitutes a means for autonomous training by giving augmented feedback based on physiological, kinetic, or kinematic data, both in real-time and after training. This requires that the key aspects of feedback administration that prevent excessive guidance can also be successfully automated and incorporated into such electronic devices. METHODS After setting the stage from a computational perspective on motor control and learning, we provided a scoping review of the findings on sensor-based augmented visual feedback in complex sensorimotor tasks occurring in sports-related settings. To increase homogeneity and comparability of the results, we excluded studies focusing on modalities other than visual feedback and employed strict inclusion criteria regarding movement task complexity and health status of participants. RESULTS We reviewed 26 studies that investigated visual feedback in training regimes involving healthy adults aged 18-65. We extracted relevant data regarding the chosen feedback and intervention designs, measured outcomes, and summarized recommendations from the literature. DISCUSSION Based on these findings and the theoretical background on motor learning, we compiled a set of considerations and recommendations for the development and evaluation of future sensor-based augmented feedback systems in the interim. However, high heterogeneity and high risk of bias prevent a meaningful statistical synthesis for an evidence-based feedback design guidance. Stronger study design and reporting guidelines are necessary for future research in the context of complex skill acquisition

    Learning a Single Policy for Diverse Behaviors on a Quadrupedal Robot using Scalable Motion Imitation

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    Learning various motor skills for quadrupedal robots is a challenging problem that requires careful design of task-specific mathematical models or reward descriptions. In this work, we propose to learn a single capable policy using deep reinforcement learning by imitating a large number of reference motions, including walking, turning, pacing, jumping, sitting, and lying. On top of the existing motion imitation framework, we first carefully design the observation space, the action space, and the reward function to improve the scalability of the learning as well as the robustness of the final policy. In addition, we adopt a novel adaptive motion sampling (AMS) method, which maintains a balance between successful and unsuccessful behaviors. This technique allows the learning algorithm to focus on challenging motor skills and avoid catastrophic forgetting. We demonstrate that the learned policy can exhibit diverse behaviors in simulation by successfully tracking both the training dataset and out-of-distribution trajectories. We also validate the importance of the proposed learning formulation and the adaptive motion sampling scheme by conducting experiments
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