CLIC: Curriculum Learning and Imitation for object Control in non-rewarding environments

In this paper we study a new reinforcement learning setting where the environment is non-rewarding, contains several possibly related objects of various controllability, and where an apt agent Bob acts independently, with non-observable intentions. We argue that this setting defines a realistic scenario and we present a generic discrete-state discrete-action model of such environments. To learn in this environment, we propose an unsupervised reinforcement learning agent called CLIC for Curriculum Learning and Imitation for Control. CLIC learns to control individual objects in its environment, and imitates Bob's interactions with these objects. It selects objects to focus on when training and imitating by maximizing its learning progress. We show that CLIC is an effective baseline in our new setting. It can effectively observe Bob to gain control of objects faster, even if Bob is not explicitly teaching. It can also follow Bob when he acts as a mentor and provides ordered demonstrations. Finally, when Bob controls objects that the agent cannot, or in presence of a hierarchy between objects in the environment, we show that CLIC ignores non-reproducible and already mastered interactions with objects, resulting in a greater benefit from imitation

CURIOUS: Intrinsically Motivated Modular Multi-Goal Reinforcement Learning

In open-ended environments, autonomous learning agents must set their own goals and build their own curriculum through an intrinsically motivated exploration. They may consider a large diversity of goals, aiming to discover what is controllable in their environments, and what is not. Because some goals might prove easy and some impossible, agents must actively select which goal to practice at any moment, to maximize their overall mastery on the set of learnable goals. This paper proposes CURIOUS, an algorithm that leverages 1) a modular Universal Value Function Approximator with hindsight learning to achieve a diversity of goals of different kinds within a unique policy and 2) an automated curriculum learning mechanism that biases the attention of the agent towards goals maximizing the absolute learning progress. Agents focus sequentially on goals of increasing complexity, and focus back on goals that are being forgotten. Experiments conducted in a new modular-goal robotic environment show the resulting developmental self-organization of a learning curriculum, and demonstrate properties of robustness to distracting goals, forgetting and changes in body properties.Comment: Accepted at ICML 201

Goal-Conditioned Reinforcement Learning with Imagined Subgoals

Goal-conditioned reinforcement learning endows an agent with a large variety of skills, but it often struggles to solve tasks that require more temporally extended reasoning. In this work, we propose to incorporate imagined subgoals into policy learning to facilitate learning of complex tasks. Imagined subgoals are predicted by a separate high-level policy, which is trained simultaneously with the policy and its critic. This high-level policy predicts intermediate states halfway to the goal using the value function as a reachability metric. We don't require the policy to reach these subgoals explicitly. Instead, we use them to define a prior policy, and incorporate this prior into a KL-constrained policy iteration scheme to speed up and regularize learning. Imagined subgoals are used during policy learning, but not during test time, where we only apply the learned policy. We evaluate our approach on complex robotic navigation and manipulation tasks and show that it outperforms existing methods by a large margin.Comment: ICML 2021. See the project webpage at https://www.di.ens.fr/willow/research/ris