Transferring knowledge as heuristics in reinforcement learning: A case-based approach

The goal of this paper is to propose and analyse a transfer learning meta-algorithm that allows the implementation of distinct methods using heuristics to accelerate a Reinforcement Learning procedure in one domain (the target) that are obtained from another (simpler) domain (the source domain). This meta-algorithm works in three stages: first, it uses a Reinforcement Learning step to learn a task on the source domain, storing the knowledge thus obtained in a case base; second, it does an unsupervised mapping of the source-domain actions to the target-domain actions; and, third, the case base obtained in the first stage is used as heuristics to speed up the learning process in the target domain. A set of empirical evaluations were conducted in two target domains: the 3D mountain car (using a learned case base from a 2D simulation) and stability learning for a humanoid robot in the Robocup 3D Soccer Simulator (that uses knowledge learned from the Acrobot domain). The results attest that our transfer learning algorithm outperforms recent heuristically-accelerated reinforcement learning and transfer learning algorithms. © 2015 Elsevier B.V.Luiz Celiberto Jr. and Reinaldo Bianchi acknowledge the support of FAPESP (grants 2012/14010-5 and 2011/19280-8). Paulo E. Santos acknowledges support from FAPESP (grant 2012/04089-3) and CNPq (grant PQ2 -303331/2011-9).Peer Reviewe

Learning Representations in Model-Free Hierarchical Reinforcement Learning

Common approaches to Reinforcement Learning (RL) are seriously challenged by large-scale applications involving huge state spaces and sparse delayed reward feedback. Hierarchical Reinforcement Learning (HRL) methods attempt to address this scalability issue by learning action selection policies at multiple levels of temporal abstraction. Abstraction can be had by identifying a relatively small set of states that are likely to be useful as subgoals, in concert with the learning of corresponding skill policies to achieve those subgoals. Many approaches to subgoal discovery in HRL depend on the analysis of a model of the environment, but the need to learn such a model introduces its own problems of scale. Once subgoals are identified, skills may be learned through intrinsic motivation, introducing an internal reward signal marking subgoal attainment. In this paper, we present a novel model-free method for subgoal discovery using incremental unsupervised learning over a small memory of the most recent experiences (trajectories) of the agent. When combined with an intrinsic motivation learning mechanism, this method learns both subgoals and skills, based on experiences in the environment. Thus, we offer an original approach to HRL that does not require the acquisition of a model of the environment, suitable for large-scale applications. We demonstrate the efficiency of our method on two RL problems with sparse delayed feedback: a variant of the rooms environment and the first screen of the ATARI 2600 Montezuma's Revenge game

Exploring Machine Learning Models for Federated Learning: A Review of Approaches, Performance, and Limitations

In the growing world of artificial intelligence, federated learning is a distributed learning framework enhanced to preserve the privacy of individuals' data. Federated learning lays the groundwork for collaborative research in areas where the data is sensitive. Federated learning has several implications for real-world problems. In times of crisis, when real-time decision-making is critical, federated learning allows multiple entities to work collectively without sharing sensitive data. This distributed approach enables us to leverage information from multiple sources and gain more diverse insights. This paper is a systematic review of the literature on privacy-preserving machine learning in the last few years based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Specifically, we have presented an extensive review of supervised/unsupervised machine learning algorithms, ensemble methods, meta-heuristic approaches, blockchain technology, and reinforcement learning used in the framework of federated learning, in addition to an overview of federated learning applications. This paper reviews the literature on the components of federated learning and its applications in the last few years. The main purpose of this work is to provide researchers and practitioners with a comprehensive overview of federated learning from the machine learning point of view. A discussion of some open problems and future research directions in federated learning is also provided

Intrinsically Motivated Goal Exploration Processes with Automatic Curriculum Learning

Intrinsically motivated spontaneous exploration is a key enabler of autonomous lifelong learning in human children. It enables the discovery and acquisition of large repertoires of skills through self-generation, self-selection, self-ordering and self-experimentation of learning goals. We present an algorithmic approach called Intrinsically Motivated Goal Exploration Processes (IMGEP) to enable similar properties of autonomous or self-supervised learning in machines. The IMGEP algorithmic architecture relies on several principles: 1) self-generation of goals, generalized as fitness functions; 2) selection of goals based on intrinsic rewards; 3) exploration with incremental goal-parameterized policy search and exploitation of the gathered data with a batch learning algorithm; 4) systematic reuse of information acquired when targeting a goal for improving towards other goals. We present a particularly efficient form of IMGEP, called Modular Population-Based IMGEP, that uses a population-based policy and an object-centered modularity in goals and mutations. We provide several implementations of this architecture and demonstrate their ability to automatically generate a learning curriculum within several experimental setups including a real humanoid robot that can explore multiple spaces of goals with several hundred continuous dimensions. While no particular target goal is provided to the system, this curriculum allows the discovery of skills that act as stepping stone for learning more complex skills, e.g. nested tool use. We show that learning diverse spaces of goals with intrinsic motivations is more efficient for learning complex skills than only trying to directly learn these complex skills