Learning Task Constraints from Demonstration for Hybrid Force/Position Control

We present a novel method for learning hybrid force/position control from demonstration. We learn a dynamic constraint frame aligned to the direction of desired force using Cartesian Dynamic Movement Primitives. In contrast to approaches that utilize a fixed constraint frame, our approach easily accommodates tasks with rapidly changing task constraints over time. We activate only one degree of freedom for force control at any given time, ensuring motion is always possible orthogonal to the direction of desired force. Since we utilize demonstrated forces to learn the constraint frame, we are able to compensate for forces not detected by methods that learn only from the demonstrated kinematic motion, such as frictional forces between the end-effector and the contact surface. We additionally propose novel extensions to the Dynamic Movement Primitive (DMP) framework that encourage robust transition from free-space motion to in-contact motion in spite of environment uncertainty. We incorporate force feedback and a dynamically shifting goal to reduce forces applied to the environment and retain stable contact while enabling force control. Our methods exhibit low impact forces on contact and low steady-state tracking error.Comment: Under revie

Active Learning of Probabilistic Movement Primitives

A Probabilistic Movement Primitive (ProMP) defines a distribution over trajectories with an associated feedback policy. ProMPs are typically initialized from human demonstrations and achieve task generalization through probabilistic operations. However, there is currently no principled guidance in the literature to determine how many demonstrations a teacher should provide and what constitutes a "good'" demonstration for promoting generalization. In this paper, we present an active learning approach to learning a library of ProMPs capable of task generalization over a given space. We utilize uncertainty sampling techniques to generate a task instance for which a teacher should provide a demonstration. The provided demonstration is incorporated into an existing ProMP if possible, or a new ProMP is created from the demonstration if it is determined that it is too dissimilar from existing demonstrations. We provide a qualitative comparison between common active learning metrics; motivated by this comparison we present a novel uncertainty sampling approach named "Greatest Mahalanobis Distance.'' We perform grasping experiments on a real KUKA robot and show our novel active learning measure achieves better task generalization with fewer demonstrations than a random sampling over the space.Comment: Under revie