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Register a new userAutomatic Curricula via Expert Demonstrations
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Added by
Siyu Dai
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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We propose Automatic Curricula via Expert Demonstrations (ACED), a reinforcement learning (RL) approach that combines the ideas of imitation learning and curriculum learning in order to solve challenging robotic manipulation tasks with sparse reward functions. Curriculum learning solves complicated RL tasks by introducing a sequence of auxiliary tasks with increasing difficulty, yet how to automatically design effective and generalizable curricula remains a challenging research problem. ACED extracts curricula from a small amount of expert demonstration trajectories by dividing demonstrations into sections and initializing training episodes to states sampled from different sections of demonstrations. Through moving the reset states from the end to the beginning of demonstrations as the learning agent improves its performance, ACED not only learns challenging manipulation tasks with unseen initializations and goals, but also discovers novel solutions that are distinct from the demonstrations. In addition, ACED can be naturally combined with other imitation learning methods to utilize expert demonstrations in a more efficient manner, and we show that a combination of ACED with behavior cloning allows pick-and-place tasks to be learned with as few as 1 demonstration and block stacking tasks to be learned with 20 demonstrations.
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In this paper, we study Reinforcement Learning from Demonstrations (RLfD) that improves the exploration efficiency of Reinforcement Learning (RL) by providing expert demonstrations. Most of existing RLfD methods require demonstrations to be perfect and sufficient, which yet is unrealistic to meet in practice. To work on imperfect demonstrations, we first define an imperfect expert setting for RLfD in a formal way, and then point out that previous methods suffer from two issues in terms of optimality and convergence, respectively. Upon the theoretical findings we have derived, we tackle these two issues by regarding the expert guidance as a soft constraint on regulating the policy exploration of the agent, which eventually leads to a constrained optimization problem. We further demonstrate that such problem is able to be addressed efficiently by performing a local linear search on its dual form. Considerable empirical evaluations on a comprehensive collection of benchmarks indicate our method attains consistent improvement over other RLfD counterparts.
Reinforcement learning (RL) promises to enable autonomous acquisition of complex behaviors for diverse agents. However, the success of current reinforcement learning algorithms is predicated on an often under-emphasised requirement -- each trial needs to start from a fixed initial state distribution. Unfortunately, resetting the environment to its initial state after each trial requires substantial amount of human supervision and extensive instrumentation of the environment which defeats the purpose of autonomous reinforcement learning. In this work, we propose Value-accelerated Persistent Reinforcement Learning (VaPRL), which generates a curriculum of initial states such that the agent can bootstrap on the success of easier tasks to efficiently learn harder tasks. The agent also learns to reach the initial states proposed by the curriculum, minimizing the reliance on human interventions into the learning. We observe that VaPRL reduces the interventions required by three orders of magnitude compared to episodic RL while outperforming prior state-of-the art methods for reset-free RL both in terms of sample efficiency and asymptotic performance on a variety of simulated robotics problems.
Detecting faults in manufacturing applications can be difficult, especially if each fault model is to be engineered by hand. Data-driven approaches, using Machine Learning (ML) for detecting faults have recently gained increasing interest, where a ML model can be trained on a set of data from a manufacturing process. In this paper, we present a use case of using ML models for detecting faults during automated screwdriving operations, and introduce a new dataset containing fully monitored and registered data from a Universal Robot and OnRobot screwdriver during both normal and anomalous operations. We illustrate, with the use of two time-series ML models, how to detect faults in an automated screwdriving application.
Humans effortlessly program one another by communicating goals and desires in natural language. In contrast, humans program robotic behaviours by indicating desired object locations and poses to be achieved, by providing RGB images of goal configurations, or supplying a demonstration to be imitated. None of these methods generalize across environment variations, and they convey the goal in awkward technical terms. This work proposes joint learning of natural language grounding and instructable behavioural policies reinforced by perceptual detectors of natural language expressions, grounded to the sensory inputs of the robotic agent. Our supervision is narrated visual demonstrations(NVD), which are visual demonstrations paired with verbal narration (as opposed to being silent). We introduce a dataset of NVD where teachers perform activities while describing them in detail. We map the teachers descriptions to perceptual reward detectors, and use them to train corresponding behavioural policies in simulation.We empirically show that our instructable agents (i) learn visual reward detectors using a small number of examples by exploiting hard negative mined configurations from demonstration dynamics, (ii) develop pick-and place policies using learned visual reward detectors, (iii) benefit from object-factorized state representations that mimic the syntactic structure of natural language goal expressions, and (iv) can execute behaviours that involve novel objects in novel locations at test time, instructed by natural language.
Reinforcement learning algorithms use correlations between policies and rewards to improve agent performance. But in dynamic or sparsely rewarding environments these correlations are often too small, or rewarding events are too infrequent to make learning feasible. Human education instead relies on curricula--the breakdown of tasks into simpler, static challenges with dense rewards--to build up to complex behaviors. While curricula are also useful for artificial agents, hand-crafting them is time consuming. This has lead researchers to explore automatic curriculum generation. Here we explore automatic curriculum generation in rich, dynamic environments. Using a setter-solver paradigm we show the importance of considering goal validity, goal feasibility, and goal coverage to construct useful curricula. We demonstrate the success of our approach in rich but sparsely rewarding 2D and 3D environments, where an agent is tasked to achieve a single goal selected from a set of possible goals that varies between episodes, and identify challenges for future work. Finally, we demonstrate the value of a novel technique that guides agents towards a desired goal distribution. Altogether, these results represent a substantial step towards applying automatic task curricula to learn complex, otherwise unlearnable goals, and to our knowledge are the first to demonstrate automated curriculum generation for goal-conditioned agents in environments where the possible goals vary between episodes.
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