Single-Reset Divide & Conquer Imitation Learning

Demonstrations are commonly used to speed up the learning process of Deep Reinforcement Learning algorithms. To cope with the difficulty of accessing multiple demonstrations, some algorithms have been developed to learn from a single demonstration. In particular, the Divide & Conquer Imitation Learning algorithms leverage a sequential bias to learn a control policy for complex robotic tasks using a single state-based demonstration. The latest version, DCIL-II demonstrates remarkable sample efficiency. This novel method operates within an extended Goal-Conditioned Reinforcement Learning framework, ensuring compatibility between intermediate and subsequent goals extracted from the demonstration. However, a fundamental limitation arises from the assumption that the system can be reset to specific states along the demonstrated trajectory, confining the application to simulated systems. In response, we introduce an extension called Single-Reset DCIL (SR-DCIL), designed to overcome this constraint by relying on a single initial state reset rather than sequential resets. To address this more challenging setting, we integrate two mechanisms inspired by the Learning from Demonstrations literature, including a Demo-Buffer and Value Cloning, to guide the agent toward compatible success states. In addition, we introduce Approximate Goal Switching to facilitate training to reach goals distant from the reset state. Our paper makes several contributions, highlighting the importance of the reset assumption in DCIL-II, presenting the mechanisms of SR-DCIL variants and evaluating their performance in challenging robotic tasks compared to DCIL-II. In summary, this work offers insights into the significance of reset assumptions in the framework of DCIL and proposes SR-DCIL, a first step toward a versatile algorithm capable of learning control policies under a weaker reset assumption.

A Definition of Open-Ended Learning Problems for Goal-Conditioned Agents

A lot of recent machine learning research papers have "Open-ended learning" in their title. But very few of them attempt to define what they mean when using the term. Even worse, when looking more closely there seems to be no consensus on what distinguishes open-ended learning from related concepts such as continual learning, lifelong learning or autotelic learning. In this paper, we contribute to fixing this situation. After illustrating the genealogy of the concept and more recent perspectives about what it truly means, we outline that open-ended learning is generally conceived as a composite notion encompassing a set of diverse properties. In contrast with these previous approaches, we propose to isolate a key elementary property of open-ended processes, which is to always produce novel elements from time to time over an infinite horizon. From there, we build the notion of open-ended learning problems and focus in particular on the subset of open-ended goal-conditioned reinforcement learning problems, as this framework facilitates the definition of learning a growing repertoire of skills. Finally, we highlight the work that remains to be performed to fill the gap between our elementary definition and the more involved notions of open-ended learning that developmental AI researchers may have in mind.

A Simple Open-Loop Baseline for Reinforcement Learning Locomotion Tasks

In search of the simplest baseline capable of competing with Deep Reinforcement Learning on locomotion tasks, we propose a biologically inspired model-free open-loop strategy. Drawing upon prior knowledge and harnessing the elegance of simple oscillators to generate periodic joint motions, it achieves respectable performance in five different locomotion environments, with a number of tunable parameters that is a tiny fraction of the thousands typically required by RL algorithms. Unlike RL methods, which are prone to performance degradation when exposed to sensor noise or failure, our open-loop oscillators exhibit remarkable robustness due to their lack of reliance on sensors. Furthermore, we showcase a successful transfer from simulation to reality using an elastic quadruped, all without the need for randomization or reward engineering.

Utility-based Adaptive Teaching Strategies using Bayesian Theory of Mind

Good teachers always tailor their explanations to the learners. Cognitive scientists model this process under the rationality principle: teachers try to maximise the learner's utility while minimising teaching costs. To this end, human teachers seem to build mental models of the learner's internal state, a capacity known as Theory of Mind (ToM). Inspired by cognitive science, we build on Bayesian ToM mechanisms to design teacher agents that, like humans, tailor their teaching strategies to the learners. Our ToM-equipped teachers construct models of learners' internal states from observations and leverage them to select demonstrations that maximise the learners' rewards while minimising teaching costs. Our experiments in simulated environments demonstrate that learners taught this way are more efficient than those taught in a learner-agnostic way. This effect gets stronger when the teacher's model of the learner better aligns with the actual learner's state, either using a more accurate prior or after accumulating observations of the learner's behaviour. This work is a first step towards social machines that teach us and each other, see https://teacher-with-tom.github.io.

Enhancing Agent Communication and Learning through Action and Language

We introduce a novel category of GC-agents capable of functioning as both teachers and learners. Leveraging action-based demonstrations and language-based instructions, these agents enhance communication efficiency. We investigate the incorporation of pedagogy and pragmatism, essential elements in human communication and goal achievement, enhancing the agents' teaching and learning capabilities. Furthermore, we explore the impact of combining communication modes (action and language) on learning outcomes, highlighting the benefits of a multi-modal approach.

Grounding Large Language Models in Interactive Environments with Online Reinforcement Learning

Recent works successfully leveraged Large Language Models' (LLM) abilities to capture abstract knowledge about world's physics to solve decision-making problems. Yet, the alignment between LLMs' knowledge and the environment can be wrong and limit functional competence due to lack of grounding. In this paper, we study an approach to achieve this alignment through functional grounding: we consider an agent using an LLM as a policy that is progressively updated as the agent interacts with the environment, leveraging online Reinforcement Learning to improve its performance to solve goals. Using an interactive textual environment designed to study higher-level forms of functional grounding, and a set of spatial and navigation tasks, we study several scientific questions: 1) Can LLMs boost sample efficiency for online learning of various RL tasks? 2) How can it boost different forms of generalization? 3) What is the impact of online learning? We study these questions by functionally grounding several variants (size, architecture) of FLAN-T5.

Leveraging Sequentiality in Reinforcement Learning from a Single Demonstration

Deep Reinforcement Learning has been successfully applied to learn robotic control. However, the corresponding algorithms struggle when applied to problems where the agent is only rewarded after achieving a complex task. In this context, using demonstrations can significantly speed up the learning process, but demonstrations can be costly to acquire. In this paper, we propose to leverage a sequential bias to learn control policies for complex robotic tasks using a single demonstration. To do so, our method learns a goal-conditioned policy to control a system between successive low-dimensional goals. This sequential goal-reaching approach raises a problem of compatibility between successive goals: we need to ensure that the state resulting from reaching a goal is compatible with the achievement of the following goals. To tackle this problem, we present a new algorithm called DCIL-II. We show that DCIL-II can solve with unprecedented sample efficiency some challenging simulated tasks such as humanoid locomotion and stand-up as well as fast running with a simulated Cassie robot. Our method leveraging sequentiality is a step towards the resolution of complex robotic tasks under minimal specification effort, a key feature for the next generation of autonomous robots.

Overcoming Referential Ambiguity in Language-Guided Goal-Conditioned Reinforcement Learning

Teaching an agent to perform new tasks using natural language can easily be hindered by ambiguities in interpretation. When a teacher provides an instruction to a learner about an object by referring to its features, the learner can misunderstand the teacher's intentions, for instance if the instruction ambiguously refer to features of the object, a phenomenon called referential ambiguity. We study how two concepts derived from cognitive sciences can help resolve those referential ambiguities: pedagogy (selecting the right instructions) and pragmatism (learning the preferences of the other agents using inductive reasoning). We apply those ideas to a teacher/learner setup with two artificial agents on a simulated robotic task (block-stacking). We show that these concepts improve sample efficiency for training the learner.

Making Reinforcement Learning Work on Swimmer

The SWIMMER environment is a standard benchmark in reinforcement learning (RL). In particular, it is often used in papers comparing or combining RL methods with direct policy search methods such as genetic algorithms or evolution strategies. A lot of these papers report poor performance on SWIMMER from RL methods and much better performance from direct policy search methods. In this technical report we show that the low performance of RL methods on SWIMMER simply comes from the inadequate tuning of an important hyper-parameter, the discount factor. Furthermore we show that, by setting this hyper-parameter to a correct value, the issue can be easily fixed. Finally, for a set of often used RL algorithms, we provide a set of successful hyper-parameters obtained with the Stable Baselines3 library and its RL Zoo.