Retrospective In-Context Learning for Temporal Credit Assignment with Large Language Models

Learning from self-sampled data and sparse environmental feedback remains a fundamental challenge in training self-evolving agents. Temporal credit assignment mitigates this issue by transforming sparse feedback into dense supervision signals. However, previous approaches typically depend on learning task-specific value functions for credit assignment, which suffer from poor sample efficiency and limited generalization. In this work, we propose to leverage pretrained knowledge from large language models (LLMs) to transform sparse rewards into dense training signals (i.e., the advantage function) through retrospective in-context learning (RICL). We further propose an online learning framework, RICOL, which iteratively refines the policy based on the credit assignment results from RICL. We empirically demonstrate that RICL can accurately estimate the advantage function with limited samples and effectively identify critical states in the environment for temporal credit assignment. Extended evaluation on four BabyAI scenarios show that RICOL achieves comparable convergent performance with traditional online RL algorithms with significantly higher sample efficiency. Our findings highlight the potential of leveraging LLMs for temporal credit assignment, paving the way for more sample-efficient and generalizable RL paradigms.

Continual Policy Distillation from Distributed Reinforcement Learning Teachers

Continual Reinforcement Learning (CRL) aims to develop lifelong learning agents to continuously acquire knowledge across diverse tasks while mitigating catastrophic forgetting. This requires efficiently managing the stability-plasticity dilemma and leveraging prior experience to rapidly generalize to novel tasks. While various enhancement strategies for both aspects have been proposed, achieving scalable performance by directly applying RL to sequential task streams remains challenging. In this paper, we propose a novel teacher-student framework that decouples CRL into two independent processes: training single-task teacher models through distributed RL and continually distilling them into a central generalist model. This design is motivated by the observation that RL excels at solving single tasks, while policy distillation -- a relatively stable supervised learning process -- is well aligned with large foundation models and multi-task learning. Moreover, a mixture-of-experts (MoE) architecture and a replay-based approach are employed to enhance the plasticity and stability of the continual policy distillation process. Extensive experiments on the Meta-World benchmark demonstrate that our framework enables efficient continual RL, recovering over 85% of teacher performance while constraining task-wise forgetting to within 10%.