Although reinforcement learning (RL) can provide reliable solutions in many settings, practitioners are often wary of the discrepancies between the RL solution and their status quo procedures. Therefore, they may be reluctant to adapt to the novel way of executing tasks proposed by RL. On the other hand, many real-world problems require relatively small adjustments from the status quo policies to achieve improved performance. Therefore, we propose a student-teacher RL mechanism in which the RL (the "student") learns to maximize its reward, subject to a constraint that bounds the difference between the RL policy and the "teacher" policy. The teacher can be another RL policy (e.g., trained under a slightly different setting), the status quo policy, or any other exogenous policy. We formulate this problem using a stochastic optimization model and solve it using a primal-dual policy gradient algorithm. We prove that the policy is asymptotically optimal. However, a naive implementation suffers from high variance and convergence to a stochastic optimal policy. With a few practical adjustments to address these issues, our numerical experiments confirm the effectiveness of our proposed method in multiple GridWorld scenarios.
-5pt Learning from a teacher is a well-studied problem in the literature on supervised learning @cite_16 and imitation learning @cite_29 @cite_28 . However, we are not aware of any work using a teacher to control specific behaviors of a student. The typical use case of a student--teacher framework in RL is in policy compression,'' where the objective is to train a student from a collection of well-trained RL policies. Policy distillation @cite_35 and actor--mimic @cite_6 are two methods that distill the trained RL agents, in a supervised learning fashion, into a unified policy of the student. In contrast, we follow a completely distinct objective, where a student is continually interacting with an environment and it only uses the teacher's signals as a guideline for shaping her policy.
@cite_35 @cite_28 @cite_29 @cite_6 @cite_16
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While most supervised machine learning models assume that training examples are sampled at random or adversarially, this article is concerned with models of learning from a cooperative teacher that selects "helpful" training examples. The number of training examples a learner needs for identifying a concept in a given class C of possible target concepts (sample complexity of C) is lower in models assuming such teachers, that is, "helpful" examples can speed up the learning process. The problem of how a teacher and a learner can cooperate in order to reduce the sample complexity, yet without using "coding tricks", has been widely addressed. Nevertheless, the resulting teaching and learning protocols do not seem to make the teacher select intuitively "helpful" examples. The two models introduced in this paper are built on what we call subset teaching sets and recursive teaching sets. They extend previous models of teaching by letting both the teacher and the learner exploit knowing that the partner is cooperative. For this purpose, we introduce a new notion of "coding trick" "collusion". We show how both resulting sample complexity measures (the subset teaching dimension and the recursive teaching dimension) can be arbitrarily lower than the classic teaching dimension and known variants thereof, without using coding tricks. For instance, monomials can be taught with only two examples independent of the number of variables. The subset teaching dimension turns out to be nonmonotonic with respect to subclasses of concept classes. We discuss why this nonmonotonicity might be inherent in many interesting cooperative teaching and learning scenarios. Imitation learning (IL) consists of a set of tools that leverage expert demonstrations to quickly learn policies. However, if the expert is suboptimal, IL can yield policies with inferior performance compared to reinforcement learning (RL). In this paper, we aim to provide an algorithm that combines the best aspects of RL and IL. We accomplish this by formulating several popular RL and IL algorithms in a common mirror descent framework, showing that these algorithms can be viewed as a variation on a single approach. We then propose LOKI, a strategy for policy learning that first performs a small but random number of IL iterations before switching to a policy gradient RL method. We show that if the switching time is properly randomized, LOKI can learn to outperform a suboptimal expert and converge faster than running policy gradient from scratch. Finally, we evaluate the performance of LOKI experimentally in several simulated environments. Imitation learning of sequential, goal-directed behavior by standard supervised techniques is often difficult. We frame learning such behaviors as a maximum margin structured prediction problem over a space of policies. In this approach, we learn mappings from features to cost so an optimal policy in an MDP with these cost mimics the expert's behavior. Further, we demonstrate a simple, provably efficient approach to structured maximum margin learning, based on the subgradient method, that leverages existing fast algorithms for inference. Although the technique is general, it is particularly relevant in problems where A* and dynamic programming approaches make learning policies tractable in problems beyond the limitations of a QP formulation. We demonstrate our approach applied to route planning for outdoor mobile robots, where the behavior a designer wishes a planner to execute is often clear, while specifying cost functions that engender this behavior is a much more difficult task. This article introduces a teacher–student framework for reinforcement learning, synthesising and extending material that appeared in conference proceedings [Torrey, L., & Taylor, M. E. (2013)]. Teaching on a budget: Agents advising agents in reinforcement learning. Proceedings of the international conference on autonomous agents and multiagent systems ] and in a non-archival workshop paper [Carboni, N., &Taylor, M. E. (2013, May)]. Preliminary results for 1 vs. 1 tactics in StarCraft. Proceedings of the adaptive and learning agents workshop (at AAMAS-13) ]. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two complex video games: StarCraft and Pac-Man. Our results show that the same amount of advice, given at different moments, can have differe... In this paper, we propose to use deep policy networks which are trained with an advantage actor-critic method for statistically optimised dialogue systems. First, we show that, on summary state and action spaces, deep Reinforcement Learning (RL) outperforms Gaussian Processes methods. Summary state and action spaces lead to good performance but require pre-engineering effort, RL knowledge, and domain expertise. In order to remove the need to define such summary spaces, we show that deep RL can also be trained efficiently on the original state and action spaces. Dialogue systems based on partially observable Markov decision processes are known to require many dialogues to train, which makes them unappealing for practical deployment. We show that a deep RL method based on an actor-critic architecture can exploit a small amount of data very efficiently. Indeed, with only a few hundred dialogues collected with a handcrafted policy, the actor-critic deep learner is considerably bootstrapped from a combination of supervised and batch RL. In addition, convergence to an optimal policy is significantly sped up compared to other deep RL methods initialized on the data with batch RL. All experiments are performed on a restaurant domain derived from the Dialogue State Tracking Challenge 2 (DSTC2) dataset. Deep reinforcement learning (RL) methods have significant potential for dialogue policy optimisation. However, they suffer from a poor performance in the early stages of learning. This is especially problematic for on-line learning with real users. Two approaches are introduced to tackle this problem. Firstly, to speed up the learning process, two sample-efficient neural networks algorithms: trust region actor-critic with experience replay (TRACER) and episodic natural actor-critic with experience replay (eNACER) are presented. For TRACER, the trust region helps to control the learning step size and avoid catastrophic model changes. For eNACER, the natural gradient identifies the steepest ascent direction in policy space to speed up the convergence. Both models employ off-policy learning with experience replay to improve sample-efficiency. Secondly, to mitigate the cold start issue, a corpus of demonstration data is utilised to pre-train the models prior to on-line reinforcement learning. Combining these two approaches, we demonstrate a practical approach to learn deep RL-based dialogue policies and demonstrate their effectiveness in a task-oriented information seeking domain. Learning by demonstration can be a powerful and natural tool for developing robot control policies. That is, instead of tedious hand-coding, a robot may learn a control policy by interacting with a teacher. In this work we present an algorithm for learning by demonstration in which the teacher operates in two phases. The teacher first demonstrates the task to the learner. The teacher next critiques learner performance of the task. This critique is used by the learner to update its control policy. In our implementation we utilize a 1-Nearest Neighbor technique which incorporates both training dataset and teacher critique. Since the teacher critiques performance only, they do not need to guess at an effective critique for the underlying algorithm. We argue that this method is particularly well-suited to human teachers, who are generally better at assigning credit to performances than to algorithms. We have applied this algorithm to the simulated task of a robot intercepting a ball. Our results demonstrate improved performance with teacher critiquing, where performance is measured by both execution success and efficiency. Knowledge distillation (KD) consists of transferring knowledge from one machine learning model (the teacher ) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student's compactness. we desire a compact model with performance close to the teacher's. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5 ) and CIFAR-100 (15.5 ) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating a role of the teacher outputs on both predicted and non-predicted classes. We present experiments with students of various capacities, focusing on the under-explored case where students overpower teachers. Our experiments show significant advantages from transferring knowledge between DenseNets and ResNets in either direction. Many reinforcement learning (RL) tasks, especially in robotics, consist of multiple sub-tasks that are strongly structured. Such task structures can be exploited by incorporating hierarchical policies that consist of gating networks and sub-policies. However, this concept has only been partially explored for real world settings and complete methods, derived from first principles, are needed. Real world settings are challenging due to large and continuous state-action spaces that are prohibitive for exhaustive sampling methods. We define the problem of learning sub-policies in continuous state action spaces as finding a hierarchical policy that is composed of a high-level gating policy to select the low-level sub-policies for execution by the agent. In order to efficiently share experience with all sub-policies, also called inter-policy learning, we treat these sub-policies as latent variables which allows for distribution of the update information between the sub-policies. We present three different variants of our algorithm, designed to be suitable for a wide variety of real world robot learning tasks and evaluate our algorithms in two real robot learning scenarios as well as several simulations and comparisons. With the goal to generate more scalable algorithms with higher efficiency and fewer open parameters, reinforcement learning (RL) has recently moved towards combining classical techniques from optimal control and dynamic programming with modern learning techniques from statistical estimation theory. In this vein, this paper suggests to use the framework of stochastic optimal control with path integrals to derive a novel approach to RL with parameterized policies. While solidly grounded in value function estimation and optimal control based on the stochastic Hamilton-Jacobi-Bellman (HJB) equations, policy improvements can be transformed into an approximation problem of a path integral which has no open algorithmic parameters other than the exploration noise. The resulting algorithm can be conceived of as model-based, semi-model-based, or even model free, depending on how the learning problem is structured. The update equations have no danger of numerical instabilities as neither matrix inversions nor gradient learning rates are required. Our new algorithm demonstrates interesting similarities with previous RL research in the framework of probability matching and provides intuition why the slightly heuristically motivated probability matching approach can actually perform well. Empirical evaluations demonstrate significant performance improvements over gradient-based policy learning and scalability to high-dimensional control problems. Finally, a learning experiment on a simulated 12 degree-of-freedom robot dog illustrates the functionality of our algorithm in a complex robot learning scenario. We believe that Policy Improvement with Path Integrals (PI2) offers currently one of the most efficient, numerically robust, and easy to implement algorithms for RL based on trajectory roll-outs. We use single-agent and multi-agent Reinforcement Learning (RL) for learning dialogue policies in a resource allocation negotiation scenario. Two agents learn concurrently by interacting with each other without any need for simulated users (SUs) to train against or corpora to learn from. In particular, we compare the Qlearning, Policy Hill-Climbing (PHC) and Win or Learn Fast Policy Hill-Climbing (PHC-WoLF) algorithms, varying the scenario complexity (state space size), the number of training episodes, the learning rate, and the exploration rate. Our results show that generally Q-learning fails to converge whereas PHC and PHC-WoLF always converge and perform similarly. We also show that very high gradually decreasing exploration rates are required for convergence. We conclude that multiagent RL of dialogue policies is a promising alternative to using single-agent RL and SUs or learning directly from corpora. We use reinforcement learning (RL) to learn dexterous in-hand manipulation policies which can perform vision-based object reorientation on a physical Shadow Dexterous Hand. The training is performed in a simulated environment in which we randomize many of the physical properties of the system like friction coefficients and an object's appearance. Our policies transfer to the physical robot despite being trained entirely in simulation. Our method does not rely on any human demonstrations, but many behaviors found in human manipulation emerge naturally, including finger gaiting, multi-finger coordination, and the controlled use of gravity. Our results were obtained using the same distributed RL system that was used to train OpenAI Five. We also include a video of our results: this https URL Deep generative models have recently shown great promise in imitation learning for motor control. Given enough data, even supervised approaches can do one-shot imitation learning; however, they are vulnerable to cascading failures when the agent trajectory diverges from the demonstrations. Compared to purely supervised methods, Generative Adversarial Imitation Learning (GAIL) can learn more robust controllers from fewer demonstrations, but is inherently mode-seeking and more difficult to train. In this paper, we show how to combine the favourable aspects of these two approaches. The base of our model is a new type of variational autoencoder on demonstration trajectories that learns semantic policy embeddings. We show that these embeddings can be learned on a 9 DoF Jaco robot arm in reaching tasks, and then smoothly interpolated with a resulting smooth interpolation of reaching behavior. Leveraging these policy representations, we develop a new version of GAIL that (1) is much more robust than the purely-supervised controller, especially with few demonstrations, and (2) avoids mode collapse, capturing many diverse behaviors when GAIL on its own does not. We demonstrate our approach on learning diverse gaits from demonstration on a 2D biped and a 62 DoF 3D humanoid in the MuJoCo physics environment. The recently proposed semi-supervised learning methods exploit consistency loss between different predictions under random perturbations. Typically, a student model is trained to predict consistently with the targets generated by a noisy teacher. However, they ignore the fact that not all training data provide meaningful and reliable information in terms of consistency. For misclassified data, blindly minimizing the consistency loss around them can hinder learning. In this paper, we propose a novel certainty-driven consistency loss (CCL) to dynamically select data samples that have relatively low uncertainty. Specifically, we measure the variance or entropy of multiple predictions under random augmentations and dropout as an estimation of uncertainty. Then, we introduce two approaches, i.e. Filtering CCL and Temperature CCL to guide the student learn more meaningful and certain reliable targets, and hence improve the quality of the gradients backpropagated to the student. Experiments demonstrate the advantages of the proposed method over the state-of-the-art semi-supervised deep learning methods on three benchmark datasets: SVHN, CIFAR10, and CIFAR100. Our method also shows robustness to noisy labels. Deep learning techniques have shown success in learning from raw high-dimensional data in various applications. While deep reinforcement learning is recently gaining popularity as a method to train intelligent agents, utilizing deep learning in imitation learning has been scarcely explored. Imitation learning can be an efficient method to teach intelligent agents by providing a set of demonstrations to learn from. However, generalizing to situations that are not represented in the demonstrations can be challenging, especially in 3D environments. In this paper, we propose a deep imitation learning method to learn navigation tasks from demonstrations in a 3D environment. The supervised policy is refined using active learning in order to generalize to unseen situations. This approach is compared to two popular deep reinforcement learning techniques: deep-Q-networks and Asynchronous actor-critic (A3C). The proposed method as well as the reinforcement learning methods employ deep convolutional neural networks and learn directly from raw visual input. Methods for combining learning from demonstrations and experience are also investigated. This combination aims to join the generalization ability of learning by experience with the efficiency of learning by imitation. The proposed methods are evaluated on 4 navigation tasks in a 3D simulated environment. Navigation tasks are a typical problem that is relevant to many real applications. They pose the challenge of requiring demonstrations of long trajectories to reach the target and only providing delayed rewards (usually terminal) to the agent. The experiments show that the proposed method can successfully learn navigation tasks from raw visual input while learning from experience methods fail to learn an effective policy. Moreover, it is shown that active learning can significantly improve the performance of the initially learned policy using a small number of active samples. We investigate an interactive teaching scenario, where a human teaches a robot symbols which abstract the geometric properties of objects. There are multiple motivations for this scenario: First, state-of-the-art methods for relational reinforcement learning demonstrate that we can learn and employ strongly generalizing abstract models with great success for goal-directed object manipulation. However, these methods rely on given grounded action and state symbols and raise the classical question: Where do the symbols come from? Second, existing research on learning from human-robot interaction has focused mostly on the motion level (e.g., imitation learning). However, if the goal of teaching is to enable the robot to autonomously solve sequential manipulation tasks in a goal-directed manner, the human should have the possibility to teach the relevant abstractions to describe the task and let the robot eventually leverage powerful relational RL methods. In this paper we formalize human-robot teaching of grounded symbols as an active learning problem, where the robot actively generates pick-and-place geometric situations that maximize its information gain about the symbol to be learned. We demonstrate that the learned symbols can be used by a robot in a relational RL framework to learn probabilistic relational rules and use them to solve object manipulation tasks in a goal-directed manner. We consider the problem of imitation learning where the examples, demonstrated by an expert, cover only a small part of a large state space. Inverse Reinforcement Learning (IRL) provides an ecient tool for generalizing the demonstration, based on the assumption that the expert is optimally acting in a Markov Decision Process (MDP). Most of the past work on IRL requires that a (near)optimal policy can be computed for dierent reward functions. However, this requirement can hardly be satised in systems with a large, or continuous, state space. In this paper, we propose a model-free IRL algorithm, where the relative entropy between the empirical distribution of the state-action trajectories under a baseline policy and their distribution under the learned policy is minimized by stochastic gradient descent. We compare this new approach to well-known IRL algorithms using learned MDP models. Empirical results on simulated car racing, gridworld and ball-in-a-cup problems show that our approach is able to learn good policies from a small number of demonstrations. Using Reinforcement Learning (RL) in simulation to construct policies useful in real life is challenging. This is often attributed to the sequential decision making aspect: inaccuracies in simulation accumulate over multiple steps, hence the simulated trajectories diverge from what would happen in reality. In our work we show the need to consider another important aspect: the mismatch in simulating control. We bring attention to the need for modeling control as well as dynamics, since oversimplifying assumptions about applying actions of RL policies could make the policies fail on real-world systems. We design a simulator for solving a pivoting task (of interest in Robotics) and demonstrate that even a simple simulator designed with RL in mind outperforms high-fidelity simulators when it comes to learning a policy that is to be deployed on a real robotic system. We show that a phenomenon that is hard to model - friction - could be exploited successfully, even when RL is performed using a simulator with a simple dynamics and noise model. Hence, we demonstrate that as long as the main sources of uncertainty are identified, it could be possible to learn policies applicable to real systems even using a simple simulator. RL-compatible simulators could open the possibilities for applying a wide range of RL algorithms in various fields. This is important, since currently data sparsity in fields like healthcare and education frequently forces researchers and engineers to only consider sample-efficient RL approaches. Successful simulator-aided RL could increase flexibility of experimenting with RL algorithms and help applying RL policies to real-world settings in fields where data is scarce. We believe that lessons learned in Robotics could help other fields design RL-compatible simulators, so we summarize our experience and conclude with suggestions. Rather than learning new control policies for each new task, it is possible, when tasks share some structure, to compose a "meta-policy" from previously learned policies. This paper reports results from experiments using Deep Reinforcement Learning on a continuous-state, discrete-action autonomous driving simulator. We explore how Deep Neural Networks can represent meta-policies that switch among a set of previously learned policies, specifically in settings where the dynamics of a new scenario are composed of a mixture of previously learned dynamics and where the state observation is possibly corrupted by sensing noise. We also report the results of experiments varying dynamics mixes, distractor policies, magnitudes distributions of sensing noise, and obstacles. In a fully observed experiment, the meta-policy learning algorithm achieves 2.6x the reward achieved by the next best policy composition technique with 80 less exploration. In a partially observed experiment, the meta-policy learning algorithm converges after 50 iterations while a direct application of RL fails to converge even after 200 iterations. We study the empirical strategies that humans follow as they teach a target concept with a simple 1D threshold to a robot.1 Previous studies of computational teaching, particularly the teaching dimension model and the curriculum learning principle, offer contradictory predictions on what optimal strategy the teacher should follow in this teaching task. We show through behavioral studies that humans employ three distinct teaching strategies, one of which is consistent with the curriculum learning principle, and propose a novel theoretical framework as a potential explanation for this strategy. This framework, which assumes a teaching goal of minimizing the learner's expected generalization error at each iteration, extends the standard teaching dimension model and offers a theoretical justification for curriculum learning.