Policy advice is a transfer learning method where a student agent is able to learn faster via advice from a teacher. However, both this and other reinforcement learning transfer methods have little theoretical analysis. This paper formally defines a setting where multiple teacher agents can provide advice to a student and introduces an algorithm to leverage both autonomous exploration and teacher's advice. Our regret bounds justify the intuition that good teachers help while bad teachers hurt. Using our formalization, we are also able to quantify, for the first time, when negative transfer can occur within such a reinforcement learning setting.
Few theoretical results on transfer and policy advice have been achieved. Closest to this work is that in torrey2013teaching , where the authors only provide empirical validations to their approach without drawing on any theoretical analysis. Given the theoretical derivations in this paper, we in fact note that the method @cite_17 is a special case of ours considering only one-teacher advice models.
@cite_17
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In this work we aim at extending the theoretical foundations of lifelong learning. Previous work analyzing this scenario is based on the assumption that learning tasks are sampled i.i.d. from a task environment or limited to strongly constrained data distributions. Instead, we study two scenarios when lifelong learning is possible, even though the observed tasks do not form an i.i.d. sample: first, when they are sampled from the same environment, but possibly with dependencies, and second, when the task environment is allowed to change over time in a consistent way. In the first case we prove a PAC-Bayesian theorem that can be seen as a direct generalization of the analogous previous result for the i.i.d. case. For the second scenario we propose to learn an inductive bias in form of a transfer procedure. We present a generalization bound and show on a toy example how it can be used to identify a beneficial transfer algorithm. We present a method for transferring knowledge learned in one task to a related task. Our problem solvers employ reinforcement learning to acquire a model for one task. We then transform that learned model into advice for a new task. A human teacher provides a mapping from the old task to the new task to guide this knowledge transfer. Advice is incorporated into our problem solver using a knowledge-based support vector regression method that we previously developed. This advice-taking approach allows the problem solver to refine or even discard the transferred knowledge based on its subsequent experiences. We empirically demonstrate the effectiveness of our approach with two games from the RoboCup soccer simulator: KeepAway and BreakAway. Our results demonstrate that a problem solver learning to play BreakAway using advice extracted from KeepAway outperforms a problem solver learning without the benefit of such advice. Model-free policy learning has enabled robust performance of complex tasks with relatively simple algorithms. However, this simplicity comes at the cost of requiring an Oracle and arguably very poor sample complexity. This renders such methods unsuitable for physical systems. Variants of model-based methods address this problem through the use of simulators, however, this gives rise to the problem of policy transfer from simulated to the physical system. Model mismatch due to systematic parameter shift and unmodelled dynamics error may cause sub-optimal or unsafe behavior upon direct transfer. We introduce the Adaptive Policy Transfer for Stochastic Dynamics (ADAPT) algorithm that achieves provably safe and robust, dynamically-feasible zero-shot transfer of RL-policies to new domains with dynamics error. ADAPT combines the strengths of offline policy learning in a black-box source simulator with online tube-based MPC to attenuate bounded model mismatch between the source and target dynamics. ADAPT allows online transfer of policy, trained solely in a simulation offline, to a family of unknown targets without fine-tuning. We also formally show that (i) ADAPT guarantees state and control safety through state-action tubes under the assumption of Lipschitz continuity of the divergence in dynamics and, (ii) ADAPT results in a bounded loss of reward accumulation relative to a policy trained and evaluated in the source environment. We evaluate ADAPT on 2 continuous, non-holonomic simulated dynamical systems with 4 different disturbance models, and find that ADAPT performs between 50 -300 better on mean reward accrual than direct policy transfer. We consider the problem of transferring policies to the real world by training on a distribution of simulated scenarios. Rather than manually tuning the randomization of simulations, we adapt the simulation parameter distribution using a few real world roll-outs interleaved with policy training. In doing so, we are able to change the distribution of simulations to improve the policy transfer by matching the policy behavior in simulation and the real world. We show that policies trained with our method are able to reliably transfer to different robots in two real world tasks: swing-peg-in-hole and opening a cabinet drawer. The video of our experiments can be found at this https URL Previous teaching models in the learning theory community have been batch models. That is, in these models the teacher has generated a single set of helpful examples to present to the learner. In this paper we present an interactive model in which the learner has the ability to ask queries as in the query learning model of Angluin. We show that this model is at least as powerful as previous teaching models. We also show that anything learnable with queries, even by a randomized learner, is teachable in our model. In all previous teaching models, all classes shown to be teachable are known to be efficiently learnable. An important concept class that is not known to be learnable is DNF formulas. We demonstrate the power of our approach by providing a deterministic teacher and learner for the class of DNF formulas. The learner makes only equivalence queries and all hypotheses are also DNF formulas. In the model-based policy search approach to reinforcement learning (RL), policies are found using a model (or "simulator") of the Markov decision process. However, for high-dimensional continuous-state tasks, it can be extremely difficult to build an accurate model, and thus often the algorithm returns a policy that works in simulation but not in real-life. The other extreme, model-free RL, tends to require infeasibly large numbers of real-life trials. In this paper, we present a hybrid algorithm that requires only an approximate model, and only a small number of real-life trials. The key idea is to successively "ground" the policy evaluations using real-life trials, but to rely on the approximate model to suggest local changes. Our theoretical results show that this algorithm achieves near-optimal performance in the real system, even when the model is only approximate. Empirical results also demonstrate that---when given only a crude model and a small number of real-life trials---our algorithm can obtain near-optimal performance in the real system. In many settings, a decision-maker wishes to learn a rule, or policy, that maps from observable characteristics of an individual to an action. Examples include selecting offers, prices, advertisements, or emails to send to consumers, as well as the problem of determining which medication to prescribe to a patient. While there is a growing body of literature devoted to this problem, most existing results are focused on the case where data comes from a randomized experiment, and further, there are only two possible actions, such as giving a drug to a patient or not. In this paper, we study the offline multi-action policy learning problem with observational data and where the policy may need to respect budget constraints or belong to a restricted policy class such as decision trees. We build on the theory of efficient semi-parametric inference in order to propose and implement a policy learning algorithm that achieves asymptotically minimax-optimal regret. To the best of our knowledge, this is the first result of this type in the multi-action setup, and it provides a substantial performance improvement over the existing learning algorithms. We then consider additional computational challenges that arise in implementing our method for the case where the policy is restricted to take the form of a decision tree. We propose two different approaches, one using a mixed integer program formulation and the other using a tree-search based algorithm. Most existing recommender systems focus on modeling the ratings while ignoring the abundant information embedded in the review text. In this paper, we propose a unified model that combines content-based filtering with collaborative filtering, harnessing the information of both ratings and reviews. We apply topic modeling techniques on the review text and align the topics with rating dimensions to improve prediction accuracy. With the information embedded in the review text, we can alleviate the cold-start problem. Furthermore, our model is able to learn latent topics that are interpretable. With these interpretable topics, we can explore the prior knowledge on items or users and recommend completely "cold"' items. Empirical study on 27 classes of real-life datasets show that our proposed model lead to significant improvement compared with strong baseline methods, especially for datasets which are extremely sparse where rating-only methods cannot make accurate predictions. Topic models, such as Latent Dirichlet Allocation (LDA), posit that documents are drawn from admixtures of distributions over words, known as topics. The inference problem of recovering topics from admixtures, is NP-hard. Assuming separability, a strong assumption, [4] gave the first provable algorithm for inference. For LDA model, [6] gave a provable algorithm using tensor-methods. But [4,6] do not learn topic vectors with bounded @math error (a natural measure for probability vectors). Our aim is to develop a model which makes intuitive and empirically supported assumptions and to design an algorithm with natural, simple components such as SVD, which provably solves the inference problem for the model with bounded @math error. A topic in LDA and other models is essentially characterized by a group of co-occurring words. Motivated by this, we introduce topic specific Catchwords, group of words which occur with strictly greater frequency in a topic than any other topic individually and are required to have high frequency together rather than individually. A major contribution of the paper is to show that under this more realistic assumption, which is empirically verified on real corpora, a singular value decomposition (SVD) based algorithm with a crucial pre-processing step of thresholding, can provably recover the topics from a collection of documents drawn from Dominant admixtures. Dominant admixtures are convex combination of distributions in which one distribution has a significantly higher contribution than others. Apart from the simplicity of the algorithm, the sample complexity has near optimal dependence on @math , the lowest probability that a topic is dominant, and is better than [4]. Empirical evidence shows that on several real world corpora, both Catchwords and Dominant admixture assumptions hold and the proposed algorithm substantially outperforms the state of the art [5]. In this work we evaluate the performance of a policy shaping algorithm using 26 human teachers. We examine if the algorithm is suitable for human-generated data on two different boards in a pac-man domain, comparing performance to an oracle that provides critique based on one known winning policy. Perhaps surprisingly, we show that the data generated by our 26 participants yields even better performance for the agent than data generated by the oracle. This might be because humans do not discourage exploring multiple winning policies. Additionally, we evaluate the impact of different verbal instructions, and different interpretations of silence, finding that the usefulness of data is affected both by what instructions is given to teachers, and how the data is interpreted. 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. Within learning theory teaching has been studied in various ways. In a common variant the teacher has to teach all learners that are restricted to output only consistent hypotheses. The complexity of teaching is then measured by the maximum number of mistakes a consistent learner can make until successful learning. This is equivalent to the so-called teaching dimension. However, many interesting concept classes have an exponential teaching dimension and it is only meaningful to consider the teachability of finite concept classes. A refined approach of teaching is proposed by introducing a neighborhood relation over all possible hypotheses. The learners are then restricted to choose a new hypothesis from the neighborhood of their current one. Teachers are either required to teach finitely or in the limit. Moreover, the variant that the teacher receives the current hypothesis of the learner as feedback is considered. The new models are compared to existing ones and to one another in dependence of the neighborhood relations given. In particular, it is shown that feedback can be very helpful. Moreover, within the new model one can also study the teachability of infinite concept classes with potentially infinite concepts such as languages. Finally, it is shown that in our model teachability and learnability can be rather different. We study the problem of fair allocation for indivisible goods. We use the the maxmin share paradigm introduced by Budish as a measure for fairness. Procacciafirst (EC'14) were first to investigate this fundamental problem in the additive setting. In contrast to what real-world experiments suggest, they show that a maxmin guarantee (1- @math allocation) is not always possible even when the number of agents is limited to 3. While the existence of an approximation solution (e.g. a @math - @math allocation) is quite straightforward, improving the guarantee becomes subtler for larger constants. Procaccia provide a proof for existence of a @math - @math allocation and leave the question open for better guarantees. Our main contribution is an answer to the above question. We improve the result of ! to a @math factor in the additive setting. The main idea for our @math - @math allocation method is clustering the agents. To this end, we introduce three notions and techniques, namely reducibility, matching allocation, and cycle-envy-freeness, and prove the approximation guarantee of our algorithm via non-trivial applications of these techniques. Our analysis involves coloring and double counting arguments that might be of independent interest. One major shortcoming of the current studies on fair allocation is the additivity assumption on the valuations. We alleviate this by extending our results to the case of submodular, fractionally subadditive, and subadditive settings. More precisely, we give constant approximation guarantees for submodular and XOS agents, and a logarithmic approximation for the case of subadditive agents. Furthermore, we complement our results by providing close upper bounds for each class of valuation functions. Finally, we present algorithms to find such allocations for additive, submodular, and XOS settings in polynomial time. 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... We report evaluation results for real users of a learnt dialogue management policy versus a hand-coded policy in the TALK project's "Townlnfo" tourist information system. The learnt policy, for filling and confirming information slots, was derived from COMMUNICATOR (flight-booking) data using reinforcement learning (RL) as described in [2], ported to the tourist information domain (using a general method that we propose here), and tested using 18 human users in 180 dialogues, who also used a state-of-the-art hand- coded dialogue policy embedded in an otherwise identical system. We found that users of the (ported) learned policy had an average gain in perceived task completion of 14.2 (from 67.6 to 81.8 at p < .03), that the hand-coded policy dialogues had on average 3.3 more system turns (p < .01), and that the user satisfaction results were comparable, even though the policy was learned for a different domain. Combining these in a dialogue reward score, we found a 14.4 increase for the learnt policy (a 23.8 relative increase, p < .03). These results are important because they show a) that results for real users are consistent with results for automatic evaluation [2] of learned policies using simulated users [3, 4], b) that a policy learned using linear function approximation over a very large policy space [2] is effective for real users, and c) that policies learned using data for one domain can be used successfully in other domains. We also present a qualitative discussion of the learnt policy. Teaching is inextricably linked to learning, and there are many studies on the complexity of teaching as well as learning in computational learning theory. In this paper, we study the complexity of teaching in the situation that the number of examples is restricted, especially less than its teaching dimension. We formulate a model of teaching by a restricted number of examples, where the complexity is measured by the maximum error to a target concept. We call a concept class is optimally incrementally teachable if the teacher can optimally teach it to the learner whenever teaching is terminated. We study the complexity of the three concept classes of monotone monomials, monomials without the empty concept, and monomials in our model. We show that the boundary of optimally incremental teachability is different from that of polynomial teachability in the classical model. We also show that inconsistent examples help to reduce the maximum error in our model. 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. Supervised topic models utilize document's side information for discovering predictive low dimensional representations of documents; and existing models apply likelihood-based estimation. In this paper, we present a max-margin supervised topic model for both continuous and categorical response variables. Our approach, the maximum entropy discrimination latent Dirichlet allocation (MedLDA), utilizes the max-margin principle to train supervised topic models and estimate predictive topic representations that are arguably more suitable for prediction. We develop efficient variational methods for posterior inference and demonstrate qualitatively and quantitatively the advantages of MedLDA over likelihood-based topic models on movie review and 20 Newsgroups data sets. Many KDD systems incorporate an implicit or explicit preference for simpler models, but this use of “Occam‘s razor” has been strongly criticized by several authors (e.g., Schaffer, 1993s Webb, 1996). This controversy arises partly because Occam‘s razor has been interpreted in two quite different ways. The first interpretation (simplicity is a goal in itself) is essentially correct, but is at heart a preference for more comprehensible models. The second interpretation (simplicity leads to greater accuracy) is much more problematic. A critical review of the theoretical arguments for and against it shows that it is unfounded as a universal principle, and demonstrably false. A review of empirical evidence shows that it also fails as a practical heuristic. This article argues that its continued use in KDD risks causing significant opportunities to be missed, and should therefore be restricted to the comparatively few applications where it is appropriate. The article proposes and reviews the use of domain constraints as an alternative for avoiding overfitting, and examines possible methods for handling the accuracy–comprehensibility trade-off. 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.