Many relevant tasks require an agent to reach a certain state, or to manipulate objects into a desired configuration. For example, we might want a robot to align and assemble a gear onto an axle or insert and turn a key in a lock. These goal-oriented tasks present a considerable challenge for reinforcement learning, since their natural reward function is sparse and prohibitive amounts of exploration are required to reach the goal and receive some learning signal. Past approaches tackle these problems by exploiting expert demonstrations or by manually designing a task-specific reward shaping function to guide the learning agent. Instead, we propose a method to learn these tasks without requiring any prior knowledge other than obtaining a single state in which the task is achieved. The robot is trained in reverse, gradually learning to reach the goal from a set of start states increasingly far from the goal. Our method automatically generates a curriculum of start states that adapts to the agent's performance, leading to efficient training on goal-oriented tasks. We demonstrate our approach on difficult simulated navigation and fine-grained manipulation problems, not solvable by state-of-the-art reinforcement learning methods.
Curriculum-based approaches with manually designed schedules have been explored in supervised learning to split particularly complex tasks into smaller, easier-to-solve sub-problems. One particular type of curriculum learning explicitly enables the learner to reject examples which it currently considers too hard . This type of adaptive curriculum has mainly been applied to supervised tasks, and most practical curriculum approaches in RL rely on pre-specified task sequences . Some very general frameworks have been proposed to generate increasingly hard problems , although challenges remain to apply the idea to difficult robotics tasks. A similar line of work uses intrinsic motivation based on learning progress to obtain developmental trajectories" that focus on increasingly difficult tasks @cite_0 . Nevertheless, their method requires iteratively partitioning the full task space, which strongly limits the application to fine-grain manipulation tasks like the ones presented in our work (see detailed analysis on easier tasks in @cite_4 ).
@cite_0 @cite_4
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One of the long-standing challenges in Artificial Intelligence for learning goal-directed behavior is to build a single agent which can solve multiple tasks. Recent progress in multi-task learning for goal-directed sequential problems has been in the form of distillation based learning wherein a student network learns from multiple task-specific expert networks by mimicking the task-specific policies of the expert networks. While such approaches offer a promising solution to the multi-task learning problem, they require supervision from large expert networks which require extensive data and computation time for training. In this work, we propose an efficient multi-task learning framework which solves multiple goal-directed tasks in an on-line setup without the need for expert supervision. Our work uses active learning principles to achieve multi-task learning by sampling the harder tasks more than the easier ones. We propose three distinct models under our active sampling framework. An adaptive method with extremely competitive multi-tasking performance. A UCB-based meta-learner which casts the problem of picking the next task to train on as a multi-armed bandit problem. A meta-learning method that casts the next-task picking problem as a full Reinforcement Learning problem and uses actor-critic methods for optimizing the multi-tasking performance directly. We demonstrate results in the Atari 2600 domain on seven multi-tasking instances: three 6-task instances, one 8-task instance, two 12-task instances and one 21-task instance. We propose Teacher-Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest progress, i.e. where the slope of the learning curve is highest. In addition, the Teacher algorithms address the problem of forgetting by also choosing tasks where the Student's performance is getting worse. We demonstrate that TSCL matches or surpasses the results of carefully hand-crafted curricula in two tasks: addition of decimal numbers with LSTM and navigation in Minecraft. Using our automatically generated curriculum enabled to solve a Minecraft maze that could not be solved at all when training directly on solving the maze, and the learning was an order of magnitude faster than uniform sampling of subtasks. 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. Deep reinforcement learning (RL) algorithms can learn complex robotic skills from raw sensory inputs, but have yet to achieve the kind of broad generalization and applicability demonstrated by deep learning methods in supervised domains. We present a deep RL method that is practical for real-world robotics tasks, such as robotic manipulation, and generalizes effectively to never-before-seen tasks and objects. In these settings, ground truth reward signals are typically unavailable, and we therefore propose a self-supervised model-based approach, where a predictive model learns to directly predict the future from raw sensory readings, such as camera images. At test time, we explore three distinct goal specification methods: designated pixels, where a user specifies desired object manipulation tasks by selecting particular pixels in an image and corresponding goal positions, goal images, where the desired goal state is specified with an image, and image classifiers, which define spaces of goal states. Our deep predictive models are trained using data collected autonomously and continuously by a robot interacting with hundreds of objects, without human supervision. We demonstrate that visual MPC can generalize to never-before-seen objects---both rigid and deformable---and solve a range of user-defined object manipulation tasks using the same model.