Human-centered environments are rich with a wide variety of spatial relations between everyday objects. For autonomous robots to operate effectively in such environments, they should be able to reason about these relations and generalize them to objects with different shapes and sizes. For example, having learned to place a toy inside a basket, a robot should be able to generalize this concept using a spoon and a cup. This requires a robot to have the flexibility to learn arbitrary relations in a lifelong manner, making it challenging for an expert to pre-program it with sufficient knowledge to do so beforehand. In this paper, we address the problem of learning spatial relations by introducing a novel method from the perspective of distance metric learning. Our approach enables a robot to reason about the similarity between pairwise spatial relations, thereby enabling it to use its previous knowledge when presented with a new relation to imitate. We show how this makes it possible to learn arbitrary spatial relations from non-expert users using a small number of examples and in an interactive manner. Our extensive evaluation with real-world data demonstrates the effectiveness of our method in reasoning about a continuous spectrum of spatial relations and generalizing them to new objects.
Moreover, related to our work is the interactive approach by kulick2013active for learning relational symbols from a teacher @cite_26 . They use Gaussian Process classifiers to model symbols and therefore enable a robot to query the teacher with examples to increase its confidence in the learned models. Similarly, our method enables a robot to generalize a relation by interacting with a teacher. However, we do this from the perspective of metric learning, allowing the robot to re-use previous demonstrations of other relations.
@cite_26
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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 show how a robot can autonomously learn an ontology of objects to explain aspects of its sensor input from an unknown dynamic world. Unsupervised learning about objects is an important conceptual step in developmental learning, whereby the agent clusters observations across space and time to construct stable perceptual representations of objects. Our proposed unsupervised learning method uses the properties of allocentric occupancy grids to classify individual sensor readings as static or dynamic. Dynamic readings are clustered and the clusters are tracked over time to identify objects, separating them both from the background of the environment and from the noise of unexplainable sensor readings. Once trackable clusters of sensor readings (i.e., objects) have been identified, we build shape models where they are stable and consistent properties of these objects. However, the representation can tolerate, represent, and track amorphous objects as well as those that have well-defined shape. In the end, the learned ontology makes it possible for the robot to describe a cluttered dynamic world with symbolic object descriptions along with a static environment model, both models grounded in sensory experience, and learned without external supervision. Robot learning is critically enabled by the availability of appropriate state representations. We propose a robotics-specific approach to learning such state representations. As robots accomplish tasks by interacting with the physical world, we can facilitate representation learning by considering the structure imposed by physics; this structure is reflected in the changes that occur in the world and in the way a robot can effect them. By exploiting this structure in learning, robots can obtain state representations consistent with the aspects of physics relevant to the learning task. We name this prior knowledge about the structure of interactions with the physical world robotic priors. We identify five robotic priors and explain how they can be used to learn pertinent state representations. We demonstrate the effectiveness of this approach in simulated and real robotic experiments with distracting moving objects. We show that our method extracts task-relevant state representations from high-dimensional observations, even in the presence of task-irrelevant distractions. We also show that the state representations learned by our method greatly improve generalization in reinforcement learning. 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.