Intrinsically motivated spontaneous exploration is a key enabler of autonomous lifelong learning in human children. It allows them to discover and acquire large repertoires of skills through self-generation, self-selection, self-ordering and self-experimentation of learning goals. We present the unsupervised multi-goal reinforcement learning formal framework as well as an algorithmic approach called intrinsically motivated goal exploration processes (IMGEP) to enable similar properties of autonomous learning in machines. The IMGEP algorithmic architecture relies on several principles: 1) self-generation of goals as parameterized reinforcement learning problems; 2) selection of goals based on intrinsic rewards; 3) exploration with parameterized time-bounded policies and fast incremental goal-parameterized policy search; 4) systematic reuse of information acquired when targeting a goal for improving other goals. We present a particularly efficient form of IMGEP that uses a modular representation of goal spaces as well as intrinsic rewards based on learning progress. We show how IMGEPs automatically generate a learning curriculum within an experimental setup where a real humanoid robot can explore multiple spaces of goals with several hundred continuous dimensions. While no particular target goal is provided to the system beforehand, this curriculum allows the discovery of skills of increasing complexity, that act as stepping stone for learning more complex skills (like nested tool use). We show that learning several spaces of diverse problems can be more efficient for learning complex skills than only trying to directly learn these complex skills. We illustrate the computational efficiency of IMGEPs as these robotic experiments use a simple memory-based low-level policy representations and search algorithm, enabling the whole system to learn online and incrementally on a Raspberry Pi 3.
In machine learning, the concept of curriculum learning @cite_20 has most often been used in the context of training neural networks to solve prediction problems. Many approaches have used hand-designed learning curriculum @cite_34 , but recently it was shown how learning progress could be used to automate intrinsically motivated curriculum learning in LSTMs @cite_27 . However, these approaches have not considered curriculum learning of sets of reinforcement learning problems which is central in the IMGEP framework, and assumed the pre-existence of a database with learning exemplars to sample from. In recent related work, @cite_29 studied how intrinsic rewards based on learning progress could also be used to automatically generate a learning curriculum with discrete sets of reinforcement learning problems, but did not consider high-dimensional modular parameterized RL problems. The concept of "curriculum learning" has also been called "developmental trajectories" in prior work on computational modelling of intrinsically motivated exploration @cite_13 , and in particular on the topic of intrinsically motivated goal exploration @cite_40 @cite_18 .
@cite_18 @cite_29 @cite_27 @cite_40 @cite_34 @cite_13 @cite_20
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Intrinsically motivated spontaneous exploration is a key enabler of autonomous lifelong learning in human children. It allows them to discover and acquire large repertoires of skills through self-generation, self-selection, self-ordering and self-experimentation of learning goals. We present the unsupervised multi-goal reinforcement learning formal framework as well as an algorithmic approach called intrinsically motivated goal exploration processes (IMGEP) to enable similar properties of autonomous learning in machines. The IMGEP algorithmic architecture relies on several principles: 1) self-generation of goals as parameterized reinforcement learning problems; 2) selection of goals based on intrinsic rewards; 3) exploration with parameterized time-bounded policies and fast incremental goal-parameterized policy search; 4) systematic reuse of information acquired when targeting a goal for improving other goals. We present a particularly efficient form of IMGEP that uses a modular representation of goal spaces as well as intrinsic rewards based on learning progress. We show how IMGEPs automatically generate a learning curriculum within an experimental setup where a real humanoid robot can explore multiple spaces of goals with several hundred continuous dimensions. While no particular target goal is provided to the system beforehand, this curriculum allows the discovery of skills of increasing complexity, that act as stepping stone for learning more complex skills (like nested tool use). We show that learning several spaces of diverse problems can be more efficient for learning complex skills than only trying to directly learn these complex skills. We illustrate the computational efficiency of IMGEPs as these robotic experiments use a simple memory-based low-level policy representations and search algorithm, enabling the whole system to learn online and incrementally on a Raspberry Pi 3. Our first contribution in this paper is a theoretical investigation of curriculum learning in the context of stochastic gradient descent when optimizing the least squares loss function. We prove that the rate of convergence of an ideal curriculum learning method in monotonically increasing with the difficulty of the examples, and that this increase in convergence rate is monotonically decreasing as training proceeds. In our second contribution we analyze curriculum learning in the context of training a CNN for image classification. Here one crucial problem is the means to achieve a curriculum. We describe a method which infers the curriculum by way of transfer learning from another network, pre-trained on a different task. While this approach can only approximate the ideal curriculum, we observe empirically similar behavior to the one predicted by the theory, namely, a significant boost in convergence speed at the beginning of training. When the task is made more difficult, improvement in generalization performance is observed. Finally, curriculum learning exhibits robustness against unfavorable conditions such as strong regularization. Machine translation systems based on deep neural networks are expensive to train. Curriculum learning aims to address this issue by choosing the order in which samples are presented during training to help train better models faster. We adopt a probabilistic view of curriculum learning, which lets us flexibly evaluate the impact of curricula design, and perform an extensive exploration on a German-English translation task. Results show that it is possible to improve convergence time at no loss in translation quality. However, results are highly sensitive to the choice of sample difficulty criteria, curriculum schedule and other hyperparameters. 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.