Grasping an object and precisely stacking it on another is a difficult task for traditional robotic control or hand-engineered approaches. Here we examine the problem in simulation and provide techniques aimed at solving it via deep reinforcement learning. We introduce two straightforward extensions to the Deep Deterministic Policy Gradient algorithm (DDPG), which make it significantly more data-efficient and scalable. Our results show that by making extensive use of off-policy data and replay, it is possible to find high-performance control policies. Further, our results hint that it may soon be feasible to train successful stacking policies by collecting interactions on real robots.
Finally, the use of demonstration data has played an important role in robot learning, both as a means to obtain suitable cost functions @cite_22 @cite_6 @cite_9 @cite_35 but also to bootstrap and thus speed up learning. For the latter, kinesthetic teaching is widely used @cite_20 @cite_19 @cite_32 @cite_26 . It integrates naturally with trajectory-based movement representations but the need for a human operator to be able to guide the robot through the full movement can be limiting. Furthermore, when the policy representation is not trajectory based (e.g. direct torque control with neural networks) the use of human demonstration trajectories may be less straightforward (e.g. since the associated controls are not available).
@cite_35 @cite_26 @cite_22 @cite_9 @cite_32 @cite_6 @cite_19 @cite_20
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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. Learning from demonstrations has been shown to be a successful method for non-experts to teach manipulation tasks to robots. These methods typically build generative models from demonstrations and then use regression to reproduce skills. However, this approach has limitations to capture hard geometric constraints imposed by the task. On the other hand, while sampling and optimization-based motion planners exist that reason about geometric constraints, these are typically carefully hand-crafted by an expert. To address this technical gap, we contribute with C-LEARN, a method that learns multi-step manipulation tasks from demonstrations as a sequence of keyframes and a set of geometric constraints. The system builds a knowledge base for reaching and grasping objects, which is then leveraged to learn multi-step tasks from a single demonstration. C-LEARN supports multi-step tasks with multiple end effectors; reasons about SE(3) volumetric and CAD constraints, such as the need for two axes to be parallel; and offers a principled way to transfer skills between robots with different kinematics. We embed the execution of the learned tasks within a shared autonomy framework, and evaluate our approach by analyzing the success rate when performing physical tasks with a dual-arm Optimas robot, comparing the contribution of different constraints models, and demonstrating the ability of C-LEARN to transfer learned tasks by performing them with a legged dual-arm Atlas robot in simulation. 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. In this paper, we present a framework for guiding autonomous learning in robot systems. The paradigm we introduce allows a robot to acquire new skills according to an intrinsic motivation function that finds behavioral affordances. Affordances-in the sense of (Gibson, Toward and Ecological Psychology, Hillsdale, NJ, 1977)-describe the latent possibilities for action in the environment and provide a direct means of organizing functional knowledge in embodied systems. We begin by showing how a robot can assemble closed-loop action primitives from its sensory and motor resources, and then show how these primitives can be sequenced into multi-objective policies. We then show how these policies can be assembled hierarchically to support incremental and cumulative learning. The main contribution of this paper demonstrates how the proposed intrinsic motivator for affordance discovery can cause a robot to both acquire such hierarchical policies using reinforcement learning and then to generalize these policies to new contexts. As the framework is described, its effectiveness and applicability is demonstrated through a longitudinal learning experiment on a bimanual robot.