We describe a simple scheme that allows an agent to learn about its environment in an unsupervised manner. Our scheme pits two versions of the same agent, Alice and Bob, against one another. Alice proposes a task for Bob to complete; and then Bob attempts to complete the task. In this work we will focus on two kinds of environments: (nearly) reversible environments and environments that can be reset. Alice will "propose" the task by doing a sequence of actions and then Bob must undo or repeat them, respectively. Via an appropriate reward structure, Alice and Bob automatically generate a curriculum of exploration, enabling unsupervised training of the agent. When Bob is deployed on an RL task within the environment, this unsupervised training reduces the number of supervised episodes needed to learn, and in some cases converges to a higher reward.
Curriculum learning is widely used in many machine learning approaches. Typically however, the curriculum requires at least some manual specification. A key point about our work is that Alice and Bob devise their own curriculum entirely automatically. Previous automatic approaches, such as @cite_3 , rely on monitoring training error. But since ours is unsupervised, no training labels are required either.
@cite_3
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We describe a simple scheme that allows an agent to learn about its environment in an unsupervised manner. Our scheme pits two versions of the same agent, Alice and Bob, against one another. Alice proposes a task for Bob to complete; and then Bob attempts to complete the task. In this work we will focus on two kinds of environments: (nearly) reversible environments and environments that can be reset. Alice will "propose" the task by doing a sequence of actions and then Bob must undo or repeat them, respectively. Via an appropriate reward structure, Alice and Bob automatically generate a curriculum of exploration, enabling unsupervised training of the agent. When Bob is deployed on an RL task within the environment, this unsupervised training reduces the number of supervised episodes needed to learn, and in some cases converges to a higher reward. 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. 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. Recent deep networks are capable of memorizing the entire data even when the labels are completely random. To overcome the overfitting on corrupted labels, we propose a novel technique of learning another neural network, called MentorNet, to supervise the training of the base deep networks, namely, StudentNet. During training, MentorNet provides a curriculum (sample weighting scheme) for StudentNet to focus on the sample the label of which is probably correct. Unlike the existing curriculum that is usually predefined by human experts, MentorNet learns a data-driven curriculum dynamically with StudentNet. Experimental results demonstrate that our approach can significantly improve the generalization performance of deep networks trained on corrupted training data. Notably, to the best of our knowledge, we achieve the best-published result on WebVision, a large benchmark containing 2.2 million images of real-world noisy labels. The code are at this https URL Learning video concept detectors automatically from the big but noisy web data with no additional manual annotations is a novel but challenging area in the multimedia and the machine learning community. A considerable amount of videos on the web are associated with rich but noisy contextual information, such as the title, which provides weak annotations or labels about the video content. To leverage the big noisy web labels, this paper proposes a novel method called WEbly-Labeled Learning (WELL), which is established on the state-of-the-art machine learning algorithm inspired by the learning process of human. WELL introduces a number of novel multi-modal approaches to incorporate meaningful prior knowledge called curriculum from the noisy web videos. To investigate this problem, we empirically study the curriculum constructed from the multi-modal features of the videos collected from YouTube and Flickr. The efficacy and the scalability of WELL have been extensively demonstrated on two public benchmarks, including the largest multimedia dataset and the largest manually-labeled video set. The comprehensive experimental results demonstrate that WELL outperforms state-of-the-art studies by a statically significant margin on learning concepts from noisy web video data. In addition, the results also verify that WELL is robust to the level of noisiness in the video data. Notably, WELL trained on sufficient noisy web labels is able to achieve a comparable accuracy to supervised learning methods trained on the clean manually-labeled data. We present a simple yet efficient approach capable of training deep neural networks on large-scale weakly-supervised web images, which are crawled raw from the Internet by using text queries, without any human annotation. We develop a principled learning strategy by leveraging curriculum learning, with the goal of handling a massive amount of noisy labels and data imbalance effectively. We design a new learning curriculum by measuring the complexity of data using its distribution density in a feature space, and rank the complexity in an unsupervised manner. This allows for an efficient implementation of curriculum learning on large-scale web images, resulting in a high-performance CNN model, where the negative impact of noisy labels is reduced substantially. Importantly, we show by experiments that those images with highly noisy labels can surprisingly improve the generalization capability of the model, by serving as a manner of regularization. Our approaches obtain state-of-the-art performance on four benchmarks: WebVision, ImageNet, Clothing-1M and Food-101. With an ensemble of multiple models, we achieved a top-5 error rate of 5.2 on the WebVision challenge for 1000-category classification. This result was the top performance by a wide margin, outperforming second place by a nearly 50 relative error rate. Code and models are available at: this https URL . We present a simple yet efficient approach capable of training deep neural networks on large-scale weakly-supervised web images, which are crawled raw from the Internet by using text queries, without any human annotation. We develop a principled learning strategy by leveraging curriculum learning, with the goal of handling a massive amount of noisy labels and data imbalance effectively. We design a new learning curriculum by measuring the complexity of data using its distribution density in a feature space, and rank the complexity in an unsupervised manner. This allows for an efficient implementation of curriculum learning on large-scale web images, resulting in a high-performance CNN the model, where the negative impact of noisy labels is reduced substantially. Importantly, we show by experiments that those images with highly noisy labels can surprisingly improve the generalization capability of model, by serving as a manner of regularization. Our approaches obtain state-of-the-art performance on four benchmarks: WebVision, ImageNet, Clothing-1M and Food-101. With an ensemble of multiple models, we achieved a top-5 error rate of 5.2 on the WebVision challenge [18] for 1000-category classification. This result was the top performance by a wide margin, outperforming second place by a nearly 50 relative error rate. Code and models are available at: https: github.com MalongTech CurriculumNet. Recent studies have discovered that deep networks are capable of memorizing the entire data even when the labels are completely random. Since deep models are trained on big data where labels are often noisy, the ability to overfit noise can lead to poor performance. To overcome the overfitting on corrupted training data, we propose a novel technique to regularize deep networks in the data dimension. This is achieved by learning a neural network called MentorNet to supervise the training of the base network, namely, StudentNet. Our work is inspired by curriculum learning and advances the theory by learning a curriculum from data by neural networks. We demonstrate the efficacy of MentorNet on several benchmarks. Comprehensive experiments show that it is able to significantly improve the generalization performance of the state-of-the-art deep networks on corrupted training data. 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 learning (CL) or self-paced learning (SPL) represents a recently proposed learning regime inspired by the learning process of humans and animals that gradually proceeds from easy to more complex samples in training. The two methods share a similar conceptual learning paradigm, but differ in specific learning schemes. In CL, the curriculum is predetermined by prior knowledge, and remain fixed thereafter. Therefore, this type of method heavily relies on the quality of prior knowledge while ignoring feedback about the learner. In SPL, the curriculum is dynamically determined to adjust to the learning pace of the leaner. However, SPL is unable to deal with prior knowledge, rendering it prone to overfitting. In this paper, we discover the missing link between CL and SPL, and propose a unified framework named self-paced curriculum leaning (SPCL). SPCL is formulated as a concise optimization problem that takes into account both prior knowledge known before training and the learning progress during training. In comparison to human education, SPCL is analogous to "instructor-student-collaborative" learning mode, as opposed to "instructor-driven" in CL or "student-driven" in SPL. Empirically, we show that the advantage of SPCL on two tasks. 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. In this paper we introduce Curriculum GANs, a curriculum learning strategy for training Generative Adversarial Networks that increases the strength of the discriminator over the course of training, thereby making the learning task progressively more difficult for the generator. We demonstrate that this strategy is key to obtaining state-of-the-art results in image generation. We also show evidence that this strategy may be broadly applicable to improving GAN training in other data modalities. Recurrent Neural Networks (RNNs) with Long Short-Term Memory units (LSTM) are widely used because they are expressive and are easy to train. Our interest lies in empirically evaluating the expressiveness and the learnability of LSTMs in the sequence-to-sequence regime by training them to evaluate short computer programs, a domain that has traditionally been seen as too complex for neural networks. We consider a simple class of programs that can be evaluated with a single left-to-right pass using constant memory. Our main result is that LSTMs can learn to map the character-level representations of such programs to their correct outputs. Notably, it was necessary to use curriculum learning, and while conventional curriculum learning proved ineffective, we developed a new variant of curriculum learning that improved our networks' performance in all experimental conditions. The improved curriculum had a dramatic impact on an addition problem, making it possible to train an LSTM to add two 9-digit numbers with 99 accuracy. In recent years, the performance of object detection has advanced significantly with the evolution of deep convolutional neural networks. However, the state-of-the-art object detection methods still rely on accurate bounding box annotations that require extensive human labeling. Object detection without bounding box annotations, that is, weakly supervised detection methods, are still lagging far behind. As weakly supervised detection only uses image level labels and does not require the ground truth of bounding box location and label of each object in an image, it is generally very difficult to distill knowledge of the actual appearances of objects. Inspired by curriculum learning, this paper proposes an easy-to-hard knowledge transfer scheme that incorporates easy web images to provide prior knowledge of object appearance as a good starting point. While exploiting large-scale free web imagery, we introduce a sophisticated labor-free method to construct a web dataset with good diversity in object appearance. After that, semantic relevance and distribution relevance are introduced and utilized in the proposed curriculum training scheme. Our end-to-end learning with the constructed web data achieves remarkable improvement across most object classes, especially for the classes that are often considered hard in other works. Humans and animals acquire their wide repertoire of motor skills through an incremental learning process, during which progressively more complex skills are acquired and subsequently integrated with prior abilities. Inspired by this general idea, we develop an approach for learning motor skills based on a two-level curriculum. At the high level, the curriculum specifies an order in which different skills should be learned. At the low level, the curriculum defines a process for learning within a skill. We develop a set of integrated motor skills for a planar articulated figure capable of doing parameterized hops, flips, rolls, and acrobatic sequences. The same curriculum can be applied to yield individualized motor skill sets for articulated figures of varying proportions. Reinforcement learning is a powerful technique to train an agent to perform a task. However, an agent that is trained using reinforcement learning is only capable of achieving the single task that is specified via its reward function. Such an approach does not scale well to settings in which an agent needs to perform a diverse set of tasks, such as navigating to varying positions in a room or moving objects to varying locations. Instead, we propose a method that allows an agent to automatically discover the range of tasks that it is capable of performing. We use a generator network to propose tasks for the agent to try to achieve, specified as goal states. The generator network is optimized using adversarial training to produce tasks that are always at the appropriate level of difficulty for the agent. Our method thus automatically produces a curriculum of tasks for the agent to learn. We show that, by using this framework, an agent can efficiently and automatically learn to perform a wide set of tasks without requiring any prior knowledge of its environment. Our method can also learn to achieve tasks with sparse rewards, which traditionally pose significant challenges. 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. 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. We propose and investigate an identity sensitive joint embedding of face and voice. Such an embedding enables cross-modal retrieval from voice to face and from face to voice. We make the following four contributions: first, we show that the embedding can be learnt from videos of talking faces, without requiring any identity labels, using a form of cross-modal self-supervision; second, we develop a curriculum learning schedule for hard negative mining targeted to this task, that is essential for learning to proceed successfully; third, we demonstrate and evaluate cross-modal retrieval for identities unseen and unheard during training over a number of scenarios and establish a benchmark for this novel task; finally, we show an application of using the joint embedding for automatically retrieving and labelling characters in TV dramas. During the last half decade, convolutional neural networks (CNNs) have triumphed over semantic segmentation, which is one of the core tasks in many applications such as autonomous driving. However, to train CNNs requires a considerable amount of data, which is difficult to collect and laborious to annotate. Recent advances in computer graphics make it possible to train CNNs on photo-realistic synthetic imagery with computer-generated annotations. Despite this, the domain mismatch between the real images and the synthetic data cripples the models' performance. Hence, we propose a curriculum-style learning approach to minimize the domain gap in urban scenery semantic segmentation. The curriculum domain adaptation solves easy tasks first to infer necessary properties about the target domain; in particular, the first task is to learn global label distributions over images and local distributions over landmark superpixels. These are easy to estimate because images of urban scenes have strong idiosyncrasies (e.g., the size and spatial relations of buildings, streets, cars, etc.). We then train a segmentation network while regularizing its predictions in the target domain to follow those inferred properties. In experiments, our method outperforms the baselines on two datasets and two backbone networks. We also report extensive ablation studies about our approach.