Deep reinforcement learning (RL) has shown impressive results in a variety of domains, learning directly from high-dimensional sensory streams. However, when neural networks are trained in a fixed environment, such as a single level in a video game, they will usually overfit and fail to generalize to new levels. When RL models overfit, even slight modifications to the environment can result in poor agent performance. This paper explores how procedurally generated levels during training can increase generality. We show that for some games procedural level generation enables generalization to new levels within the same distribution. Additionally, it is possible to achieve better performance with less data by manipulating the difficulty of the levels in response to the performance of the agent. The generality of the learned behaviors is also evaluated on a set of human-designed levels. The results suggest that the ability to generalize to human-designed levels highly depends on the design of the level generators. We apply dimensionality reduction and clustering techniques to visualize the generators' distributions of levels and analyze to what degree they can produce levels similar to those designed by a human.
Several machine learning algorithms also gradually scale the difficulty of the problem. Automated curriculum learning includes intelligent sampling of training samples to optimize the learning progress @cite_25 . Intelligent task selection through asymmetric self-play with two agents can be used for unsupervised pre-training @cite_32 . The POWERPLAY algorithm continually searches for new tasks and new problem solvers concurrently @cite_8 and in Teacher-Student Curriculum Learning @cite_29 the teacher tries to select sub-tasks for which the slope of the learning curve of the student is highest. Reverse curriculum generation automatically generates a curriculum of start states, further and further away from the goal, that adapts to the agent's performance @cite_24 .
@cite_8 @cite_29 @cite_32 @cite_24 @cite_25
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Most of computer science focuses on automatically solving given computational problems. I focus on automatically inventing or discovering problems in a way inspired by the playful behavior of animals and humans, to train a more and more general problem solver from scratch in an unsupervised fashion. Consider the infinite set of all computable descriptions of tasks with possibly computable solutions. The novel algorithmic framework POWERPLAY (2011) continually searches the space of possible pairs of new tasks and modifications of the current problem solver, until it finds a more powerful problem solver that provably solves all previously learned tasks plus the new one, while the unmodified predecessor does not. Wow-effects are achieved by continually making previously learned skills more efficient such that they require less time and space. New skills may (partially) re-use previously learned skills. POWERPLAY's search orders candidate pairs of tasks and solver modifications by their conditional computational (time & space) complexity, given the stored experience so far. The new task and its corresponding task-solving skill are those first found and validated. The computational costs of validating new tasks need not grow with task repertoire size. POWERPLAY's ongoing search for novelty keeps breaking the generalization abilities of its present solver. This is related to Goedel's sequence of increasingly powerful formal theories based on adding formerly unprovable statements to the axioms without affecting previously provable theorems. The continually increasing repertoire of problem solving procedures can be exploited by a parallel search for solutions to additional externally posed tasks. POWERPLAY may be viewed as a greedy but practical implementation of basic principles of creativity. A first experimental analysis can be found in separate papers [58, 56, 57]. 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. 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. We introduce a method for automatically selecting the path, or syllabus, that a neural network follows through a curriculum so as to maximise learning efficiency. A measure of the amount that the network learns from each data sample is provided as a reward signal to a nonstationary multi-armed bandit algorithm, which then determines a stochastic syllabus. We consider a range of signals derived from two distinct indicators of learning progress: rate of increase in prediction accuracy, and rate of increase in network complexity. Experimental results for LSTM networks on three curricula demonstrate that our approach can significantly accelerate learning, in some cases halving the time required to attain a satisfactory performance level.