In Hindsight Experience Replay (HER), a reinforcement learning agent is trained by treating whatever it has achieved as virtual goals. However, in previous work, the experience was replayed at random, without considering which episode might be the most valuable for learning. In this paper, we develop an energy-based framework for prioritizing hindsight experience in robotic manipulation tasks. Our approach is inspired by the work-energy principle in physics. We define a trajectory energy function as the sum of the transition energy of the target object over the trajectory. We hypothesize that replaying episodes that have high trajectory energy is more effective for reinforcement learning in robotics. To verify our hypothesis, we designed a framework for hindsight experience prioritization based on the trajectory energy of goal states. The trajectory energy function takes the potential, kinetic, and rotational energy into consideration. We evaluate our Energy-Based Prioritization (EBP) approach on four challenging robotic manipulation tasks in simulation. Our empirical results show that our proposed method surpasses state-of-the-art approaches in terms of both performance and sample-efficiency on all four tasks, without increasing computational time. A video showing experimental results is available at this https URL
@cite_30: 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.
@cite_18: Solving in an efficient manner many different optimal control tasks within the same underlying environment requires decomposing the environment into its computationally elemental fragments. We suggest how to find fragmentations using unsupervised, mixture model, learning methods on data derived from optimal value functions for multiple tasks, and show that these fragmentations are in accord with observable structure in the environments. Further, we present evidence that such fragments can be of use in a practical reinforcement learning context, by facilitating online, actor-critic learning of multiple goals MDPs.
@cite_33: 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.
@cite_9: 
@cite_2: Like a scientist or a playing child, PowerPlay (Schmidhuber, 2011) not only learns new skills to solve given problems, but also invents new interesting problems by itself. By design, it continually comes up with the fastest to find, initially novel, but eventually solvable tasks. It also continually simplifies or compresses or speeds up solutions to previous tasks. Here we describe first experiments with PowerPlay. A self-delimiting recurrent neural network SLIM RNN (Schmidhuber, 2012) is used as a general computational problem solving architecture. Its connection weights can encode arbitrary, self-delimiting, halting or non-halting programs affecting both environment (through effectors) and internal states encoding abstractions of event sequences. Our PowerPlay-driven SLIM RNN learns to become an increasingly general solver of self-invented problems, continually adding new problem solving procedures to its growing skill repertoire. Extending a recent conference paper (Srivastava, Steunebrink, Stollenga, & Schmidhuber, 2012), we identify interesting, emerging, developmental stages of our open-ended system. We also show how it automatically self-modularizes, frequently re-using code for previously invented skills, always trying to invent novel tasks that can be quickly validated because they do not require too many weight changes affecting too many previous tasks.
@cite_15: It is a striking fact that in humans the greatest learnmg occurs precisely at that point in time - childhood - when the most dramatic maturational changes also occur. This report describes possible synergistic interactions between maturational change and the ability to learn a complex domain (language), as investigated in connectionist networks. The networks are trained to process complex sentences involving relative clauses, number agreement, and several types of verb argument structure. Training fails in the case of networks which are fully formed and ‘adultlike’ in their capacity. Training succeeds only when networks begin with limited working memory and gradually ‘mature’ to the adult state. This result suggests that rather than being a limitation, developmental restrictions on resources may constitute a necessary prerequisite for mastering certain complex domains. Specifically, successful learning may depend on starting small.
Our method can be considered as a form of curriculum learning @cite_15 @cite_18 @cite_30 @cite_9 @cite_33 @cite_2 . The essence of our method is to assign priority to the achieved trajectories with higher energy, which are relatively difficult to achieve. In RL, curriculum generation can be traced back to 2004. used a program search to construct an asymptotically optimal algorithm to approach the problem. Recently, trained the agent reversely, from the start states near the goal states, gradually to the states far from the goals. Our method bares a similar motivation, but is orthogonal to these previous works and can be combined with them.