Pierre Fournier

David Olivares, Pierre Fournier, Pavan Vasishta et al.

This paper evaluates and compares the performance of model-free and model-based reinforcement learning for the attitude control of fixed-wing unmanned aerial vehicles using PID as a reference point. The comparison focuses on their ability to handle varying flight dynamics and wind disturbances in a simulated environment. Our results show that the Temporal Difference Model Predictive Control agent outperforms both the PID controller and other model-free reinforcement learning methods in terms of tracking accuracy and robustness over different reference difficulties, particularly in nonlinear flight regimes. Furthermore, we introduce actuation fluctuation as a key metric to assess energy efficiency and actuator wear, and we test two different approaches from the literature: action variation penalty and conditioning for action policy smoothness. We also evaluate all control methods when subject to stochastic turbulence and gusts separately, so as to measure their effects on tracking performance, observe their limitations and outline their implications on the Markov decision process formalism.

Pierre Fournier, Olivier Sigaud, Cédric Colas et al.

In this paper we study a new reinforcement learning setting where the environment is non-rewarding, contains several possibly related objects of various controllability, and where an apt agent Bob acts independently, with non-observable intentions. We argue that this setting defines a realistic scenario and we present a generic discrete-state discrete-action model of such environments. To learn in this environment, we propose an unsupervised reinforcement learning agent called CLIC for Curriculum Learning and Imitation for Control. CLIC learns to control individual objects in its environment, and imitates Bob's interactions with these objects. It selects objects to focus on when training and imitating by maximizing its learning progress. We show that CLIC is an effective baseline in our new setting. It can effectively observe Bob to gain control of objects faster, even if Bob is not explicitly teaching. It can also follow Bob when he acts as a mentor and provides ordered demonstrations. Finally, when Bob controls objects that the agent cannot, or in presence of a hierarchy between objects in the environment, we show that CLIC ignores non-reproducible and already mastered interactions with objects, resulting in a greater benefit from imitation.

Cédric Colas, Pierre Fournier, Olivier Sigaud et al.

In open-ended environments, autonomous learning agents must set their own goals and build their own curriculum through an intrinsically motivated exploration. They may consider a large diversity of goals, aiming to discover what is controllable in their environments, and what is not. Because some goals might prove easy and some impossible, agents must actively select which goal to practice at any moment, to maximize their overall mastery on the set of learnable goals. This paper proposes CURIOUS, an algorithm that leverages 1) a modular Universal Value Function Approximator with hindsight learning to achieve a diversity of goals of different kinds within a unique policy and 2) an automated curriculum learning mechanism that biases the attention of the agent towards goals maximizing the absolute learning progress. Agents focus sequentially on goals of increasing complexity, and focus back on goals that are being forgotten. Experiments conducted in a new modular-goal robotic environment show the resulting developmental self-organization of a learning curriculum, and demonstrate properties of robustness to distracting goals, forgetting and changes in body properties.

Pierre Fournier, Olivier Sigaud, Mohamed Chetouani et al.

In this paper, we investigate a new form of automated curriculum learning based on adaptive selection of accuracy requirements, called accuracy-based curriculum learning. Using a reinforcement learning agent based on the Deep Deterministic Policy Gradient algorithm and addressing the Reacher environment, we first show that an agent trained with various accuracy requirements sampled randomly learns more efficiently than when asked to be very accurate at all times. Then we show that adaptive selection of accuracy requirements, based on a local measure of competence progress, automatically generates a curriculum where difficulty progressively increases, resulting in a better learning efficiency than sampling randomly.