Ali Ayub

Ali Ayub, Jainish Mehta, Zachary De Francesco et al.

Continual learning (CL) has emerged as an important avenue of research in recent years, at the intersection of Machine Learning (ML) and Human-Robot Interaction (HRI), to allow robots to continually learn in their environments over long-term interactions with humans. Most research in continual learning, however, has been robot-centered to develop continual learning algorithms that can quickly learn new information on static datasets. In this paper, we take a human-centered approach to continual learning, to understand how humans teach continual learning robots over the long term and if there are variations in their teaching styles. We conducted an in-person study with 40 participants that interacted with a continual learning robot in 200 sessions. In this between-participant study, we used two different CL models deployed on a Fetch mobile manipulator robot. An extensive qualitative and quantitative analysis of the data collected in the study shows that there is significant variation among the teaching styles of individual users indicating the need for personalized adaptation to their distinct teaching styles. The results also show that although there is a difference in the teaching styles between expert and non-expert users, the style does not have an effect on the performance of the continual learning robot. Finally, our analysis shows that the constrained experimental setups that have been widely used to test most continual learning techniques are not adequate, as real users interact with and teach continual learning robots in a variety of ways. Our code is available at https://github.com/aliayub7/cl_hri.

Ali Ayub, Chrystopher L. Nehaniv, Kerstin Dautenhahn

Assistive robots operating in household environments would require items to be available in the house to perform assistive tasks. However, when these items run out, the assistive robot must remind its user to buy the missing items. In this paper, we present a computational architecture that can allow a robot to learn personalized contextual knowledge of a household through interactions with its user. The architecture can then use the learned knowledge to make predictions about missing items from the household over a long period of time. The architecture integrates state-of-the-art perceptual learning algorithms, cognitive models of memory encoding and learning, a reasoning module for predicting missing items from the household, and a graphical user interface (GUI) to interact with the user. The architecture is integrated with the Fetch mobile manipulator robot and validated in a large indoor environment with multiple contexts and objects. Our experimental results show that the robot can adapt to an environment by learning contextual knowledge through interactions with its user. The robot can also use the learned knowledge to correctly predict missing items over multiple weeks and it is robust against sensory and perceptual errors.

Ali Ayub, Chrystopher L. Nehaniv, Kerstin Dautenhahn

For robots to assist users with household tasks, they must first learn about the tasks from the users. Further, performing the same task every day, in the same way, can become boring for the robot's user(s), therefore, assistive robots must find creative ways to perform tasks in the household. In this paper, we present a cognitive architecture for a household assistive robot that can learn personalized breakfast options from its users and then use the learned knowledge to set up a table for breakfast. The architecture can also use the learned knowledge to create new breakfast options over a longer period of time. The proposed cognitive architecture combines state-of-the-art perceptual learning algorithms, computational implementation of cognitive models of memory encoding and learning, a task planner for picking and placing objects in the household, a graphical user interface (GUI) to interact with the user and a novel approach for creating new breakfast options using the learned knowledge. The architecture is integrated with the Fetch mobile manipulator robot and validated, as a proof-of-concept system evaluation in a large indoor environment with multiple kitchen objects. Experimental results demonstrate the effectiveness of our architecture to learn personalized breakfast options from the user and generate new breakfast options never learned by the robot.

Ali Ayub, Alan R. Wagner

For most real-world applications, robots need to adapt and learn continually with limited data in their environments. In this paper, we consider the problem of Few-Shot class Incremental Learning (FSIL), in which an AI agent is required to learn incrementally from a few data samples without forgetting the data it has previously learned. To solve this problem, we present a novel framework inspired by theories of concept learning in the hippocampus and the neocortex. Our framework represents object classes in the form of sets of clusters and stores them in memory. The framework replays data generated by the clusters of the old classes, to avoid forgetting when learning new classes. Our approach is evaluated on two object classification datasets resulting in state-of-the-art (SOTA) performance for class-incremental learning and FSIL. We also evaluate our framework for FSIL on a robot demonstrating that the robot can continually learn to classify a large set of household objects with limited human assistance.

Ali Ayub, Carter Fendley

In this paper, we consider a challenging but realistic continual learning (CL) problem, Few-Shot Continual Active Learning (FoCAL), where a CL agent is provided with unlabeled data for a new or a previously learned task in each increment and the agent only has limited labeling budget available. Towards this, we build on the continual learning and active learning literature and develop a framework that can allow a CL agent to continually learn new object classes from a few labeled training examples. Our framework represents each object class using a uniform Gaussian mixture model (GMM) and uses pseudo-rehearsal to mitigate catastrophic forgetting. The framework also uses uncertainty measures on the Gaussian representations of the previously learned classes to find the most informative samples to be labeled in an increment. We evaluate our approach on the CORe-50 dataset and on a real humanoid robot for the object classification task. The results show that our approach not only produces state-of-the-art results on the dataset but also allows a real robot to continually learn unseen objects in a real environment with limited labeling supervision provided by its user.

Florent Chiaroni, Ali Ayub, Ola Ahmad

In robotics applications, few-shot segmentation is crucial because it allows robots to perform complex tasks with minimal training data, facilitating their adaptation to diverse, real-world environments. However, pixel-level annotations of even small amount of images is highly time-consuming and costly. In this paper, we present a novel few-shot binary segmentation method based on bounding-box annotations instead of pixel-level labels. We introduce, ProMi, an efficient prototype-mixture-based method that treats the background class as a mixture of distributions. Our approach is simple, training-free, and effective, accommodating coarse annotations with ease. Compared to existing baselines, ProMi achieves the best results across different datasets with significant gains, demonstrating its effectiveness. Furthermore, we present qualitative experiments tailored to real-world mobile robot tasks, demonstrating the applicability of our approach in such scenarios. Our code: https://github.com/ThalesGroup/promi.

Ali Ayub, Chrystopher Nehaniv, Kerstin Dautenhahn

For robots to perform assistive tasks in unstructured home environments, they must learn and reason on the semantic knowledge of the environments. Despite a resurgence in the development of semantic reasoning architectures, these methods assume that all the training data is available a priori. However, each user's environment is unique and can continue to change over time, which makes these methods unsuitable for personalized home service robots. Although research in continual learning develops methods that can learn and adapt over time, most of these methods are tested in the narrow context of object classification on static image datasets. In this paper, we combine ideas from continual learning, semantic reasoning, and interactive machine learning literature and develop a novel interactive continual learning architecture for continual learning of semantic knowledge in a home environment through human-robot interaction. The architecture builds on core cognitive principles of learning and memory for efficient and real-time learning of new knowledge from humans. We integrate our architecture with a physical mobile manipulator robot and perform extensive system evaluations in a laboratory environment over two months. Our results demonstrate the effectiveness of our architecture to allow a physical robot to continually adapt to the changes in the environment from limited data provided by the users (experimenters), and use the learned knowledge to perform object fetching tasks.

Christopher McClurg, Ali Ayub, Harsh Tyagi et al.

For real-world applications, robots will need to continually learn in their environments through limited interactions with their users. Toward this, previous works in few-shot class incremental learning (FSCIL) and active class selection (ACS) have achieved promising results but were tested in constrained setups. Therefore, in this paper, we combine ideas from FSCIL and ACS to develop a novel framework that can allow an autonomous agent to continually learn new objects by asking its users to label only a few of the most informative objects in the environment. To this end, we build on a state-of-the-art (SOTA) FSCIL model and extend it with techniques from ACS literature. We term this model Few-shot Incremental Active class SeleCtiOn (FIASco). We further integrate a potential field-based navigation technique with our model to develop a complete framework that can allow an agent to process and reason on its sensory data through the FIASco model, navigate towards the most informative object in the environment, gather data about the object through its sensors and incrementally update the FIASco model. Experimental results on a simulated agent and a real robot show the significance of our approach for long-term real-world robotics applications.

Ali Ayub, Zachary De Francesco, Patrick Holthaus et al.

For long-term deployment in dynamic real-world environments, assistive robots must continue to learn and adapt to their environments. Researchers have developed various computational models for continual learning (CL) that can allow robots to continually learn from limited training data, and avoid forgetting previous knowledge. While these CL models can mitigate forgetting on static, systematically collected datasets, it is unclear how human users might perceive a robot that continually learns over multiple interactions with them. In this paper, we developed a system that integrates CL models for object recognition with a Fetch mobile manipulator robot and allows human participants to directly teach and test the robot over multiple sessions. We conducted an in-person study with 60 participants that interacted with our system in 300 sessions (5 sessions per participant). We conducted a between-subject study with three different CL models to understand human perceptions of continual learning robots over multiple sessions. Our results suggest that participants' perceptions of trust, competence, and usability of a continual learning robot significantly decrease over multiple sessions if the robot forgets previously learned objects. However, the perceived task load on participants for teaching and testing the robot remains the same over multiple sessions even if the robot forgets previously learned objects. Our results also indicate that state-of-the-art CL models might perform unreliably when applied on robots interacting with human participants. Further, continual learning robots are not perceived as very trustworthy or competent by human participants, regardless of the underlying continual learning model or the session number.

Ali Ayub, Huiqing Hu, Guangwei Zhou et al.

Robots may soon play a role in higher education by augmenting learning environments and managing interactions between instructors and learners. Little, however, is known about how the presence of robots in the learning environment will influence academic integrity. This study therefore investigates if and how college students cheat while engaged in a collaborative sorting task with a robot. We employed a 2x2 factorial design to examine the effects of cheating exposure (exposure to cheating or no exposure) and task clarity (clear or vague rules) on college student cheating behaviors while interacting with a robot. Our study finds that prior exposure to cheating on the task significantly increases the likelihood of cheating. Yet, the tendency to cheat was not impacted by the clarity of the task rules. These results suggest that normative behavior by classmates may strongly influence the decision to cheat while engaged in an instructional experience with a robot.

Ali Ayub, Alan R. Wagner

Deep learning has achieved remarkable success in object recognition tasks through the availability of large scale datasets like ImageNet. However, deep learning systems suffer from catastrophic forgetting when learning incrementally without replaying old data. For real-world applications, robots also need to incrementally learn new objects. Further, since robots have limited human assistance available, they must learn from only a few examples. However, very few object recognition datasets and benchmarks exist to test incremental learning capability for robotic vision. Further, there is no dataset or benchmark specifically designed for incremental object learning from a few examples. To fill this gap, we present a new dataset termed F-SIOL-310 (Few-Shot Incremental Object Learning) which is specifically captured for testing few-shot incremental object learning capability for robotic vision. We also provide benchmarks and evaluations of 8 incremental learning algorithms on F-SIOL-310 for future comparisons. Our results demonstrate that the few-shot incremental object learning problem for robotic vision is far from being solved.

Ali Ayub, Alan R. Wagner

Children learn continually by asking questions about the concepts they are most curious about. With robots becoming an integral part of our society, they must also learn unknown concepts continually by asking humans questions. The paper analyzes a recent state-of-the-art approach for continual learning. The paper further develops a self-supervised technique to find most of the uncertain objects in an environment by utilizing the cluster representation of the previously learned classes. We test our approach on a benchmark dataset for continual learning on robots. Our results show that our curiosity-driven continual learning approach beats random sampling and softmax-based uncertainty sampling in terms of classification accuracy and the total number of classes learned.

Ali Ayub, Alan R. Wagner

For many real-world robotics applications, robots need to continually adapt and learn new concepts. Further, robots need to learn through limited data because of scarcity of labeled data in the real-world environments. To this end, my research focuses on developing robots that continually learn in dynamic unseen environments/scenarios, learn from limited human supervision, remember previously learned knowledge and use that knowledge to learn new concepts. I develop machine learning models that not only produce State-of-the-results on benchmark datasets but also allow robots to learn new objects and scenes in unconstrained environments which lead to a variety of novel robotics applications.

Ali Ayub, Alan R. Wagner

The two main impediments to continual learning are catastrophic forgetting and memory limitations on the storage of data. To cope with these challenges, we propose a novel, cognitively-inspired approach which trains autoencoders with Neural Style Transfer to encode and store images. During training on a new task, reconstructed images from encoded episodes are replayed in order to avoid catastrophic forgetting. The loss function for the reconstructed images is weighted to reduce its effect during classifier training to cope with image degradation. When the system runs out of memory the encoded episodes are converted into centroids and covariance matrices, which are used to generate pseudo-images during classifier training, keeping classifier performance stable while using less memory. Our approach increases classification accuracy by 13-17% over state-of-the-art methods on benchmark datasets, while requiring 78% less storage space.

Ali Ayub, Alan R. Wagner

Social norms support coordination and cooperation in society. With social robots becoming increasingly involved in our society, they also need to follow the social norms of the society. This paper presents a computational framework for learning contexts and the social norms present in a context in an online manner on a robot. The paper utilizes a recent state-of-the-art approach for incremental learning and adapts it for online learning of scenes (contexts). The paper further utilizes Dempster-Schafer theory to model context-specific norms. After learning the scenes (contexts), we use active learning to learn related norms. We test our approach on the Pepper robot by taking it through different scene locations. Our results show that Pepper can learn different scenes and related norms simply by communicating with a human partner in an online manner.

Ali Ayub, Alan R. Wagner

For many applications, robots will need to be incrementally trained to recognize the specific objects needed for an application. This paper presents a practical system for incrementally training a robot to recognize different object categories using only a small set of visual examples provided by a human. The paper uses a recently developed state-of-the-art method for few-shot incremental learning of objects. After learning the object classes incrementally, the robot performs a table cleaning task organizing objects into categories specified by the human. We also demonstrate the system's ability to learn arrangements of objects and predict missing or incorrectly placed objects. Experimental evaluations demonstrate that our approach achieves nearly the same performance as a system trained with all examples at one time (batch training), which constitutes a theoretical upper bound.

Ali Ayub, Alan R. Wagner

The two main challenges faced by continual learning approaches are catastrophic forgetting and memory limitations on the storage of data. To cope with these challenges, we propose a novel, cognitively-inspired approach which trains autoencoders with Neural Style Transfer to encode and store images. Reconstructed images from encoded episodes are replayed when training the classifier model on a new task to avoid catastrophic forgetting. The loss function for the reconstructed images is weighted to reduce its effect during classifier training to cope with image degradation. When the system runs out of memory the encoded episodes are converted into centroids and covariance matrices, which are used to generate pseudo-images during classifier training, keeping classifier performance stable with less memory. Our approach increases classification accuracy by 13-17% over state-of-the-art methods on benchmark datasets, while requiring 78% less storage space.

Ali Ayub, Alan Wagner

Incremental learning attempts to develop a classifier which learns continuously from a stream of data segregated into different classes. Deep learning approaches suffer from catastrophic forgetting when learning classes incrementally, while most incremental learning approaches require a large amount of training data per class. We examine the problem of incremental learning using only a few training examples, referred to as Few-Shot Incremental Learning (FSIL). To solve this problem, we propose a novel approach inspired by the concept learning model of the hippocampus and the neocortex that represents each image class as centroids and does not suffer from catastrophic forgetting. We evaluate our approach on three class-incremental learning benchmarks: Caltech-101, CUBS-200-2011 and CIFAR-100 for incremental and few-shot incremental learning and show that our approach achieves state-of-the-art results in terms of classification accuracy over all learned classes.

Ali Ayub, Alan R. Wagner

This paper investigates the use of game theoretic representations to represent and learn how to play interactive games such as Connect Four. We combine aspects of learning by demonstration, active learning, and game theory allowing a robot to leverage its developing representation of the game to conduct question/answer sessions with a person, thus filling in gaps in its knowledge. The paper demonstrates a method for teaching a robot the win conditions of the game Connect Four and its variants using a single demonstration and a few trial examples with a question and answer session led by the robot. Our results show that the robot can learn arbitrary win conditions for the game with little prior knowledge of the win conditions and then play the game with a human utilizing the learned win conditions. Our experiments also show that some questions are more important for learning the game's win conditions. We believe that this method could be broadly applied to a variety of interactive learning scenarios.

Ali Ayub, Alan R. Wagner

This paper contributes a novel cognitively-inspired method for RGB-D indoor scene classification. High intra-class variance and low inter-class variance make indoor scene classification an extremely challenging task. To cope with this problem, we propose a clustering approach inspired by the concept learning model of the hippocampus and the neocortex, to generate clusters and centroids for different scene categories. Test images depicting different scenes are classified by using their distance to the closest centroids (concepts). Modeling of RGB-D scenes as centroids not only leads to state-of-the-art classification performance on benchmark datasets (SUN RGB-D and NYU Depth V2), but also offers a method for inspecting and interpreting the space of centroids. Inspection of the centroids generated by our approach on RGB-D datasets leads us to propose a method for merging conceptually similar categories, resulting in improved accuracy for all approaches.

Ali Ayub, Aldo Morales, Amit Banerjee

This paper investigates deception in the context of motion using a simulated mobile robot. We analyze some previously designed deceptive strategies on a mobile robot simulator. We then present a novel approach to adaptively choose target-oriented deceptive trajectories to deceive humans for multiple interactions. Additionally, we propose a new metric to evaluate deception on data collected from the users when interacting with the mobile robot simulator. We performed a user study to test our proposed adaptive deceptive algorithm, which shows that our algorithm deceives humans even for multiple interactions and it is more effective than random choice of deceptive strategies.