Zhen Zeng

Zhen Zeng, Leijiang Gu, Xun Yang et al.

Knowledge editing aims to efficiently and cost-effectively correct inaccuracies and update outdated information. Recently, there has been growing interest in extending knowledge editing from Large Language Models (LLMs) to Multimodal Large Language Models (MLLMs), which integrate both textual and visual information, introducing additional editing complexities. Existing multimodal knowledge editing works primarily focus on text-oriented, coarse-grained scenarios, failing to address the unique challenges posed by multimodal contexts. In this paper, we propose a visual-oriented, fine-grained multimodal knowledge editing task that targets precise editing in images with multiple interacting entities. We introduce the Fine-Grained Visual Knowledge Editing (FGVEdit) benchmark to evaluate this task. Moreover, we propose a Multimodal Scope Classifier-based Knowledge Editor (MSCKE) framework. MSCKE leverages a multimodal scope classifier that integrates both visual and textual information to accurately identify and update knowledge related to specific entities within images. This approach ensures precise editing while preserving irrelevant information, overcoming the limitations of traditional text-only editing methods. Extensive experiments on the FGVEdit benchmark demonstrate that MSCKE outperforms existing methods, showcasing its effectiveness in solving the complex challenges of multimodal knowledge editing.

Xiaotong Chen, Kaizhi Zheng, Zhen Zeng et al.

In order to enable robust operation in unstructured environments, robots should be able to generalize manipulation actions to novel object instances. For example, to pour and serve a drink, a robot should be able to recognize novel containers which afford the task. Most importantly, robots should be able to manipulate these novel containers to fulfill the task. To achieve this, we aim to provide robust and generalized perception of object affordances and their associated manipulation poses for reliable manipulation. In this work, we combine the notions of affordance and category-level pose, and introduce the Affordance Coordinate Frame (ACF). With ACF, we represent each object class in terms of individual affordance parts and the compatibility between them, where each part is associated with a part category-level pose for robot manipulation. In our experiments, we demonstrate that ACF outperforms state-of-the-art methods for object detection, as well as category-level pose estimation for object parts. We further demonstrate the applicability of ACF to robot manipulation tasks through experiments in a simulated environment.

Zhen Zeng, Benjamin Kuipers

We aim to enable robot to learn object manipulation by imitation. Given external observations of demonstrations on object manipulations, we believe that two underlying problems to address in learning by imitation is 1) segment a given demonstration into skills that can be individually learned and reused, and 2) formulate the correct RL (Reinforcement Learning) problem that only considers the relevant aspects of each skill so that the policy for each skill can be effectively learned. Previous works made certain progress in this direction, but none has taken private information into account. The public information is the information that is available in the external observations of demonstration, and the private information is the information that are only available to the agent that executes the actions, such as tactile sensations. Our contribution is that we provide a method for the robot to automatically segment the demonstration of object manipulations into multiple skills, and formulate the correct RL problem for each skill, and automatically decide whether the private information is an important aspect of each skill based on interaction with the world. Our experiment shows that our robot learns to pick up a block, and stack it onto another block by imitating an observed demonstration. The evaluation is based on 1) whether the demonstration is reasonably segmented, 2) whether the correct RL problems are formulated, 3) and whether a good policy is learned.