Chi Zhang

Manjie Xu, Xinyi Yang, Wei Liang et al.

Effective integration of AI agents into daily life requires them to understand and adapt to individual human preferences, particularly in collaborative roles. Although recent studies on embodied intelligence have advanced significantly, they typically adopt generalized approaches that overlook personal preferences in planning. We address this limitation by developing agents that not only learn preferences from few demonstrations but also learn to adapt their planning strategies based on these preferences. Our research leverages the observation that preferences, though implicitly expressed through minimal demonstrations, can generalize across diverse planning scenarios. To systematically evaluate this hypothesis, we introduce Preference-based Planning (PbP) benchmark, an embodied benchmark featuring hundreds of diverse preferences spanning from atomic actions to complex sequences. Our evaluation of SOTA methods reveals that while symbol-based approaches show promise in scalability, significant challenges remain in learning to generate and execute plans that satisfy personalized preferences. We further demonstrate that incorporating learned preferences as intermediate representations in planning significantly improves the agent's ability to construct personalized plans. These findings establish preferences as a valuable abstraction layer for adaptive planning, opening new directions for research in preference-guided plan generation and execution.

Manjie Xu, Xinyi Yang, Jiayu Zhan et al.

Self-play constitutes a fundamental paradigm for autonomous skill acquisition, whereby agents iteratively enhance their capabilities through self-directed environmental exploration. Conventional self-play frameworks exploit agent symmetry within zero-sum competitive settings, yet this approach proves inadequate for open-ended learning scenarios characterized by inherent asymmetry. Human pedagogical systems exemplify asymmetric instructional frameworks wherein educators systematically construct challenges calibrated to individual learners' developmental trajectories. The principal challenge resides in operationalizing these asymmetric, adaptive pedagogical mechanisms within artificial systems capable of autonomously synthesizing appropriate curricula without predetermined task hierarchies. Here we present Heterogeneous Adversarial Play (HAP), an adversarial Automatic Curriculum Learning framework that formalizes teacher-student interactions as a minimax optimization wherein task-generating instructor and problem-solving learner co-evolve through adversarial dynamics. In contrast to prevailing ACL methodologies that employ static curricula or unidirectional task selection mechanisms, HAP establishes a bidirectional feedback system wherein instructors continuously recalibrate task complexity in response to real-time learner performance metrics. Experimental validation across multi-task learning domains demonstrates that our framework achieves performance parity with SOTA baselines while generating curricula that enhance learning efficacy in both artificial agents and human subjects.