Hugo Caselles-Dupré

Hugo Caselles-Dupré, Olivier Sigaud, Mohamed Chetouani

Learning from demonstration methods usually leverage close to optimal demonstrations to accelerate training. By contrast, when demonstrating a task, human teachers deviate from optimal demonstrations and pedagogically modify their behavior by giving demonstrations that best disambiguate the goal they want to demonstrate. Analogously, human learners excel at pragmatically inferring the intent of the teacher, facilitating communication between the two agents. These mechanisms are critical in the few demonstrations regime, where inferring the goal is more difficult. In this paper, we implement pedagogy and pragmatism mechanisms by leveraging a Bayesian model of Goal Inference from demonstrations (BGI). We highlight the benefits of this model in multi-goal teacher-learner setups with two artificial agents that learn with goal-conditioned Reinforcement Learning. We show that combining BGI-agents (a pedagogical teacher and a pragmatic learner) results in faster learning and reduced goal ambiguity over standard learning from demonstrations, especially in the few demonstrations regime. We provide the code for our experiments (https://github.com/Caselles/NeurIPS22-demonstrations-pedagogy-pragmatism), as well as an illustrative video explaining our approach (https://youtu.be/V4n16IjkNyw).

Hugo Caselles-Dupré, Olivier Sigaud, Mohamed Chetouani

Teaching an agent to perform new tasks using natural language can easily be hindered by ambiguities in interpretation. When a teacher provides an instruction to a learner about an object by referring to its features, the learner can misunderstand the teacher's intentions, for instance if the instruction ambiguously refer to features of the object, a phenomenon called referential ambiguity. We study how two concepts derived from cognitive sciences can help resolve those referential ambiguities: pedagogy (selecting the right instructions) and pragmatism (learning the preferences of the other agents using inductive reasoning). We apply those ideas to a teacher/learner setup with two artificial agents on a simulated robotic task (block-stacking). We show that these concepts improve sample efficiency for training the learner.

Clémence Grislain, Hugo Caselles-Dupré, Olivier Sigaud et al.

Good teachers always tailor their explanations to the learners. Cognitive scientists model this process under the rationality principle: teachers try to maximise the learner's utility while minimising teaching costs. To this end, human teachers seem to build mental models of the learner's internal state, a capacity known as Theory of Mind (ToM). Inspired by cognitive science, we build on Bayesian ToM mechanisms to design teacher agents that, like humans, tailor their teaching strategies to the learners. Our ToM-equipped teachers construct models of learners' internal states from observations and leverage them to select demonstrations that maximise the learners' rewards while minimising teaching costs. Our experiments in simulated environments demonstrate that learners taught this way are more efficient than those taught in a learner-agnostic way. This effect gets stronger when the teacher's model of the learner better aligns with the actual learner's state, either using a more accurate prior or after accumulating observations of the learner's behaviour. This work is a first step towards social machines that teach us and each other, see https://teacher-with-tom.github.io.

Hugo Caselles-Dupré, Olivier Sigaud, Mohamed Chetouani

We introduce a novel category of GC-agents capable of functioning as both teachers and learners. Leveraging action-based demonstrations and language-based instructions, these agents enhance communication efficiency. We investigate the incorporation of pedagogy and pragmatism, essential elements in human communication and goal achievement, enhancing the agents' teaching and learning capabilities. Furthermore, we explore the impact of combining communication modes (action and language) on learning outcomes, highlighting the benefits of a multi-modal approach.

Julien Boudier, Hugo Caselles-Dupré

While modern text-to-image diffusion models generate high-fidelity images, they offer limited control over the spatial and geometric structure of the output. To address this, we introduce and evaluate two ControlNets specialized for artistic control: (1) a proportion ControlNet that uses bounding boxes to dictate the position and scale of objects, and (2) a perspective ControlNet that employs vanishing lines to control the 3D geometry of the scene. We support the training of these modules with data pipelines that leverage vision-language models for annotation and specialized algorithms for conditioning image synthesis. Our experiments demonstrate that both modules provide effective control but exhibit limitations with complex constraints. Both models are released on HuggingFace: https://huggingface.co/obvious-research

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

Finding a generally accepted formal definition of a disentangled representation in the context of an agent behaving in an environment is an important challenge towards the construction of data-efficient autonomous agents. Higgins et al. recently proposed Symmetry-Based Disentangled Representation Learning, a definition based on a characterization of symmetries in the environment using group theory. We build on their work and make observations, theoretical and empirical, that lead us to argue that Symmetry-Based Disentangled Representation Learning cannot only be based on static observations: agents should interact with the environment to discover its symmetries. Our experiments can be reproduced in Colab and the code is available on GitHub.

Timothée Lesort, Hugo Caselles-Dupré, Michael Garcia-Ortiz et al.

Which generative model is the most suitable for Continual Learning? This paper aims at evaluating and comparing generative models on disjoint sequential image generation tasks. We investigate how several models learn and forget, considering various strategies: rehearsal, regularization, generative replay and fine-tuning. We used two quantitative metrics to estimate the generation quality and memory ability. We experiment with sequential tasks on three commonly used benchmarks for Continual Learning (MNIST, Fashion MNIST and CIFAR10). We found that among all models, the original GAN performs best and among Continual Learning strategies, generative replay outperforms all other methods. Even if we found satisfactory combinations on MNIST and Fashion MNIST, training generative models sequentially on CIFAR10 is particularly instable, and remains a challenge. Our code is available online \footnote{\url{https://github.com/TLESORT/Generative\_Continual\_Learning}}.

Mathis Koroglu, Hugo Caselles-Dupré, Guillaume Jeanneret Sanmiguel et al.

We consider the problem of text-to-video generation tasks with precise control for various applications such as camera movement control and video-to-video editing. Most methods tacking this problem rely on providing user-defined controls, such as binary masks or camera movement embeddings. In our approach we propose OnlyFlow, an approach leveraging the optical flow firstly extracted from an input video to condition the motion of generated videos. Using a text prompt and an input video, OnlyFlow allows the user to generate videos that respect the motion of the input video as well as the text prompt. This is implemented through an optical flow estimation model applied on the input video, which is then fed to a trainable optical flow encoder. The output feature maps are then injected into the text-to-video backbone model. We perform quantitative, qualitative and user preference studies to show that OnlyFlow positively compares to state-of-the-art methods on a wide range of tasks, even though OnlyFlow was not specifically trained for such tasks. OnlyFlow thus constitutes a versatile, lightweight yet efficient method for controlling motion in text-to-video generation. Models and code will be made available on GitHub and HuggingFace.

Hugo Caselles-Dupré, Charles Mellerio, Paul Hérent et al.

The reconstruction of images observed by subjects from fMRI data collected during visual stimuli has made strong progress in the past decade, thanks to the availability of extensive fMRI datasets and advancements in generative models for image generation. However, the application of visual reconstruction has remained limited. Reconstructing visual imagination presents a greater challenge, with potentially revolutionary applications ranging from aiding individuals with disabilities to verifying witness accounts in court. The primary hurdles in this field are the absence of data collection protocols for visual imagery and the lack of datasets on the subject. Traditionally, fMRI-to-image relies on data collected from subjects exposed to visual stimuli, which poses issues for generating visual imagery based on the difference of brain activity between visual stimulation and visual imagery. For the first time, we have compiled a substantial dataset (around 6h of scans) on visual imagery along with a proposed data collection protocol. We then train a modified version of an fMRI-to-image model and demonstrate the feasibility of reconstructing images from two modes of imagination: from memory and from pure imagination. The resulting pipeline we call Mind-to-Image marks a step towards creating a technology that allow direct reconstruction of visual imagery.

Hugo Caselles-Dupré, Mohamed Chetouani, Olivier Sigaud

When demonstrating a task, human tutors pedagogically modify their behavior by either "showing" the task rather than just "doing" it (exaggerating on relevant parts of the demonstration) or by giving demonstrations that best disambiguate the communicated goal. Analogously, human learners pragmatically infer the communicative intent of the tutor: they interpret what the tutor is trying to teach them and deduce relevant information for learning. Without such mechanisms, traditional Learning from Demonstration (LfD) algorithms will consider such demonstrations as sub-optimal. In this paper, we investigate the implementation of such mechanisms in a tutor-learner setup where both participants are artificial agents in an environment with multiple goals. Using pedagogy from the tutor and pragmatism from the learner, we show substantial improvements over standard learning from demonstrations.

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

Affordances are the possibilities of actions the environment offers to the individual. Ordinary objects (hammer, knife) usually have many affordances (grasping, pounding, cutting), and detecting these allow artificial agents to understand what are their possibilities in the environment, with obvious application in Robotics. Proposed benchmarks and state-of-the-art prediction models for supervised affordance segmentation are usually modifications of popular object segmentation models such as Mask R-CNN. We observe that theoretically, these popular object segmentation methods should be sufficient for detecting affordances masks. So we ask the question: is it necessary to tailor new architectures to the problem of learning affordances? We show that applying the out-of-the-box Mask R-CNN to the problem of affordances segmentation outperforms the current state-of-the-art. We conclude that the problem of supervised affordance segmentation is included in the problem of object segmentation and argue that better benchmarks for affordance learning should include action capacities.

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

We introduce SCOD (Sensory Commutativity Object Detection), an active method for movable and immovable object detection. SCOD exploits the commutative properties of action sequences, in the scenario of an embodied agent equipped with first-person sensors and a continuous motor space with multiple degrees of freedom. SCOD is based on playing an action sequence in two different orders from the same starting point and comparing the two final observations obtained after each sequence. Our experiments on 3D realistic robotic setups (iGibson) demonstrate the accuracy of SCOD and its generalization to unseen environments and objects. We also successfully apply SCOD on a real robot to further illustrate its generalization properties. With SCOD, we aim at providing a novel way of approaching the problem of object discovery in the context of a naive embodied agent. We provide code and a supplementary video.

Olivier Sigaud, Ahmed Akakzia, Hugo Caselles-Dupré et al.

Autonomous discovery and direct instruction are two distinct sources of learning in children but education sciences demonstrate that mixed approaches such as assisted discovery or guided play result in improved skill acquisition. In the field of Artificial Intelligence, these extremes respectively map to autonomous agents learning from their own signals and interactive learning agents fully taught by their teachers. In between should stand teachable autotelic agents (TAA): agents that learn from both internal and teaching signals to benefit from the higher efficiency of assisted discovery. Designing such agents will enable real-world non-expert users to orient the learning trajectories of agents towards their expectations. More fundamentally, this may also be a key step to build agents with human-level intelligence. This paper presents a roadmap towards the design of teachable autonomous agents. Building on developmental psychology and education sciences, we start by identifying key features enabling assisted discovery processes in child-tutor interactions. This leads to the production of a checklist of features that future TAA will need to demonstrate. The checklist allows us to precisely pinpoint the various limitations of current reinforcement learning agents and to identify the promising first steps towards TAA. It also shows the way forward by highlighting key research directions towards the design or autonomous agents that can be taught by ordinary people via natural pedagogy.

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

Perception of artificial agents is one the grand challenges of AI research. Deep Learning and data-driven approaches are successful on constrained problems where perception can be learned using supervision, but do not scale to open-worlds. In such case, for autonomous embodied agents with first-person sensors, perception can be learned end-to-end to solve particular tasks. However, literature shows that perception is not a purely passive compression mechanism, and that actions play an important role in the formulation of abstract representations. We propose to study perception for these embodied agents, under the mathematical formalism of group theory in order to make the link between perception and action. In particular, we consider the commutative properties of continuous action sequences with respect to sensory information perceived by such an embodied agent. We introduce the Sensory Commutativity Probability (SCP) criterion which measures how much an agent's degree of freedom affects the environment in embodied scenarios. We show how to compute this criterion in different environments, including realistic robotic setups. We empirically illustrate how SCP and the commutative properties of action sequences can be used to learn about objects in the environment and improve sample-efficiency in Reinforcement Learning.

René Traoré, Hugo Caselles-Dupré, Timothée Lesort et al.

In multi-task reinforcement learning there are two main challenges: at training time, the ability to learn different policies with a single model; at test time, inferring which of those policies applying without an external signal. In the case of continual reinforcement learning a third challenge arises: learning tasks sequentially without forgetting the previous ones. In this paper, we tackle these challenges by proposing DisCoRL, an approach combining state representation learning and policy distillation. We experiment on a sequence of three simulated 2D navigation tasks with a 3 wheel omni-directional robot. Moreover, we tested our approach's robustness by transferring the final policy into a real life setting. The policy can solve all tasks and automatically infer which one to run.

René Traoré, Hugo Caselles-Dupré, Timothée Lesort et al.

We focus on the problem of teaching a robot to solve tasks presented sequentially, i.e., in a continual learning scenario. The robot should be able to solve all tasks it has encountered, without forgetting past tasks. We provide preliminary work on applying Reinforcement Learning to such setting, on 2D navigation tasks for a 3 wheel omni-directional robot. Our approach takes advantage of state representation learning and policy distillation. Policies are trained using learned features as input, rather than raw observations, allowing better sample efficiency. Policy distillation is used to combine multiple policies into a single one that solves all encountered tasks.

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

We consider the problem of building a state representation model for control, in a continual learning setting. As the environment changes, the aim is to efficiently compress the sensory state's information without losing past knowledge, and then use Reinforcement Learning on the resulting features for efficient policy learning. To this end, we propose S-TRIGGER, a general method for Continual State Representation Learning applicable to Variational Auto-Encoders and its many variants. The method is based on Generative Replay, i.e. the use of generated samples to maintain past knowledge. It comes along with a statistically sound method for environment change detection, which self-triggers the Generative Replay. Our experiments on VAEs show that S-TRIGGER learns state representations that allows fast and high-performing Reinforcement Learning, while avoiding catastrophic forgetting. The resulting system is capable of autonomously learning new information without using past data and with a bounded system size. Code for our experiments is attached in Appendix.

Hugo Caselles-Dupré, Michael Garcia-Ortiz, David Filliat

We consider the problem of building a state representation model in a continual fashion. As the environment changes, the aim is to efficiently compress the sensory state's information without losing past knowledge. The learned features are then fed to a Reinforcement Learning algorithm to learn a policy. We propose to use Variational Auto-Encoders for state representation, and Generative Replay, i.e. the use of generated samples, to maintain past knowledge. We also provide a general and statistically sound method for automatic environment change detection. Our method provides efficient state representation as well as forward transfer, and avoids catastrophic forgetting. The resulting model is capable of incrementally learning information without using past data and with a bounded system size.

Hugo Caselles-Dupré, Louis Annabi, Oksana Hagen et al.

Flatland is a simple, lightweight environment for fast prototyping and testing of reinforcement learning agents. It is of lower complexity compared to similar 3D platforms (e.g. DeepMind Lab or VizDoom), but emulates physical properties of the real world, such as continuity, multi-modal partially-observable states with first-person view and coherent physics. We propose to use it as an intermediary benchmark for problems related to Lifelong Learning. Flatland is highly customizable and offers a wide range of task difficulty to extensively evaluate the properties of artificial agents. We experiment with three reinforcement learning baseline agents and show that they can rapidly solve a navigation task in Flatland. A video of an agent acting in Flatland is available here: https://youtu.be/I5y6Y2ZypdA.

Hugo Caselles-Dupré, Florian Lesaint, Jimena Royo-Letelier

Skip-gram with negative sampling, a popular variant of Word2vec originally designed and tuned to create word embeddings for Natural Language Processing, has been used to create item embeddings with successful applications in recommendation. While these fields do not share the same type of data, neither evaluate on the same tasks, recommendation applications tend to use the same already tuned hyperparameters values, even if optimal hyperparameters values are often known to be data and task dependent. We thus investigate the marginal importance of each hyperparameter in a recommendation setting through large hyperparameter grid searches on various datasets. Results reveal that optimizing neglected hyperparameters, namely negative sampling distribution, number of epochs, subsampling parameter and window-size, significantly improves performance on a recommendation task, and can increase it by an order of magnitude. Importantly, we find that optimal hyperparameters configurations for Natural Language Processing tasks and Recommendation tasks are noticeably different.