A Bayesian Solution To The Imitation Gap

In many real-world settings, an agent must learn to act in environments where no reward signal can be specified, but a set of expert demonstrations is available. Imitation learning (IL) is a popular framework for learning policies from such demonstrations. However, in some cases, differences in observability between the expert and the agent can give rise to an imitation gap such that the expert's policy is not optimal for the agent and a naive application of IL can fail catastrophically. In particular, if the expert observes the Markov state and the agent does not, then the expert will not demonstrate the information-gathering behavior needed by the agent but not the expert. In this paper, we propose a Bayesian solution to the Imitation Gap (BIG), first using the expert demonstrations, together with a prior specifying the cost of exploratory behavior that is not demonstrated, to infer a posterior over rewards with Bayesian inverse reinforcement learning (IRL). BIG then uses the reward posterior to learn a Bayes-optimal policy. Our experiments show that BIG, unlike IL, allows the agent to explore at test time when presented with an imitation gap, whilst still learning to behave optimally using expert demonstrations when no such gap exists.

Utility-based Adaptive Teaching Strategies using Bayesian Theory of Mind

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.