Vision-and-Language Navigation (VLN) requires the agent to follow language instructions to navigate through 3D environments. One main challenge in VLN is the limited availability of photorealistic training environments, which makes it hard to generalize to new and unseen environments. To address this problem, we propose PanoGen, a generation method that can potentially create an infinite number of diverse panoramic environments conditioned on text. Specifically, we collect room descriptions by captioning the room images in existing Matterport3D environments, and leverage a state-of-the-art text-to-image diffusion model to generate the new panoramic environments. We use recursive outpainting over the generated images to create consistent 360-degree panorama views. Our new panoramic environments share similar semantic information with the original environments by conditioning on text descriptions, which ensures the co-occurrence of objects in the panorama follows human intuition, and creates enough diversity in room appearance and layout with image outpainting. Lastly, we explore two ways of utilizing PanoGen in VLN pre-training and fine-tuning. We generate instructions for paths in our PanoGen environments with a speaker built on a pre-trained vision-and-language model for VLN pre-training, and augment the visual observation with our panoramic environments during agents' fine-tuning to avoid overfitting to seen environments. Empirically, learning with our PanoGen environments achieves the new state-of-the-art on the Room-to-Room, Room-for-Room, and CVDN datasets. Pre-training with our PanoGen speaker data is especially effective for CVDN, which has under-specified instructions and needs commonsense knowledge. Lastly, we show that the agent can benefit from training with more generated panoramic environments, suggesting promising results for scaling up the PanoGen environments.

Image-caption pretraining has been quite successfully used for downstream vision tasks like zero-shot image classification and object detection. However, image-caption pretraining is still a hard problem -- it requires multiple concepts (nouns) from captions to be aligned to several objects in images. To tackle this problem, we go to the roots -- the best learner, children. We take inspiration from cognitive science studies dealing with children's language learning to propose a curriculum learning framework. The learning begins with easy-to-align image caption pairs containing one concept per caption. The difficulty is progressively increased with each new phase by adding one more concept per caption. Correspondingly, the knowledge acquired in each learning phase is utilized in subsequent phases to effectively constrain the learning problem to aligning one new concept-object pair in each phase. We show that this learning strategy improves over vanilla image-caption training in various settings -- pretraining from scratch, using a pretrained image or/and pretrained text encoder, low data regime etc.

Specifying reward signals that allow agents to learn complex behaviors is a long-standing challenge in reinforcement learning. A promising approach is to extract preferences for behaviors from unlabeled videos, which are widely available on the internet. We present Video Prediction Rewards (VIPER), an algorithm that leverages pretrained video prediction models as action-free reward signals for reinforcement learning. Specifically, we first train an autoregressive transformer on expert videos and then use the video prediction likelihoods as reward signals for a reinforcement learning agent. VIPER enables expert-level control without programmatic task rewards across a wide range of DMC, Atari, and RLBench tasks. Moreover, generalization of the video prediction model allows us to derive rewards for an out-of-distribution environment where no expert data is available, enabling cross-embodiment generalization for tabletop manipulation. We see our work as starting point for scalable reward specification from unlabeled videos that will benefit from the rapid advances in generative modeling. Source code and datasets are available on the project website: https://escontrela.me/viper

Actor-critic algorithms address the dual goals of reinforcement learning (RL), policy evaluation and improvement, via two separate function approximators. The practicality of this approach comes at the expense of training instability, caused mainly by the destructive effect of the approximation errors of the critic on the actor. We tackle this bottleneck by employing an existing Probably Approximately Correct (PAC) Bayesian bound for the first time as the critic training objective of the Soft Actor-Critic (SAC) algorithm. We further demonstrate that online learning performance improves significantly when a stochastic actor explores multiple futures by critic-guided random search. We observe our resulting algorithm to compare favorably to the state of the art on multiple classical control and locomotion tasks in terms of both sample efficiency and regret minimization.

ParaDime is a framework for parametric dimensionality reduction (DR). In parametric DR, neural networks are trained to embed high-dimensional data items in a low-dimensional space while minimizing an objective function. ParaDime builds on the idea that the objective functions of several modern DR techniques result from transformed inter-item relationships. It provides a common interface for specifying these relations and transformations and for defining how they are used within the losses that govern the training process. Through this interface, ParaDime unifies parametric versions of DR techniques such as metric MDS, t-SNE, and UMAP. It allows users to fully customize all aspects of the DR process. We show how this ease of customization makes ParaDime suitable for experimenting with interesting techniques such as hybrid classification/embedding models and supervised DR. This way, ParaDime opens up new possibilities for visualizing high-dimensional data.

Recently it has been shown that without any access to the contextual passage, multiple choice reading comprehension (MCRC) systems are able to answer questions significantly better than random on average. These systems use their accumulated "world knowledge" to directly answer questions, rather than using information from the passage. This paper examines the possibility of exploiting this observation as a tool for test designers to ensure that the use of "world knowledge" is acceptable for a particular set of questions. We propose information-theory based metrics that enable the level of "world knowledge" exploited by systems to be assessed. Two metrics are described: the expected number of options, which measures whether a passage-free system can identify the answer a question using world knowledge; and the contextual mutual information, which measures the importance of context for a given question. We demonstrate that questions with low expected number of options, and hence answerable by the shortcut system, are often similarly answerable by humans without context. This highlights that the general knowledge 'shortcuts' could be equally used by exam candidates, and that our proposed metrics may be helpful for future test designers to monitor the quality of questions.

This work develops new algorithms with rigorous efficiency guarantees for infinite horizon imitation learning (IL) with linear function approximation without restrictive coherence assumptions. We begin with the minimax formulation of the problem and then outline how to leverage classical tools from optimization, in particular, the proximal-point method (PPM) and dual smoothing, for online and offline IL, respectively. Thanks to PPM, we avoid nested policy evaluation and cost updates for online IL appearing in the prior literature. In particular, we do away with the conventional alternating updates by the optimization of a single convex and smooth objective over both cost and Q-functions. When solved inexactly, we relate the optimization errors to the suboptimality of the recovered policy. As an added bonus, by re-interpreting PPM as dual smoothing with the expert policy as a center point, we also obtain an offline IL algorithm enjoying theoretical guarantees in terms of required expert trajectories. Finally, we achieve convincing empirical performance for both linear and neural network function approximation.

We introduce INSTRUCTOR, a new method for computing text embeddings given task instructions: every text input is embedded together with instructions explaining the use case (e.g., task and domain descriptions). Unlike encoders from prior work that are more specialized, INSTRUCTOR is a single embedder that can generate text embeddings tailored to different downstream tasks and domains, without any further training. We first annotate instructions for 330 diverse tasks and train INSTRUCTOR on this multitask mixture with a contrastive loss. We evaluate INSTRUCTOR on 70 embedding evaluation tasks (66 of which are unseen during training), ranging from classification and information retrieval to semantic textual similarity and text generation evaluation. INSTRUCTOR, while having an order of magnitude fewer parameters than the previous best model, achieves state-of-the-art performance, with an average improvement of 3.4% compared to the previous best results on the 70 diverse datasets. Our analysis suggests that INSTRUCTOR is robust to changes in instructions, and that instruction finetuning mitigates the challenge of training a single model on diverse datasets. Our model, code, and data are available at https://instructor-embedding.github.io.

In order to train children's ability to ask curiosity-driven questions, previous research has explored designing specific exercises relying on providing semantic and linguistic cues to help formulate such questions. But despite showing pedagogical efficiency, this method is still limited as it relies on generating the said cues by hand, which can be a very costly process. In this context, we propose to leverage advances in the natural language processing field (NLP) and investigate the efficiency of using a large language model (LLM) for automating the production of the pedagogical content of a curious question-asking (QA) training. We study generating the said content using the "prompt-based" method that consists of explaining the task to the LLM in natural text. We evaluate the output using human experts annotations and comparisons with hand-generated content. Results suggested indeed the relevance and usefulness of this content. We also conduct a field study in primary school (75 children aged 9-10), where we evaluate children's QA performance when having this training. We compare 3 types of content : 1) hand-generated content that proposes "closed" cues leading to predefined questions; 2) GPT-3-generated content that proposes the same type of cues; 3) GPT-3-generated content that proposes "open" cues leading to several possible questions. We see a similar QA performance between the two "closed" trainings (showing the scalability of the approach using GPT-3), and a better one for participants with the "open" training. These results suggest the efficiency of using LLMs to support children in generating more curious questions, using a natural language prompting approach that affords usability by teachers and other users not specialists of AI techniques. Furthermore, results also show that open-ended content may be more suitable for training curious question-asking skills.

Large generative AI models (GMs) like GPT and DALL-E are trained to generate content for general, wide-ranging purposes. GM content filters are generalized to filter out content which has a risk of harm in many cases, e.g., hate speech. However, prohibited content is not always harmful -- there are instances where generating prohibited content can be beneficial. So, when GMs filter out content, they preclude beneficial use cases along with harmful ones. Which use cases are precluded reflects the values embedded in GM content filtering. Recent work on red teaming proposes methods to bypass GM content filters to generate harmful content. We coin the term green teaming to describe methods of bypassing GM content filters to design for beneficial use cases. We showcase green teaming by: 1) Using ChatGPT as a virtual patient to simulate a person experiencing suicidal ideation, for suicide support training; 2) Using Codex to intentionally generate buggy solutions to train students on debugging; and 3) Examining an Instagram page using Midjourney to generate images of anti-LGBTQ+ politicians in drag. Finally, we discuss how our use cases demonstrate green teaming as both a practical design method and a mode of critique, which problematizes and subverts current understandings of harms and values in generative AI.