Multi-agent reinforcement learning (MARL) has witnessed significant progress with the development of value function factorization methods. It allows optimizing a joint action-value function through the maximization of factorized per-agent utilities. In this paper, we show that in partially observable MARL problems, an agent's ordering over its own actions could impose concurrent constraints (across different states) on the representable function class, causing significant estimation errors during training. We tackle this limitation and propose PAC, a new framework leveraging Assistive information generated from Counterfactual Predictions of optimal joint action selection, which enable explicit assistance to value function factorization through a novel counterfactual loss. A variational inference-based information encoding method is developed to collect and encode the counterfactual predictions from an estimated baseline. To enable decentralized execution, we also derive factorized per-agent policies inspired by a maximum-entropy MARL framework. We evaluate the proposed PAC on multi-agent predator-prey and a set of StarCraft II micromanagement tasks. Empirical results demonstrate improved results of PAC over state-of-the-art value-based and policy-based multi-agent reinforcement learning algorithms on all benchmarks.

We consider the problem of teaching via demonstrations in sequential decisionmaking settings. In particular, we study how to design a personalized curriculum over demonstrations to speed up the learner's convergence. We provide a unified curriculum strategy for two popular learner models: Maximum Causal Entropy Inverse Reinforcement Learning (MaxEnt-IRL) and Cross-Entropy Behavioral Cloning (CrossEnt-BC). Our unified strategy induces a ranking over demonstrations based on a notion of difficulty scores computed w.r.t. the teacher's optimal policy and the learner's current policy. Compared to the state of the art, our strategy doesn't require access to the learner's internal dynamics and still enjoys similar convergence guarantees under mild technical conditions. Furthermore, we adapt our curriculum strategy to the setting where no teacher agent is present using task-specific difficulty scores. Experiments on a synthetic car driving environment and navigation-based environments demonstrate the effectiveness of our curriculum strategy.