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.

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.

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.

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.

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).

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.

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.

Autonomous discovery and direct instruction are two extreme sources of learning in children, but educational sciences have shown that intermediate approaches such as assisted discovery or guided play resulted in better acquisition of skills. When turning to Artificial Intelligence, the above dichotomy is translated into the distinction between autonomous agents which learn in isolation and interactive learning agents which can be taught by social partners but generally lack autonomy. In between should stand teachable autonomous agents: agents learning from both internal and teaching signals to benefit from the higher efficiency of assisted discovery. Such agents could learn on their own in the real world, but non-expert users could drive their learning behavior towards their expectations. More fundamentally, combining both capabilities might also be a key step towards general intelligence. In this paper we elucidate obstacles along this research line. First, we build on a seminal work of Bruner to extract relevant features of the assisted discovery processes. Second, we describe current research on autotelic agents, i.e. agents equipped with forms of intrinsic motivations that enable them to represent, self-generate and pursue their own goals. We argue that autotelic capabilities are paving the way towards teachable and autonomous agents. Finally, we adopt a social learning perspective on tutoring interactions and we highlight some components that are currently missing to autotelic agents before they can be taught by ordinary people using natural pedagogy, and we provide a list of specific research questions that emerge from this perspective.

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.

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.