In recent years, we have witnessed tremendous progress in deep reinforcement learning (RL) for tasks such as Go, Chess, video games, and robot control. Nevertheless, other combinatorial domains, such as AI planning, still pose considerable challenges for RL approaches. The key difficulty in those domains is that a positive reward signal becomes {\em exponentially rare} as the minimal solution length increases. So, an RL approach loses its training signal. There has been promising recent progress by using a curriculum-driven learning approach that is designed to solve a single hard instance.

We examine the syntactic properties of BabyLM corpus, and age-groups within CHILDES. While we find that CHILDES does not exhibit strong syntactic differentiation by age, we show that the syntactic knowledge about the training data can be helpful in interpreting model performance on linguistic tasks. For curriculum learning, we explore developmental and several alternative cognitively inspired curriculum approaches. We find that some curricula help with reading tasks, but the main performance improvement come from using the subset of syntactically categorizable data, rather than the full noisy corpus.

Multi-agent reinforcement learning (MARL) faces significant challenges in task sequencing and curriculum design, particularly for cooperative coordination scenarios. While curriculum learning has demonstrated success in single-agent domains, principled approaches for multi-agent coordination remain limited due to the absence of validated task complexity metrics. This approach presents a graph-based coordination complexity metric that integrates agent dependency entropy, spatial interference patterns, and goal overlap analysis to predict task difficulty in multi-agent environments. The complexity metric achieves strong empirical validation with rho = 0.952 correlation (p < 0.001) between predicted complexity and empirical difficulty determined by random agent performance evaluation. This approach evaluates the curriculum learning framework using MADDPG across two distinct coordination environments: achieving 56x performance improvement in tight coordination tasks (MultiWalker) and demonstrating systematic task progression in cooperative navigation (Simple Spread). Through systematic analysis, coordination tightness emerges as a predictor of curriculum learning effectiveness, where environments requiring strict agent interdependence benefit substantially from structured progression. This approach provides a validated complexity metric for multi-agent curriculum design and establishes empirical guidelines for multi-robot coordination applications.

In recent years, we have witnessed tremendous progress in deep reinforcement learning (RL) for tasks such as Go, Chess, video games, and robot control. Nevertheless, other combinatorial domains, such as AI planning, still pose considerable challenges for RL approaches. The key difficulty in those domains is that a positive reward signal becomes {\em exponentially rare} as the minimal solution length increases. So, an RL approach loses its training signal. There has been promising recent progress by using a curriculum-driven learning approach that is designed to solve a single hard instance.

Curriculum learning techniques are a viable solution for improving the accuracy of automatic models, by replacing the traditional random training with an easy-to-hard strategy. However, the standard curriculum methodology does not automatically provide improved results, but it is constrained by multiple elements like the data distribution or the proposed model. In this paper, we introduce a novel curriculum sampling strategy which takes into consideration the diversity of the training data together with the difficulty of the inputs. We determine the difficulty using a state-of-the-art estimator based on the human time required for solving a visual search task. We consider this kind of difficulty metric to be better suited for solving general problems, as it is not based on certain task-dependent elements, but more on the context of each image. We ensure the diversity during training, giving higher priority to elements from less visited classes. We conduct object detection and instance segmentation experiments on Pascal VOC 2007 and Cityscapes data sets, surpassing both the randomly-trained baseline and the standard curriculum approach. We prove that our strategy is very efficient for unbalanced data sets, leading to faster convergence and more accurate results, when other curriculum-based strategies fail.