Measuring and promoting policy diversity is critical for solving games with strong non-transitive dynamics where strategic cycles exist, and there is no consistent winner (e.g., Rock-Paper-Scissors). With that in mind, maintaining a pool of diverse policies via open-ended learning is an attractive solution, which can generate auto-curricula to avoid being exploited. However, in conventional open-ended learning algorithms, there are no widely accepted definitions for diversity, making it hard to construct and evaluate the diverse policies. In this work, we summarize previous concepts of diversity and work towards offering a unified measure of diversity in multi-agent open-ended learning to include all elements in Markov games, based on both Behavioral Diversity (BD) and Response Diversity (RD).

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A.1 Proof of Theorem 1 To prove Theorem 1, we need the help of the following Lemma Lemma 1. See Proposition 7.1 in [3]. Now we can prove our Theorem 1. Proof. Therefore, the distribution of state-action is equivalent to the distribution of the action. A.3 Proof of Theorem 3 Now let us first restate the propositions. PE is equivalent to exploitability.

Developing agents capable of autonomously interacting with complex and dynamic environments, where task structures may change over time and prior knowledge cannot be relied upon, is a key prerequisite for deploying artificial systems in real-world settings. The open-ended learning framework identifies the core challenges for creating such agents, including the ability to autonomously generate new goals, acquire the necessary skills (or curricula of skills) to achieve them, and adapt to non-stationary environments. While many existing works tackles various aspects of these challenges in isolation, few propose integrated solutions that address them simultaneously . In this paper, we introduce H-GRAIL, a hierarchical architecture that, through the use of different typologies of intrinsic motivations and interconnected learning mechanisms, autonomously discovers new goals, learns the required skills for their achievement, generates skill sequences for tackling interdependent tasks, and adapts to non-stationary environments. W e tested H-GRAIL in a real robotic scenario, demonstrating how the proposed solutions effectively address the various challenges of open-ended learning.

Measuring and promoting policy diversity is critical for solving games with strong non-transitive dynamics where strategic cycles exist, and there is no consistent winner (e.g., Rock-Paper-Scissors). With that in mind, maintaining a pool of diverse policies via open-ended learning is an attractive solution, which can generate auto-curricula to avoid being exploited. However, in conventional open-ended learning algorithms, there are no widely accepted definitions for diversity, making it hard to construct and evaluate the diverse policies. In this work, we summarize previous concepts of diversity and work towards offering a unified measure of diversity in multi-agent open-ended learning to include all elements in Markov games, based on both Behavioral Diversity (BD) and Response Diversity (RD). For the reward dynamics, we propose RD to characterize diversity through the responses of policies when encountering different opponents. We also show that many current diversity measures fall in one of the categories of BD or RD but not both.

We introduce Autoverse, an evolvable, domain-specific language for single-player 2D grid-based games, and demonstrate its use as a scalable training ground for Open-Ended Learning (OEL) algorithms. Autoverse uses cellular-automaton-like rewrite rules to describe game mechanics, allowing it to express various game environments (e.g. mazes, dungeons, sokoban puzzles) that are popular testbeds for Reinforcement Learning (RL) agents. Each rewrite rule can be expressed as a series of simple convolutions, allowing for environments to be parallelized on the GPU, thereby drastically accelerating RL training. Using Autoverse, we propose jump-starting open-ended learning by imitation learning from search. In such an approach, we first evolve Autoverse environments (their rules and initial map topology) to maximize the number of iterations required by greedy tree search to discover a new best solution, producing a curriculum of increasingly complex environments and playtraces. We then distill these expert playtraces into a neural-network-based policy using imitation learning. Finally, we use the learned policy as a starting point for open-ended RL, where new training environments are continually evolved to maximize the RL player agent's value function error (a proxy for its regret, or the learnability of generated environments), finding that this approach improves the performance and generality of resultant player agents.

Most robots lack the ability to learn new objects from past experiences. To migrate a robot to a new environment one must often completely re-generate the knowledgebase that it is running with. Since in open-ended domains the set of categories to be learned is not predefined, it is not feasible to assume that one can pre-program all object categories required by robots. Therefore, autonomous robots must have the ability to continuously execute learning and recognition in a concurrent and interleaved fashion. This paper proposes an open-ended 3D object recognition system which concurrently learns both the object categories and the statistical features for encoding objects. In particular, we propose an extension of Latent Dirichlet Allocation to learn structural semantic features (i.e.

A lot of recent machine learning research papers have "Open-ended learning" in their title. But very few of them attempt to define what they mean when using the term. Even worse, when looking more closely there seems to be no consensus on what distinguishes open-ended learning from related concepts such as continual learning, lifelong learning or autotelic learning. In this paper, we contribute to fixing this situation. After illustrating the genealogy of the concept and more recent perspectives about what it truly means, we outline that open-ended learning is generally conceived as a composite notion encompassing a set of diverse properties. In contrast with these previous approaches, we propose to isolate a key elementary property of open-ended processes, which is to always produce novel elements from time to time over an infinite horizon. From there, we build the notion of open-ended learning problems and focus in particular on the subset of open-ended goal-conditioned reinforcement learning problems, as this framework facilitates the definition of learning a growing repertoire of skills. Finally, we highlight the work that remains to be performed to fill the gap between our elementary definition and the more involved notions of open-ended learning that developmental AI researchers may have in mind.

We are at the cusp of a transition from "learning from data" to "learning what data to learn from" as a central focus of artificial intelligence (AI) research. While the first-order learning problem is not completely solved, large models under unified architectures, such as transformers, have shifted the learning bottleneck from how to effectively train our models to how to effectively acquire and use task-relevant data. This problem, which we frame as exploration, is a universal aspect of learning in open-ended domains, such as the real world. Although the study of exploration in AI is largely limited to the field of reinforcement learning, we argue that exploration is essential to all learning systems, including supervised learning. We propose the problem of generalized exploration to conceptually unify exploration-driven learning between supervised learning and reinforcement learning, allowing us to highlight key similarities across learning settings and open research challenges. Importantly, generalized exploration serves as a necessary objective for maintaining open-ended learning processes, which in continually learning to discover and solve new problems, provides a promising path to more general intelligence.

This article is part of our reviews of AI research papers, a series of posts that explore the latest findings in artificial intelligence. One of the key challenges of deep reinforcement learning models--the kind of AI systems that have mastered Go, StarCraft 2, and other games--is their inability to generalize their capabilities beyond their training domain. This limit makes it very hard to apply these systems to real-world settings, where situations are much more complicated and unpredictable than the environments where AI models are trained. But scientists at AI research lab DeepMind claim to have taken the "first steps to train an agent capable of playing many different games without needing human interaction data," according to a blog post about their new "open-ended learning" initiative. Their new project includes a 3D environment with realistic dynamics and deep reinforcement learning agents that can learn to solve a wide range of challenges. The new system, according to DeepMind's AI researchers, is an "important step toward creating more general agents with the flexibility to adapt rapidly within constantly changing environments."