Artificial Intelligence (cs.AI)

Abstract: In the modern world, we are permanently using, leveraging, interacting with, and relying upon systems of ever higher sophistication, ranging from our cars, recommender systems in e-commerce, and networks when we go online, to integrated circuits when using our PCs and smartphones, the power grid to ensure our energy supply, security-critical software when accessing our bank accounts, and spreadsheets for financial planning and decision making. The complexity of these systems coupled with our high dependency on them implies both a non-negligible likelihood of system failures, and a high potential that such failures have significant negative effects on our everyday life. For that reason, it is a vital requirement to keep the harm of emerging failures to a minimum, which means minimizing the system downtime as well as the cost of system repair. This is where model-based diagnosis comes into play. Model-based diagnosis is a principled, domain-independent approach that can be generally applied to troubleshoot systems of a wide variety of types, including all the ones mentioned above, and many more. It exploits and orchestrates i.a. techniques for knowledge representation, automated reasoning, heuristic problem solving, intelligent search, optimization, stochastics, statistics, decision making under uncertainty, machine learning, as well as calculus, combinatorics and set theory to detect, localize, and fix faults in abnormally behaving systems. In this thesis, we will give an introduction to the topic of model-based diagnosis, point out the major challenges in the field, and discuss a selection of approaches from our research addressing these issues.

Abstract: Advancements in reinforcement learning (RL) have demonstrated superhuman performance in complex tasks such as Starcraft, Go, Chess etc. However, knowledge transfer from Artificial "Experts" to humans remain a significant challenge. A promising avenue for such transfer would be the use of curricula. Recent methods in curricula generation focuses on training RL agents efficiently, yet such methods rely on surrogate measures to track student progress, and are not suited for training robots in the real world (or more ambitiously humans). In this paper, we introduce a method named Parameterized Environment Response Model (PERM) that shows promising results in training RL agents in parameterized environments. Inspired by Item Response Theory, PERM seeks to model difficulty of environments and ability of RL agents directly. Given that RL agents and humans are trained more efficiently under the "zone of proximal development", our method generates a curriculum by matching the difficulty of an environment to the current ability of the student. In addition, PERM can be trained offline and does not employ non-stationary measures of student ability, making it suitable for transfer between students. We demonstrate PERM's ability to represent the environment parameter space, and training with RL agents with PERM produces a strong performance in deterministic environments. Lastly, we show that our method is transferable between students, without any sacrifice in training quality.