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Learning Transferable Push Manipulation Skills in Novel Contexts.

ABSTRACT: This paper is concerned with learning transferable forward models for push manipulation that can be applying to novel contexts and how to improve the quality of prediction when critical information is available. We propose to learn a parametric internal model for push interactions that, similar for humans, enables a robot to predict the outcome of a physical interaction even in novel contexts. Given a desired push action, humans are capable to identify where to place their finger on a new object so to produce a predictable motion of the object. We achieve the same behaviour by factorising the learning into two parts. First, we learn a set of local contact models to represent the geometrical relations between the robot pusher, the object, and the environment. Then we learn a set of parametric local motion models to predict how these contacts change throughout a push. The set of contact and motion models represent our internal model. By adjusting the shapes of the distributions over the physical parameters, we modify the internal model's response. Uniform distributions yield to coarse estimates when no information is available about the novel context. We call this an unbiased predictor. A more accurate predictor can be learned for a specific environment/object pair (e.g., low friction/high mass), called a biased predictor. The effectiveness of our approach is demonstrated in a simulated environment in which a Pioneer 3-DX robot equipped with a bumper needs to predict a push outcome for an object in a novel context, and we support those results with a proof of concept on a real robot. We train on two objects (a cube and a cylinder) for a total of 24,000 pushes in various conditions, and test on six objects encompassing a variety of shapes, sizes, and physical parameters for a total of 14,400 predicted push outcomes. Our experimental results show that both biased and unbiased predictors can reliably produce predictions in line with the outcomes of a carefully tuned physics simulator.

SUBMITTER: Howard R

PROVIDER: S-EPMC8215151 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the resulting effects.

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Learning Transferable Push Manipulation Skills in Novel Contexts.

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