Incremental learning of context-dependent dynamic internal models for robot control

AbstractTraditional robot programming is often not feasible in small-batch production, as it is time-consuming, inefficient, and expensive. To shorten the time necessary to deploy robot tasks, we need appropriate tools to enable efficient reuse of existing robot control policies. Incremental Learning from Demonstration (iLfD) and reversible Dynamic Movement Primitives (DMP) provide a framework for efficient policy demonstration and adaptation. In this paper, we extend our previously proposed framework with improvements that provide better performance and lower the algorithm’s computational burden. Further, we analyse the learning stability and evaluate the proposed framework with a comprehensive user study. The proposed methods have been evaluated on two popular collaborative robots, Franka Emika Panda and Universal Robot UR10.

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Sparse incremental learning for interactive robot control policy estimation

2008 IEEE International Conference on Robotics and Automation ◽

10.1109/robot.2008.4543716 ◽

2008 ◽

Cited By ~ 33

Author(s):

Daniel H Grollman ◽

Odest Chadwicke Jenkins

Keyword(s):

Incremental Learning ◽

Robot Control ◽

Control Policy

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Internal Models and Body Schema in Tool Use

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000091 ◽

2012 ◽

Vol 220 (1) ◽

pp. 50-52 ◽

Cited By ~ 5

Author(s):

Martina Rieger

Keyword(s):

Tool Use ◽

Body Schema ◽

Internal Models

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Forming Impressions of Personality

Social Psychology ◽

10.1027/1864-9335/a000179 ◽

2014 ◽

Vol 45 (3) ◽

pp. 153-163 ◽

Cited By ~ 13

Author(s):

Sanne Nauts ◽

Oliver Langner ◽

Inge Huijsmans ◽

Roos Vonk ◽

Daniël H. J. Wigboldus

Keyword(s):

Impression Formation ◽

Context Dependent

Asch’s seminal research on “Forming Impressions of Personality” (1946) has widely been cited as providing evidence for a primacy-of-warmth effect, suggesting that warmth-related judgments have a stronger influence on impressions of personality than competence-related judgments (e.g., Fiske, Cuddy, & Glick, 2007 ; Wojciszke, 2005 ). Because this effect does not fit with Asch’s Gestalt-view on impression formation and does not readily follow from the data presented in his original paper, the goal of the present study was to critically examine and replicate the studies of Asch’s paper that are most relevant to the primacy-of-warmth effect. We found no evidence for a primacy-of-warmth effect. Instead, the role of warmth was highly context-dependent, and competence was at least as important in shaping impressions as warmth.

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Memorial Consequences of Environmental Context Change in Children and Adults

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000056 ◽

2010 ◽

Vol 57 (6) ◽

pp. 455-461 ◽

Cited By ~ 5

Author(s):

Alp Aslan ◽

Anuscheh Samenieh ◽

Tobias Staudigl ◽

Karl-Heinz T. Bäuml

Keyword(s):

Elementary School ◽

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

First Graders ◽

Fourth Graders ◽

Environmental Context ◽

Context Change ◽

Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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