Design and Implementation of Intelligent Agent Training Systems for Virtual Vehicles

This paper presents the results of the design, simulation, and implementation of a virtual vehicle. Such a process employs the Unity videogame platform and its Machine Learning-Agents library. The virtual vehicle is implemented in Unity considering mechanisms that represent accurately the dynamics of a real automobile, such as motor torque curve, suspension system, differential, and anti-roll bar, among others. Intelligent agents are designed and implemented to drive the virtual automobile, and they are trained using imitation or reinforcement. In the former method, learning by imitation, a human expert interacts with an intelligent agent through a control interface that simulates a real vehicle; in this way, the human expert receives motion signals and has stereoscopic vision, among other capabilities. In learning by reinforcement, a reward function that stimulates the intelligent agent to exert a soft control over the virtual automobile is designed. In the training stage, the intelligent agents are introduced into a scenario that simulates a four-lane highway. In the test stage, instead, they are located in unknown roads created based on random spline curves. Finally, graphs of the telemetric variables are presented, which are obtained from the automobile dynamics when the vehicle is controlled by the intelligent agents and their human counterpart, both in the training and the test track.

Formation Of Students 'Practical Skills In Technical Higher Education Institution And Production Enterprise

This article presents methods and techniques for shaping and developing students’ practical skills through collaboration between the higher education systems and manufacturing enterprises. At the same time, the concept of "Learning" is widely covered by students: learning by imitation, by habit, by success, by trying, by making mistakes, by learning, by comprehension, by understanding. This reflects a four-step approach to develop practical skills of the student. Step 1 - Explanation - Interest - Information. Step 2 - Demonstration. Step 3 - Return as shown. Step 4 - Practise. The following scientific conclusions are made on the "four-step" method of learning: 1. Assimilation (learning), 2. "Learning through conditional reflexes" through repetition, 3. Stimulation (praise) on the results achieved in mastering. It is shown that actions within the reference text method are performed as follows: 1. Data collection. 2. Planning. 3. Decision making. 4. Implementation. 5. Checking. 6. Conclusion. In order to apply the project method in the whole process of practical training, the projects will be as follows: 1. Exact limited task, 2. Task is complex from the point of view of students and requires them to apply existing knowledge in other situations. 3. Independently perform a new task according to the plan with the acquired knowledge and skills. Students are described to use methods to build their skills and competencies at a high level through reference text and project methods. In the final stage, methods of assessing the practical skills formed in students are presented.

Thinking in Action and Beyond

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

Animal Learned Genetic Cognition and the Limits of Anthropomorphic Approach

This article discusses the cognitive function of instincts in animal world. The undertaken research demonstrates that the formation of individual’s ability for a certain (complex) action requires having a corresponding specific inborn genetic capacity – the scheme of instinct for that action. Using anthropomorphic approach and the critical verification of its application, authors of this article have revealed the elementary inborn cognitive capacities lying at the basis of the main types of animals’ learned behavior. Special attention is given to the inborn mechanism of animal learning by imitation. The suggested conception of the schemes of instinctive behavior is applied to the analysis of the level of cognitive skills that could be achieved by exercising and training.