Also referred to as learning by imitation, tutelage, or apprenticeship learning, Programming by Demonstration (PbD) develops methods by which new skills can be transmitted to a robot. This book examines methods by which robots learn new skills through human guidance. Taking a practical perspective, it covers a broad range of applications, including service robots. The text addresses the challenges involved in investigating methods by which PbD is used to provide robots with a generic and adaptive model of control. Drawing on findings from robot control, human-robot interaction, applied machine learning, artificial intelligence, and developmental and cognitive psychology, the book contains a large set of didactic and illustrative examples. Practical and comprehensive machine learning source codes are available on the books companion website: http://www.programming-by-demonstration.org

Robot Programming by Demonstration

We presented and evaluated an approach based on HMM, GMR, and dynamical systems to allow robots to acquire new skills by imitation. Using HMM allowed us to get rid of the explicit time dependency that was considered in our previous work [12], by encapsulating precedence information within the statistical representation. In the context of separated learning and reproduction processes, this novel formulation was systematically evaluated with respect to our previous approach, LWR [20], LWPR [21], and DMPs [13]. We finally presented applications on different kinds of robots to highlight the flexibility of the proposed approach in three different learning by imitation scenarios.

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Learning and Reproduction of Gestures by Imitation

In the context of robotics and automation, learning from demonstration (LfD) is the paradigm in which robots acquire new skills by learning to imitate an expert. The choice of LfD over other robot ...

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Recent Advances in Robot Learning from Demonstration

Recently, there have been considerable advances in the research on innovative information communication technology (ICT) for the education of people with autism. This review focuses on two aims: (1) to provide an overview of the recent ICT applications used in the treatment of autism and (2) to focus on the early development of imitation and joint attention in the context of children with autism as well as robotics. There have been a variety of recent ICT applications in autism, which include the use of interactive environments implemented in computers and special input devices, virtual environments, avatars and serious games as well as telerehabilitation. Despite exciting preliminary results, the use of ICT remains limited. Many of the existing ICTs have limited capabilities and performance in actual interactive conditions. Clinically, most ICT proposals have not been validated beyond proof of concept studies. Robotics systems, developed as interactive devices for children with autism, have been used to assess the child’s response to robot behaviors; to elicit behaviors that are promoted in the child; to model, teach and practice a skill; and to provide feedback on performance in specific environments (e.g., therapeutic sessions). Based on their importance for both early development and for building autonomous robots that have humanlike abilities, imitation, joint attention and interactive engagement are key issues in the development of assistive robotics for autism and must be the focus of further research.

Interactive Technologies for Autistic Children: A Review

Recent years have witnessed an incredibly increasing interest in the topic of incremental learning Unlike conventional machine learning situations, data flow targeted by incremental learning becomes available continuously over time Accordingly, it is desirable to be able to abandon the traditional assumption of the availability of representative training data during the training period to develop decision boundaries Under scenarios of continuous data flow, the challenge is how to transform the vast amount of stream raw data into information and knowledge representation, and accumulate experience over time to support future decision-making process In this paper, we propose a general adaptive incremental learning framework named ADAIN that is capable of learning from continuous raw data, accumulating experience over time, and using such knowledge to improve future learning and prediction performance Detailed system level architecture and design strategies are presented in this paper Simulation results over several real-world data sets are used to validate the effectiveness of this method

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Incremental Learning From Stream Data

Since many years the robotics community is envisioning robot assistants sharing the same environment with humans. It became obvious that they have to interact with humans and should adapt to individual user needs. Especially the high variety of tasks robot assistants will be facing requires a highly adaptive and user-friendly programming interface. One possible solution to this programming problem is the learning-by-demonstration paradigm, where the robot is supposed to observe the execution of a task, acquire task knowledge, and reproduce it. In this paper, a system to record, interpret, and reason over demonstrations of household tasks is presented. The focus is on the model-based representation of manipulation tasks, which serves as a basis for incremental reasoning over the acquired task knowledge. The aim of the reasoning is to condense and interconnect the data, resulting in more general task knowledge. A measure for the assessment of information content of task features is introduced. This measure for the relevance of certain features relies both on general background knowledge as well as task-specific knowledge gathered from the user demonstrations. Beside the autonomous information estimation of features, speech comments during the execution, pointing out the relevance of features are considered as well. The results of the incremental growth of the task knowledge when more task demonstrations become available and their fusion with relevance information gained from speech comments is demonstrated within the task of laying a table

R.D. Zollner

Papers

Incremental Learning of Tasks From User Demonstrations, Past Experiences, and Vocal Comments