作为紧急交流中组合性来源的互动历史

IF 0.9 4区 心理学 Q3 COMMUNICATION
Tomasz Korbak, Julian Zubek, Łukasz Kuciński, Piotr Milos, J. Rączaszek-Leonardi
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引用次数: 4

摘要

在本文中,我们探讨了交互历史作为在多智能体系统中实现紧急组合通信的特殊压力来源。我们提出了一种实现模板迁移的训练机制,即在不同的环境中传递学习到的偏见。在该方法中,首先用解纠缠的目标对发送方和接收方进行训练,然后将接收方转移到具有标准目标的新发送方。与其他方法(例如obverter算法)不同,模板传输方法不需要对代理的体系结构施加归纳偏差。我们通过实验证明了使用地形相似性、零射击泛化和上下文独立性作为评价指标的组合通信的出现。所提出的方法与符号学和发展心理语言学的一个重要研究方向有关:它支持一种假设,即组合通信是建立在更简单的通信协议之上的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interaction history as a source of compositionality in emergent communication
In this paper, we explore interaction history as a particular source of pressure for achieving emergent compositional communication in multi-agent systems. We propose a training regime implementing template transfer, the idea of carrying over learned biases across contexts. In the presented method, a sender-receiver dyad is first trained with a disentangled pair of objectives, and then the receiver is transferred to train a new sender with a standard objective. Unlike other methods (e.g. the obverter algorithm), the template transfer approach does not require imposing inductive biases on the architecture of the agents. We experimentally show the emergence of compositional communication using topographical similarity, zero-shot generalization and context-independence as evaluation metrics. The presented approach is connected to an important line of work in semiotics and developmental psycholinguistics: it supports a conjecture that compositional communication is scaffolded on simpler communication protocols.
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来源期刊
CiteScore
3.30
自引率
6.70%
发文量
8
期刊介绍: This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.
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