Contemporary representation and curriculum learners [ftip-00NI]
Contemporary representation and curriculum learners [ftip-00NI]
Current agents already implement substantial parts of this construction. TheoryCoder-2 synthesizes PDDL abstractions alongside a learned Python dynamics model and hierarchical planning. Its discussion nevertheless identifies supplied object-oriented states and brittle predicate grounding as limitations. In its tested environments, an initial observation sufficed for adequate abstractions; learning to revise a representation through unfamiliar interventions remains a further problem. This motivates learning the concrete-to-abstract map, without implying that generated predicates are beyond model capabilities.
ProPlay learns a procedural graph with transition reliability to guide later action. Its failure analysis shows why reusable structure alone is insufficient: a coarse procedure can lose necessary quantitative detail, and a generally reliable transition can be unhelpful for the present task. Its plan is produced once per episode. The representation learner above must therefore be compared with agents allowed to revise plans and abstraction levels, not just with the particular implementation evaluated in that paper.
SOAR, especially its method, ablations and limitations, provides an automated teaching mechanism: teacher tasks receive reward through a student's improvement on a separate hard training set, without the teacher seeing those hard questions. Its substantial bilevel training cost and dependence on a ground-truth progress signal belong in the comparison. Failure on an initial finite sample does not prove that direct discovery is impossible.
Vocabulary Dropout for Curriculum Diversity shows that modifying proposal generation can sustain curriculum diversity, while its asymmetric proposer/solver experiment and verification analysis show that diversity and stronger teachers need not yield better learning. ANCORA combines supervised initialization, proposer/solver training and a filtered curriculum graph for verifier-based learning. Its limitations include diversity collapse within valid outputs and longer-run plateaus. Its Proposition 4.1 assumes continued positive probability of admitting new specifications; that premise does not establish the cost of discovering useful new concepts.
These results motivate a combined comparison with representation synthesis, curriculum generation, active experiments, persistent memory, search and model updates. Their reported benchmarks do not instantiate the rewrite construction or establish its separation. A contributor defined only as a supplier of abstractions, diverse exercises or a curriculum graph would duplicate mechanisms already available to the closed campaign. The remaining question concerns how much work any adequate combination needs to acquire useful structure from the specified starting state.