Organizing Experience: a Deeper Look at Replay Mechanisms for Sample-Based Planning in Continuous State Domains
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Model-based strategies for control are critical to obtain sample efficient learning. Dyna is a planning paradigm that naturally interleaves learning and planning, by simulating one-step experience to update the action-value function. This elegant planning strategy has been mostly explored in the tabular setting. The aim of this paper is to revisit sample-based planning, in stochastic and continuous domains with learned models. We first highlight the flexibility afforded by a model over Experience Replay (ER). Replay-based methods can be seen as stochastic planning methods that repeatedly sample from a buffer of recent agent-environment interactions and perform updates to improve data efficiency. We show that a model, as opposed to a replay buffer, is particularly useful for specifying which states to sample from during planning, such as predecessor states that propagate information in reverse from a state more quickly. We introduce a semi-parametric model learning approach, called Reweighted Experience Models (REMs), that makes it simple to sample next states or predecessors. We demonstrate that REM-Dyna exhibits similar advantages over replay-based methods in learning in continuous state problems, and that the performance gap grows when moving to stochastic domains, of increasing size.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it