The rapid advancement of generative models in creating highly realistic images poses substantial risks for misinformation dissemination. For instance, a synthetic image, when shared on social media, can mislead extensive audiences and erode trust in digital content, resulting in severe repercussions. Despite some progress, academia has not yet created a large and diversified deepfake detection dataset for social media, nor has it devised an effective solution to address this issue. In this paper, we introduce the Social media Image Detection dataSet (SID-Set), which offers three key advantages: (1) extensive volume, featuring 300K AI-generated/tampered and authentic images with comprehensive annotations, (2) broad diversity, encompassing fully synthetic and tampered images across various classes, and (3) elevated realism, with images that are predominantly indistinguishable from genuine ones through mere visual inspection. Furthermore, leveraging the exceptional capabilities of large multimodal models, we propose a new image deepfake detection, localization, and explanation framework, named SIDA (Social media Image Detection, localization, and explanation Assistant). SIDA not only discerns the authenticity of images, but also delineates tampered regions through mask prediction and provides textual explanations of the model’s judgment criteria. Compared with state-of-the-art deepfake detection models on SID-Set and other benchmarks, extensive experiments demonstrate that SIDA achieves superior performance among diversified settings. The code, model, and dataset will be released.

VDN and QMIX are two popular value-based algorithms for cooperative MARL that learn a centralized action value function as a monotonic mixing of per-agent utilities. While this enables easy decentralization of the learned policy, the restricted joint action value function can prevent them from solving tasks that require significant coordination between agents at a given timestep. We show that this problem can be overcome by improving the joint exploration of all agents during training. Specifically, we propose a novel MARL approach called Universal Value Exploration (UneVEn) that learns a set of related tasks simultaneously with a linear decomposition of universal successor features. With the policies of already solved related tasks, the joint exploration process of all agents can be improved to help them achieve better coordination. Empirical results on a set of exploration games, challenging cooperative predator-prey tasks requiring significant coordination among agents, and StarCraft II micromanagement benchmarks show that UneVEn can solve tasks where other state-of-the-art MARL methods fail.

Multi-agent settings in the real world often involve tasks with varying types and quantities of agents and non-agent entities; however, common patterns of behavior often emerge among these agents/entities. Our method aims to leverage these commonalities by asking the question: “What is the expected utility of each agent when only considering a randomly selected sub-group of its observed entities?” By posing this counterfactual question, we can recognize state-action trajectories within sub-groups of entities that we may have encountered in another task and use what we learned in that task to inform our prediction in the current one. We then reconstruct a prediction of the full returns as a combination of factors considering these disjoint groups of entities and train this “randomly factorized" value function as an auxiliary objective for value-based multi-agent reinforcement learning. By doing so, our model can recognize and leverage similarities across tasks to improve learning efficiency in a multi-task setting. Our approach, Randomized Entity-wise Factorization for Imagined Learning (REFIL), outperforms all strong baselines by a significant margin in challenging multi-task StarCraft micromanagement settings.

Tackling overestimation in $Q$-learning is an important problem that has been extensively studied in single-agent reinforcement learning, but has received comparatively little attention in the multi-agent setting. In this work, we empirically demonstrate that QMIX, a popular $Q$-learning algorithm for cooperative multi-agent reinforcement learning (MARL), suffers from a more severe overestimation in practice than previously acknowledged, and is not mitigated by existing approaches. We rectify this with a novel regularization-based update scheme that penalizes large joint action-values that deviate from a baseline and demonstrate its effectiveness in stabilizing learning. Furthermore, we propose to employ a softmax operator, which we efficiently approximate in a novel way in the multi-agent setting, to further reduce the potential overestimation bias. Our approach, Regularized Softmax (RES) Deep Multi-Agent $Q$-Learning, is general and can be applied to any $Q$-learning based MARL algorithm. We demonstrate that, when applied to QMIX, RES avoids severe overestimation and significantly improves performance, yielding state-of-the-art results in a variety of cooperative multi-agent tasks, including the challenging StarCraft II micromanagement benchmarks.

We propose FACtored Multi-Agent Centralised policy gradients (FACMAC), a new method for cooperative multi-agent reinforcement learning in both discrete and continuous action spaces. Like MADDPG, a popular multi-agent actor-critic method, our approach uses deep deterministic policy gradients to learn policies. However, FACMAC learns a centralised but factored critic, which combines per-agent utilities into the joint action-value function via a non-linear monotonic function, as in QMIX, a popular multi-agent $Q$-learning algorithm. However, unlike QMIX, there are no inherent constraints on factoring the critic. We thus also employ a nonmonotonic factorisation and empirically demonstrate that its increased representational capacity allows it to solve some tasks that cannot be solved with monolithic, or monotonically factored critics. In addition, FACMAC uses a centralised policy gradient estimator that optimises over the entire joint action space, rather than optimising over each agent's action space separately as in MADDPG. This allows for more coordinated policy changes and fully reaps the benefits of a centralised critic. We evaluate FACMAC on variants of the multi-agent particle environments, a novel multi-agent MuJoCo benchmark, and a challenging set of StarCraft II micromanagement tasks. Empirical results demonstrate FACMAC's superior performance over MADDPG and other baselines on all three domains.

QMIX is a popular $Q$-learning algorithm for cooperative MARL in the centralised training and decentralised execution paradigm. In order to enable easy decentralisation, QMIX restricts the joint action $Q$-values it can represent to be a monotonic mixing of each agent's utilities. However, this restriction prevents it from representing value functions in which an agent's ordering over its actions can depend on other agents' actions. To analyse this representational limitation, we first formalise the objective QMIX optimises, which allows us to view QMIX as an operator that first computes the $Q$-learning targets and then projects them into the space representable by QMIX. This projection returns a representable $Q$-value that minimises the unweighted squared error across all joint actions. We show in particular that this projection can fail to recover the optimal policy even with access to $Q^*$, which primarily stems from the equal weighting placed on each joint action. We rectify this by introducing a weighting into the projection, in order to place more importance on the better joint actions. We propose two weighting schemes and prove that they recover the correct maximal action for any joint action $Q$-values, and therefore for $Q^*$ as well. Based on our analysis and results in the tabular setting we introduce two scalable versions of our algorithm, Centrally-Weighted (CW) QMIX and Optimistically-Weighted (OW) QMIX and demonstrate improved performance on both predator-prey and challenging multi-agent StarCraft benchmark tasks (Samvelyan et al., 2019).

Reinforcement learning (RL) is a popular paradigm for addressing sequential decision tasks in which the agent has only limited environmental feedback. Despite many advances over the past three decades, learning in many domains still requires a large amount of interaction with the environment, which can be prohibitively expensive in realistic scenarios. To address this problem, transfer learning has been applied to reinforcement learning such that experience gained in one task can be leveraged when starting to learn the next, harder task. More recently, several lines of research have explored how tasks, or data samples themselves, can be sequenced into a curriculum for the purpose of learning a problem that may otherwise be too difficult to learn from scratch. In this article, we present a framework for curriculum learning (CL) in reinforcement learning, and use it to survey and classify existing CL methods in terms of their assumptions, capabilities, and goals. Finally, we use our framework to find open problems and suggest directions for future RL curriculum learning research.

This paper investigates the problem of interactively learning behaviors communicated by a human teacher using positive and negative feedback. Much previous work on this problem has made the assumption that people provide feedback for decisions that is dependent on the behavior they are teaching and is independent from the learner’s current policy. We present empirical results that show this assumption to be false—whether human trainers give a positive or negative feedback for a decision is influenced by the learner’s current policy. Based on this insight, we introduce Convergent Actor-Critic by Humans (COACH), an algorithm for learning from policy-dependent feedback that converges to a local optimum. Finally, we demonstrate that COACH can successfully learn multiple behaviors on a physical robot.

This paper introduces two novel algorithms for learning behaviors from human-provided rewards. The primary novelty of these algorithms is that instead of treating the feedback as a numeric reward signal, they interpret feedback as a form of discrete communication that depends on both the behavior the trainer is trying to teach and the teaching strategy used by the trainer. For example, some human trainers use a lack of feedback to indicate whether actions are correct or incorrect, and interpreting this lack of feedback accurately can significantly improve learning speed. Results from user studies show that humans use a variety of training strategies in practice and both algorithms can learn a contextual bandit task faster than algorithms that treat the feedback as numeric. Simulated trainers are also employed to evaluate the algorithms in both contextual bandit and sequential decision-making tasks with similar results.

In order to be useful in real-world situations, it is critical to allow non-technical users to train robots. Existing work has considered the problem of a robot or virtual agent learning behaviors from evaluative feedback provided by a human trainer. That work, however, has treated feedback as a numeric reward that the agent seeks to maximize, and has assumed that all trainers will provide feedback in the same way when teaching the same behavior. We report the results of a series of user studies that indicate human trainers use a variety of approaches to providing feedback in practice, which we describe as different “training strategies.” For example, users may not always give explicit feedback in response to an action, and may be more likely to provide explicit reward than explicit punishment, or vice versa. If the trainer is consistent in their strategy, then it may be possible to infer knowledge about the desired behavior from cases where no explicit feedback is provided. We discuss a probabilistic model of human-provided feedback that can be used to classify these different training strategies based on when the trainer chooses to provide explicit reward and/or explicit punishment, and when they choose to provide no feedback. Additionally, we investigate how training strategies may change in response to the appearance of the learning agent. Ultimately, based on this work, we argue that learning agents designed to understand and adapt to different users' training strategies will allow more efficient and intuitive learning experiences.