TASK DEFINITION: In this task, you are given the abstract of a research paper. Your task is to generate a summary of this abstract. Your summary should not be very short, but it's better if it's not more than 30 words.
PROBLEM: A fundamental question in reinforcement learning is whether model-free algorithms are sample efficient. Recently,  Jin et al. (2018) proposed a Q-learning algorithm with UCB exploration policy, and proved it has nearly optimal regret bound for finite-horizon episodic MDP. In this paper, we adapt Q-learning with UCB-exploration bonus to infinite-horizon MDP with discounted rewards \emph{without} accessing a generative model. We show that the \textit{sample complexity of exploration} of our algorithm is bounded by $\tilde{O}({\frac{SA}{\epsilon^2(1-\gamma)^7}})$. This improves the previously best known result of $\tilde{O}({\frac{SA}{\epsilon^4(1-\gamma)^8}})$ in this setting achieved by delayed Q-learning (Strehlet al., 2006),, and matches the lower bound in terms of $\epsilon$ as well as $S$ and $A$ up to logarithmic factors.

SOLUTION: We adapt Q-learning with UCB-exploration bonus to infinite-horizon MDP with discounted rewards without accessing a generative model, and improves the previously best known result.

PROBLEM: Optimistic initialisation is an effective strategy for efficient exploration in reinforcement learning (RL). In the tabular case, all provably efficient model-free algorithms rely on it. However, model-free deep RL algorithms do not use optimistic initialisation despite taking inspiration from these provably efficient tabular algorithms. In particular, in scenarios with only positive rewards, Q-values are initialised at their lowest possible values due to commonly used network initialisation schemes, a pessimistic initialisation. Merely initialising the network to output optimistic Q-values is not enough, since we cannot ensure that they remain optimistic for novel state-action pairs, which is crucial for exploration. We propose a simple count-based augmentation to pessimistically initialised Q-values that separates the source of optimism from the neural network. We show that this scheme is provably efficient in the tabular setting and extend it to the deep RL setting. Our algorithm, Optimistic Pessimistically Initialised Q-Learning (OPIQ), augments the Q-value estimates of a DQN-based agent with count-derived bonuses to ensure optimism during both action selection and bootstrapping. We show that OPIQ outperforms non-optimistic DQN variants that utilise a pseudocount-based intrinsic motivation in hard exploration tasks, and that it predicts optimistic estimates for novel state-action pairs.

SOLUTION: We augment the Q-value estimates with a count-based bonus that ensures optimism during action selection and bootstrapping, even if the Q-value estimates are pessimistic.

PROBLEM: To analyze deep ReLU network, we adopt a student-teacher setting in which an over-parameterized student network learns from the output of a fixed teacher network of the same depth, with Stochastic Gradient Descent (SGD). Our contributions are two-fold. First, we prove that when the gradient is zero (or bounded above by a small constant) at every data point in training, a situation called  \emph{interpolation setting}, there exists many-to-one \emph{alignment} between student and teacher nodes in the lowest layer under mild conditions. This suggests that generalization in unseen dataset is achievable, even the same condition often leads to zero training error. Second, analysis of noisy recovery and training dynamics in 2-layer network shows that strong teacher nodes (with large fan-out weights) are learned first and subtle teacher nodes are left unlearned until late stage of training. As a result, it could take a long time to converge into these small-gradient critical points. Our analysis shows that over-parameterization plays two roles: (1) it is a necessary condition for alignment to happen at the critical points, and (2) in training dynamics, it helps student nodes cover more teacher nodes with fewer iterations. Both improve generalization. Experiments justify our finding.

SOLUTION:
This paper analyzes training dynamics and critical points of training deep ReLU network via SGD in the teacher-student setting.