What kind of motivation drives child language development? This article presents a computational model and a robotic experiment to articulate the hypothesis that children discover communication as a result of exploring and playing with their environment. The considered robotic agent is intrinsically motivated towards situations in which it optimally progresses in learning. To experience optimal learning progress, it must avoid situations already familiar but also situations where nothing can be learnt. The robot is placed in an environment in which both communicating and non-communicating objects are present. As a consequence of its intrinsic motivation, the robot explores this environment in an organized manner focusing first on non-communicative activities and then discovering the learning potential of certain types of interactive behaviour. In this experiment, the agent ends up being interested by communication through vocal interactions without having a specific drive for communication.

A major challenge in reinforcement learning research is to extend methods that have worked well on discrete, short-range, low-dimensional problems to continuous, high-diameter, high-dimensional problems, such as robot navigation using high-resolution sensors. Self-Organizing Distinctivestate Abstraction (SODA) is a new, generic method by which a robot in a continuous world can better learn to navigate by learning a set of high-level features and building temporally-extended actions to carry it between distinctive states based on those features. A SODA agent first uses a selforganizing feature map to develop a set of high-level perceptual features while exploring the environment with primitive, local actions. The agent then builds a set of high-level actions composed of generic trajectoryfollowing and hill-climbing control laws that carry it between the states at local maxima of feature activations. In an experiment on a simulated robot navigation task, the SODA agent learns to perform a task requiring 300 small-scale, local actions using as few as 9 new, temporally-extended actions, significantly improving learning time over navigating with the local actions.

What kind of motivation drives child language development? This article presents a computational model and a robotic experiment to articulate the hypothesis that children discover communication as a result of exploring and playing with their environment. The considered robotic agent is intrinsically motivated towards situations in which it optimally progresses in learning. To experience optimal learning progress, it must avoid situations already familiar but also situations where nothing can be learned. The robot is placed in an environment in which both communicating and non-communicating objects are present. As a consequence of its intrinsic motivation, the robot explores this environment in an organized manner focusing first on noncommunicative activities and then discovering the learning potential of certain types of interactive behavior. In this experiment, the agent ends up being interested by communication through vocal interactions without having a specific drive for communication.