Toward Curiosity-Driven Embodied Learning Through World Models - Robotics Institute Carnegie Mellon University
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MSR Thesis Presentation

July

13
Mon
Alyn Kirsch Tornell MSR Student Robotics Institute,
Carnegie Mellon University
Monday, July 13
1:30 pm to 2:30 pm
Newell-Simon Hall 4305
Toward Curiosity-Driven Embodied Learning Through World Models
Abstract: Curiosity allows animals and humans to learn through interaction without explicit instruction. This thesis asks how principles of natural curiosity can be translated into embodied agents, and what kinds of world models are needed as bodies, action spaces, and environments become more complex. We study this progression in simulation, using animal behavior and neural dynamics as both inspiration and evaluation targets.

We first study futility-induced passivity in larval zebrafish. We introduce 3M-Progress, a model-memory objective that compares an online world model with a frozen memory of normal action consequences, and train the agent using intrinsic motivation alone. When swim commands no longer move the visual world, the agent reproduces the active–passive cycling observed in zebrafish. Its latent dynamics also recapitulate the temporal structure of neural and glial activity in the biological circuit for passivity.

We then extend this perspective to walking Drosophila, whose articulated body and richer action repertoire provide a more complex embodied setting. A simulated fly on a spherical treadmill allows us to compare behavior and internal activity with biological experiments showing neural asymmetry before spontaneous turns. We evaluate whether the agent produces fly-like walking and turning behavior and whether its recurrent activity contains information about future turn direction before movement begins.

Finally, we ask whether this approach can extend to larger, more open-ended embodied environments that more closely resemble the settings in which human curiosity operates. Preliminary results reveal important limitations, suggesting that the underlying world-model agents must first learn reliable behavior in these environments before curiosity can be meaningfully evaluated.

Together, these projects treat world models as the substrate through which curiosity is expressed and assessed. They show that purpose-built models can reproduce biologically observed behavior and internal dynamics, while extending curiosity to richer settings depends on whether the underlying world-model agent can first learn the environment reliably.


Thesis Committee:
Prof. Aran Nayebi (Chair)
Prof. Yonatan Bisk
Reece Keller