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NASA NTRS1987

A learning controller for nonrepetitive robotic operation

A practical learning control system is described which is applicable to complex robotic and telerobotic systems involving multiple feedback sensors and multiple command variables. In the controller, the learning algorithm is used to learn to reproduce the nonlinear relationship between the sensor outputs and the system command variables over particular regions of the system state space, rather than learning the actuator commands required to perform a specific task. The learned information is used to predict the command signals required to produce desired changes in the sensor outputs. The desired sensor output changes may result from automatic trajectory planning or may be derived from interactive input from a human operator. The learning controller requires no a priori knowledge of the relationships between the sensor outputs and the command variables. The algorithm is well suited for real time implementation, requiring only fixed point addition and logical operations. The results of learning experiments using a General Electric P-5 manipulator interfaced to a VAX-11/730 computer are presented. These experiments involved interactive operator control, via joysticks, of the position and orientation of an object in the field of view of a video camera mounted on the end of the robot arm.

Miller, W. T., III↗

NASA NTRS1990

Learning control system design based on 2-D theory - An application to parallel link manipulator

An approach to iterative learning control system design based on two-dimensional system theory is presented. A two-dimensional model for the iterative learning control system which reveals the connections between learning control systems and two-dimensional system theory is established. A learning control algorithm is proposed, and the convergence of learning using this algorithm is guaranteed by two-dimensional stability. The learning algorithm is applied successfully to the trajectory tracking control problem for a parallel link robot manipulator. The excellent performance of this learning algorithm is demonstrated by the computer simulation results.

Geng, Z.↗

NASA NTRS1991

Rhesus monkey (Macaca mulatta) complex learning skills reassessed

An automated computerized testing facility is employed to study basic learning and transfer in rhesus monkeys including discrimination learning set and mediational learning. The data show higher performance levels than those predicted from other tests that involved compromised learning with analogous conditions. Advanced transfer-index ratios and positive transfer of learning are identified, and indications of mediational learning strategies are noted. It is suggested that these data are evidence of the effectiveness of the present experimental apparatus for enhancing learning in nonhuman primates.

Washburn, David A.↗

NASA NTRS1992

An expert system shell for inferring vegetation characteristics: The learning system (tasks C and D)

This report describes the implementation of a learning system that uses a data base of historical cover type reflectance data taken at different solar zenith angles and wavelengths to learn class descriptions of classes of cover types. It has been integrated with the VEG system and requires that the VEG system be loaded to operate. VEG is the NASA VEGetation workbench - an expert system for inferring vegetation characteristics from reflectance data. The learning system provides three basic options. Using option one, the system learns class descriptions of one or more classes. Using option two, the system learns class descriptions of one or more classes and then uses the learned classes to classify an unknown sample. Using option three, the user can test the system's classification performance. The learning system can also be run in an automatic mode. In this mode, options two and three are executed on each sample from an input file. The system was developed using KEE. It is menu driven and contains a sophisticated window and mouse driven interface which guides the user through various computations. Input and output file management and data formatting facilities are also provided.

Harrison, P. Ann↗

NASA NTRS1994

Fuzzy self-learning control for magnetic servo system

It is known that an effective control system is the key condition for successful implementation of high-performance magnetic servo systems. Major issues to design such control systems are nonlinearity; unmodeled dynamics, such as secondary effects for copper resistance, stray fields, and saturation; and that disturbance rejection for the load effect reacts directly on the servo system without transmission elements. One typical approach to design control systems under these conditions is a special type of nonlinear feedback called gain scheduling. It accommodates linear regulators whose parameters are changed as a function of operating conditions in a preprogrammed way. In this paper, an on-line learning fuzzy control strategy is proposed. To inherit the wealth of linear control design, the relations between linear feedback and fuzzy logic controllers have been established. The exercise of engineering axioms of linear control design is thus transformed into tuning of appropriate fuzzy parameters. Furthermore, fuzzy logic control brings the domain of candidate control laws from linear into nonlinear, and brings new prospects into design of the local controllers. On the other hand, a self-learning scheme is utilized to automatically tune the fuzzy rule base. It is based on network learning infrastructure; statistical approximation to assign credit; animal learning method to update the reinforcement map with a fast learning rate; and temporal difference predictive scheme to optimize the control laws. Different from supervised and statistical unsupervised learning schemes, the proposed method learns on-line from past experience and information from the process and forms a rule base of an FLC system from randomly assigned initial control rules.

Tarn, J. H.↗

NASA NTRS1987

Learning in Artificial Neural Systems

This paper presents an overview and analysis of learning in Artificial Neural Systems (ANS's). It begins with a general introduction to neural networks and connectionist approaches to information processing. The basis for learning in ANS's is then described, and compared with classical Machine learning. While similar in some ways, ANS learning deviates from tradition in its dependence on the modification of individual weights to bring about changes in a knowledge representation distributed across connections in a network. This unique form of learning is analyzed from two aspects: the selection of an appropriate network architecture for representing the problem, and the choice of a suitable learning rule capable of reproducing the desired function within the given network. The various network architectures are classified, and then identified with explicit restrictions on the types of functions they are capable of representing. The learning rules, i.e., algorithms that specify how the network weights are modified, are similarly taxonomized, and where possible, the limitations inherent to specific classes of rules are outlined.

Matheus, Christopher J.↗

NASA NTRS2002

NASA Langley/CNU Distance Learning Programs

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research. All pre-college distance learning programs support the national mathematics, science, and technology standards; support K-12 systemic change; involve educators in their development, implementation, and evaluation; and are based on alliances and partnerships. In addition the programs seek to invoke a sense of geographic, ethnic and cultural diversity by featuring schools from all over the U.S.; schools from urban, suburban, and rural areas; public, private, and religious schools; and schools with large populations of African-American, Asian and Hispanic students.

Caton, Randall↗

NASA NTRS1998

Neural learning rules for the vestibulo-ocular reflex

Mechanisms for the induction of motor learning in the vestibulo-ocular reflex (VOR) were evaluated by recording the patterns of neural activity elicited in the cerebellum by a range of stimuli that induce learning. Patterns of climbing-fiber, vestibular, and Purkinje cell simple-spike signals were examined during sinusoidal head movement paired with visual image movement at stimulus frequencies from 0.5 to 10 Hz. A comparison of simple-spike and vestibular signals contained the information required to guide learning only at low stimulus frequencies, and a comparison of climbing-fiber and simple-spike signals contained the information required to guide learning only at high stimulus frequencies. Learning could be guided by comparison of climbing-fiber and vestibular signals at all stimulus frequencies tested, but only if climbing fiber responses were compared with the vestibular signals present 100 msec earlier. Computational analysis demonstrated that this conclusion is valid even if there is a broad range of vestibular signals at the site of plasticity. Simulations also indicated that the comparison of vestibular and climbing-fiber signals across the 100 msec delay must be implemented by a subcellular "eligibility" trace rather than by neural circuits that delay the vestibular inputs to the site of plasticity. The results suggest two alternative accounts of learning in the VOR. Either there are multiple mechanisms of learning that use different combinations of neural signals to drive plasticity, or there is a single mechanism tuned to climbing-fiber activity that follows activity in vestibular pathways by approximately 100 msec.

NASA Discipline Neuroscience↗

NASA NTRS2005

Engineering Lessons Learned and Systems Engineering Applications

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

Gill, Paul S.↗

NASA NTRS2005

Quicker Q-Learning in Multi-Agent Systems

Multi-agent learning in Markov Decisions Problems is challenging because of the presence ot two credit assignment problems: 1) How to credit an action taken at time step t for rewards received at t' greater than t; and 2) How to credit an action taken by agent i considering the system reward is a function of the actions of all the agents. The first credit assignment problem is typically addressed with temporal difference methods such as Q-learning OK TD(lambda) The second credit assi,onment problem is typically addressed either by hand-crafting reward functions that assign proper credit to an agent, or by making certain independence assumptions about an agent's state-space and reward function. To address both credit assignment problems simultaneously, we propose the Q Updates with Immediate Counterfactual Rewards-learning (QUICR-learning) designed to improve both the convergence properties and performance of Q-learning in large multi-agent problems. Instead of assuming that an agent s value function can be made independent of other agents, this method suppresses the impact of other agents using counterfactual rewards. Results on multi-agent grid-world problems over multiple topologies show that QUICR-learning can achieve up to thirty fold improvements in performance over both conventional and local Q-learning in the largest tested systems.

Agogino, Adrian K.↗

NASA NTRS2003

Cascade Back-Propagation Learning in Neural Networks

The cascade back-propagation (CBP) algorithm is the basis of a conceptual design for accelerating learning in artificial neural networks. The neural networks would be implemented as analog very-large-scale integrated (VLSI) circuits, and circuits to implement the CBP algorithm would be fabricated on the same VLSI circuit chips with the neural networks. Heretofore, artificial neural networks have learned slowly because it has been necessary to train them via software, for lack of a good on-chip learning technique. The CBP algorithm is an on-chip technique that provides for continuous learning in real time. Artificial neural networks are trained by example: A network is presented with training inputs for which the correct outputs are known, and the algorithm strives to adjust the weights of synaptic connections in the network to make the actual outputs approach the correct outputs. The input data are generally divided into three parts. Two of the parts, called the "training" and "cross-validation" sets, respectively, must be such that the corresponding input/output pairs are known. During training, the cross-validation set enables verification of the status of the input-to-output transformation learned by the network to avoid over-learning. The third part of the data, termed the "test" set, consists of the inputs that are required to be transformed into outputs; this set may or may not include the training set and/or the cross-validation set. Proposed neural-network circuitry for on-chip learning would be divided into two distinct networks; one for training and one for validation. Both networks would share the same synaptic weights.

Duong, Tuan A.↗

NASA NTRS2012

Hybrid Collaborative Learning for Classification and Clustering in Sensor Networks

Traditionally, nodes in a sensor network simply collect data and then pass it on to a centralized node that archives, distributes, and possibly analyzes the data. However, analysis at the individual nodes could enable faster detection of anomalies or other interesting events as well as faster responses, such as sending out alerts or increasing the data collection rate. There is an additional opportunity for increased performance if learners at individual nodes can communicate with their neighbors. In previous work, methods were developed by which classification algorithms deployed at sensor nodes can communicate information about event labels to each other, building on prior work with co-training, self-training, and active learning. The idea of collaborative learning was extended to function for clustering algorithms as well, similar to ideas from penta-training and consensus clustering. However, collaboration between these learner types had not been explored. A new protocol was developed by which classifiers and clusterers can share key information about their observations and conclusions as they learn. This is an active collaboration in which learners of either type can query their neighbors for information that they then use to re-train or re-learn the concept they are studying. The protocol also supports broadcasts from the classifiers and clusterers to the rest of the network to announce new discoveries. Classifiers observe an event and assign it a label (type). Clusterers instead group observations into clusters without assigning them a label, and they collaborate in terms of pairwise constraints between two events [same-cluster (mustlink) or different-cluster (cannot-link)]. Fundamentally, these two learner types speak different languages. To bridge this gap, the new communication protocol provides four types of exchanges: hybrid queries for information, hybrid "broadcasts" of learned information, each specified for classifiers-to-clusterers, and clusterers-to-classifiers. The new capability has the potential to greatly expand the in situ analysis abilities of sensor networks. Classifiers seeking to categorize incoming data into different types of events can operate in tandem with clusterers that are sensitive to the occurrence of new kinds of events not known to the classifiers. In contrast to current approaches that treat these operations as independent components, a hybrid collaborative learning system can enable them to learn from each other.

Wagstaff, Kiri L.↗

NASA NTRS2018

Toward Justifiable Trust in Autonomous Systems Incorporating Human Knowledge in Autonomous Systems through Machine Learning

Trust in Autonomous Systems is largely about humans trusting the decisions made by autonomous systems. This trust can be increased through learning from domain experts. In particular, autonomous systems can learn offline from past mission operations before conducting any operations of its own. Additionally, autonomous systems can learn online by obtaining human feedback during operations. We will discuss several classes of machine learning methods and our application of them to autonomous systems. The first class of methods is anomaly detection, which uses operations data to identify examples of anomalous operations. The second class of methods is inverse reinforcement learning, also known as apprenticeship learning, that takes past operations data as input and yields a controller that is able to duplicate the operations described by the data. The third class is active learning, which identifies examples on which the model is most uncertain and requests domain expert feedback.

Oza, Nikunj C.↗

NASA NTRS2019

Using Machine Learning to Predict Core Sizes of High-Efficiency Turbofan Engines

With the rise in big data and analytics, machine learning is transforming many industries. It is being increasingly employed to solve a wide range of complex problems, producing autonomous systems that support human decision-making. For the aircraft engine industry, machine learning of historical and existing engine data could provide insights that help drive for better engine design. This work explored the application of machine learning to engine preliminary design. Engine core-size prediction was chosen for the first study because of its relative simplicity in terms of number of input variables required (only three). Specifically, machine-learning predictive tools were developed for turbofan engine core-size prediction, using publicly available data of two hundred manufactured engines and engines that were studied previously in NASA aeronautics projects. The prediction results of these models show that, by bringing together big data, robust machine-learning algorithms and automation, a machine learning-based predictive model can be an effective tool for turbofan engine core-size prediction. The promising results of this first study paves the way for further exploration of the use of machine learning for aircraft engine preliminary design.

Tong, Michael T.↗

NASA NTRSDate not supplied

Early Information Parameter-Set Analysis for Satellite Close Approaches using Machine Learning

Understanding orbital mechanics is essential in space flight and navigation applications, and leveraging modern force models for flight path projection remains an important aspect in space mission design and operation. However, force models do not capture all the dynamics or perturbations in the space environment and thus are subject to errors in predicting the state vectors. The further out the predicted miss distance between spacecraft is from the time of closest approach (TCA), the larger the propagated errors in the predicted miss distance at TCA is. The dependency on these force models for spacecraft flight state prediction calls for a more reliable method that can quantify, or even reduce, these propagated errors. With recent advances in the field artificial intelligence, specifically in machine and deep learning algorithms, a model that implements these approaches can improve on the modern force model approach. The goal for this work is to provide an early-information decision-making threshold, in order to prioritize risk assessment implementation, given the ongoing increase of space objects. In analyzing the relationship of several parameters from conjunction data messages(CDMs) and solar information, early information becomes viable in miss distance prediction with unsupervised learning techniques, which learn the parameters that are linked together with miss distance and probability of collision (Pc) variables. Another approach implemented for identifying relationships within CDMs is supervised learning, in which a shallow neural network binary classifier learns to distinguish events with Pc values¡108. These parameters detected in the unsupervised process are then applied to a regression neural network, which predicts the miss distance at TCA for a specific event within a given uncertainty bound. For the regression neural network, a Long Short Term Memory (LSTM) neural network is implemented, which yields memory about each time step in an event. Using an LSTM network, the model learns to predict miss distance within 0.2km of the value measured at TCA. Although there is a limited amount of "close miss" data to train a network, the network learns to associate parameters, like large energy dissipation rates with the secondary object, with an elevated Pc

Brianna I. Robertson↗

NASA NTRSDate not supplied

Using Machine Learning to Infer Material Properties of Debris Fragments from X-ray Images in the DebriSat Project

The DebriSat project is a collaboration effort with the NASA Orbital Debris Program Office, the U.S. Space Force Space Systems Command Center, The Aerospace Corporation, and the University of Florida. To date, over 200,000 fragments from this ground-based, hypervelocity impact experiment have been collected, and processing is underway to determine their physical characteristics, such as material, shape, color, characteristic length, and average cross-sectional area. The x-ray process is primarily used to identify the location of the fragments and estimated size for extraction, so that these physical characteristics can be assessed. This paper proposes a machine learning-based approach to characterize materials from x-ray images of debris fragments embedded in soft-catch foam used in the DebriSat project. The novel methodology discussed in this paper will highlight the use of x-ray imagery data to characterize these fragments without extraction or a human-in-the-loop. Both supervised and unsupervised machine learning techniques are utilized with this approach to infer the physical parameters of the fragments embedded in the soft-catch foam panels used in the impact experiment based on x-ray images of the foam panels. Additionally, 3D reconstructions of the extracted fragments are created with images taken from two different angles using the structure from motion (SfM) method. The characteristic lengths and shape from the 3D reconstruction, alongside the physical characteristics of the debris, are used in the inference of the material type. To develop and test the approach, a dataset of x-ray images of debris fragments of varying sizes and materials is collected. Supervised learning methods such as convolutional neural networks (CNNs), support vector machines (SVM), decision trees, and random forest classifiers are used due to the high-dimensional feature spaces of the debris and nonlinear decision boundaries for material categorization. Given the limited pre-labeled data of embedded debris materials smaller than 10 mm, unsupervised machine learning techniques such as clustering algorithms and autoencoders are used, in addition to supervised learning methods. The clustering algorithms group similar fragments together based on their physical properties, and autoencoders reduce the dimensionality of the x ray images and extract relevant features. The performance of the proposed approach's is analyzed using a range of statistical methods, including confusion matrices, receiver operating characteristic curves, and precision-recall curves. The results are compared with those obtained using a baseline approach that relies on manual identification and classification of debris fragments. To evaluate the effectiveness of different machine learning methods, statistical tests such as t-tests, ANOVA, and cross-validation are performed, comparing the performance of CNNs, SVMs, clustering algorithms, and autoencoders. Additional analysis needs to be conducted to identify any sources of bias or variability that may affect the results, such as variations in imaging conditions or fragmentation patterns. Other topics explored are limitations, refinements, and the potential use of semi-supervised learning techniques, such as self-training to label unlabeled datasets and co-training using x-ray images taken from two different angles as two different models.

Saik Anam Siam↗

NASA NTRS2023

Using Machine Learning to Infer Material Properties of Debris Fragments from X-ray Images in the DebriSat Project

Saik Anam Siam↗

NASA NTRS2023

Designing Learning Experiences With A Low-Cost Robotic Arm

Robots have gained immense popularity in Hollywood and growth globally in both industrial manufacturing and non-manufacturing environments and applications such as healthcare, service sector, and space exploration. To date, there are several examples of simple and low-cost educational robotic platforms and commercially available platforms (e.g., Lego Mindstorms, VEX Robotics) for incorporation into existing curriculum. However, most low-cost examples require access to rapid-prototyping tools, such as 3D printers to manufacture the structure of the robot, while commercially available platforms are relatively expensive (> $1,000). Although the low-cost, open-source examples provide increased access, these examples require design and manufacturing tasks that would be considered outside the learning objectives of an upper-level robotics course and are better suited for other introductory courses. Thus, we asked, how can a robotic platform be incorporated into existing robotics curriculum to enhance students' learning experiences? To explore this research question, we introduce a low-cost (<$200), untethered, and transportable robotic platform that is easy to assemble using off-the-shelf components. This kit can be powered from a laptop computer and does not rely on access to rapid-prototyping tools such as 3D printers or laser cutters, making this a more accessible option in undergraduate engineering courses. Specifically, we aimed to investigate the design of experiential learning experiences for the mathematical modeling of the forward and inverse kinematics of a serial robotic arm that complements existing robotics curriculum. The experiential learning experience focuses on traditional written answer, simulation in MATLAB, and finally implementation on a robotic platform. Few studies examined this accessible option when evaluating experiential learning experiences that complement existing robotics curricula. To assess the impact of this robotic arm kit in an undergraduate course, we implemented an educational intervention that allowed us insight into student perceptions, takeaways on the course and activities involving the robotic arm, and the impact of the course on their career outlook when comparing activities that involved use of the robotic arm and those that did not. Details on the design, development and implementation of the learning activities is provided. Both quantitative and qualitative data were collected and analyzed. The results presented in this paper discuss students finding the learning activities on the robotic arms more helpful than those without, and that students found high value in the hands-on experiences and real-world scenarios offered by the activities using the robotic arm. Challenges to implementation of the robotic arms are discussed, including students’ prior knowledge of using robotic arms.

Eric J. Markvicka↗