We propose an intrinsic developmental algorithm that is designed to allow a mobile robot to incrementally progress through levels of increasingly sophisticated behavior. We believe that the core ingredients for such a developmental algorithm are abstractions, anticipations, and self-motivations. We describe a multilevel, cascaded discovery and control architecture that includes these core ingredients. As a first step toward implementing the proposed architecture, we explore two novel mechanisms: a governor for automatically regulating the training of a neural network and a pathplanning neural network driven by patterns of ''mental states'' that represent protogoals.

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By beginning with simple reactive behaviors and gradually building up to more memory-dependent behaviors, it may be possible for connectionist systems to eventually achieve the level of planning. This paper focuses on an intermediate step in this incremental process, where the appropriate means of providing guidance to adapting controllers is explored. A local and a global method of reinforcement learning are contrasted-a special form of back-propagation and an evolutionary algorithm. These methods are applied to a neural network controller for a simple robot. A number of experiments are described where the presence of explicit goals and the immediacy of reinforcement are varied. These experiments reveal how various types of guidance can affect the final control behavior. The results show that the respective advantages and disadvantages of these two adaptation methods are complementary, suggesting that some hybrid of the two may be the most effective method. Concluding remarks discuss the next incremental steps toward more complex control behaviors.

In line with institutions across the United States, the Computer Science Department at Swarthmore College has faced the challenge of maintaining a demographic composition of students that matches the student body as a whole. To combat this trend, our department has made a concerted effort to revamp our introductory course sequence to both attract and retain more women and minority students.The focus of this paper is the changes instituted in our Introduction to Computer Science course (i.e., CS1) intended for both majors and non-majors. In addition to changing the content of the course, we introduced a new student mentoring program that is managed by a full-time coordinator and consists of undergraduate students who have recently completed the course. This paper describes these efforts in detail, including the extension of these changes to our CS2 course and the associated costs required to maintain these efforts. We measure the impact of these changes by tracking student enrollment and performance over 13 academic years. We show that, unlike national trends, enrollment from underrepresented groups has increased dramatically over this time period. Additionally, we show that the student mentoring program has increased both performance and retention of students, particularly from underrepresented groups, at statistically significant levels.