“…Work on open-ended learning (Baldassarre and Mirolli, 2013) confirms that a simple agent equipped with what has been called “intelligent adaptive curiosity” can indeed acquire information about the effects that it can generate in the environment and leverage these sensorimotor contingencies to learn or refine its skills. Following the idea that understanding one’s effects on the environment is crucial for the autonomous development of animals and humans (White, 1959; Berlyne, 1960) different work in robotics has focused on the autonomous learning of skills on the basis of the interactions between the body of the artificial agent and the environment, where robots are tested in “simple” reaching or avoidance scenarios (e.g., Santucci et al, 2014; Hafez et al, 2017; Hester and Stone, 2017; Reinhart, 2017; Tanneberg et al, 2019) or in more complex tasks involving interactions between objects (da Silva et al, 2014; Seepanomwan et al, 2017), tool use or hierarchical skill learning (Forestier et al, 2017; Colas et al, 2018; Santucci et al, 2019), and even in imitation learning experiments (Duminy et al, 2018). When combined with the use of “goals,” intended here as specific states or effects that a system is trying to attain, curiosity and intrinsic motivation are able to properly guide task selection (Merrick, 2012; Santucci et al, 2016) and reduce the exploration space (Rolf et al, 2010; Baranes and Oudeyer, 2013).…”