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data-sidebar-sticky="1"> 165 166 <!-- Content Wrapper --> 167 <div class="content-wrap"> 168 <article id="page-7" class="post-7 page type-page status-publish hentry"> 169 <header class="post-header"> 170 <h1 class="page-title">Home</h1> 171 </header> 172 <div class="post-page-content"> 173 <p><img decoding="async" class="alignleft" src="https://anr.fr/fileadmin/images/monanr/Oudeyer-portrait.jpg" /></p> 174<!-- /wp:post-content --> 175 176<!-- wp:paragraph {"align":"left"} --> 177<p class="has-text-align-left"><span style="line-height: 1.5em;">I am research director (DR1) at </span><a style="line-height: 1.5em;" href="http://www.inria.fr/" target="_blank" rel="nofollow noopener noreferrer">Inria</a> Center of University of Bordeaux<span style="line-height: 1.5em;">, heading the </span><a style="line-height: 1.5em;" href="http://flowers.inria.fr/">Flowers team</a> (see <a href="https://www.pyoudeyer.com/phd-students/">PhD students</a>)<span style="line-height: 1.5em;">. I was also a research visitor at <a href="https://www.microsoft.com/en-us
177/research/lab/microsoft-research-montreal/">Microsoft Research Montreal</a> (2021-22), and permanent researcher in Sony Computer Science Laboratory for 8 years (1999-2007). </span></p> 178<!-- /wp:paragraph --> 179 180<!-- wp:paragraph --> 181<p>Together with a great team, I study lifelong autonomous learning, and the self-organization of behavioural, cognitive and language structures, at the frontiers of artificial intelligence and cognitive sciences. I use <span style="text-decoration: underline;"><strong>machines as tools to understand better how children learn</strong></span> and develop, and I study how one can <span style="text-decoration: underline;"><strong>build machines that learn autonomously like children, as well as integrate within human cultures,</strong></span> within the <span style="text-decoration: underline;"><strong><a href="https://arxiv.org/pdf/2103.06769.pdf">new field of developmental artificial intelligence.</a></strong></span></p> 182<!-- /wp:paragraph --> 183 184<!-- wp:paragraph --> 185<p>We work on applications in <span style="text-decoration: underline;"><strong>education</strong></span>, aiming to use AI techniques as tools in the service of humans, fostering learning, curiosity and creativity (e.g. our algorithms are used in <a href="https://www.adaptivmath.fr/">Adaptiv’Maths</a>).  We also do <span style="text-decoration: underline;"><strong>outreach</strong></span> for democratizing access and understanding of AI, in diverse contexts ranging from <span style="text-decoration: underline;"><strong>schools to artistic projects</strong></span>. These projects led to several spin-off from the team, e.g. <a href="https://www.pollen-robotics.com">start-ups</a> or <a href="https://www.poppy-station.org/en/accueil-english/">NGOs</a>.</p> 186<!-- /wp:paragraph --> 187 188<!-- wp:paragraph --> 189<p>For both fundamental and applied projects, we take an <span style="text-decoration: underline;"><strong>open science and open-source</strong></span> approach (e.g. see our <a href="https://github.com/flowersteam">team’s GitHub</a>, and the <a href="https://www.poppy-station.org/en/history/">Poppy open-source educational robotic kits</a> with the <a href="https://poppy.discourse.group">associated community</a>, used by >30k children in world in several countries).</p> 190<!-- /wp:paragraph --> 191 192<!-- wp:paragraph --> 193<p>We collaborate with many academic labs (e.g. Sorbonne-Université, MILA, Inserm) and industry (e.g. HuggingFace, Microsoft Research, evidenceB, Ubisoft, Poïetis, OnePoint).</p> 194<!-- /wp:paragraph --> 195 196<!-- wp:paragraph --> 197<p><strong>Important note:</strong> If you wish to <strong>contact me</strong> for an application, please send an email including <strong>[application]</strong> in the object. For any other reason, please include <strong>[information]</strong> in the object. As I receive many emails, I may not be able to see your email if you do not include one of these tags.</p> 198<!-- /wp:paragraph --> 199 200<!-- wp:heading --> 201<h2 class="wp-block-heading"><strong>Quick links:</strong></h2> 202<!-- /wp:heading --> 203 204<!-- wp:list --> 205<ul><!-- wp:list-item --> 206<li><strong>Science</strong>: <a href="https://scholar.google.com/citations?user=gCqGj4sAAAAJ&hl=en">Publications</a>, <a href="https://www.youtube.com/channel/UC7QuDF8AaE6mqEM9W_S30RA">Talks and videos</a></li> 207<!-- /wp:list-item --> 208 209<!-- wp:list-item --> 210<li><strong>Bio</strong>: <a href="https://www.pyoudeyer.com/bio/">Bio</a>, <a href="https://www.pyoudeyer.com/oudeyerCVLongApril24.pdf">full CV</a></li> 211<!-- /wp:list-item --> 212 213<!-- wp:list-item --> 214<li><strong>Team</strong>: <a href="https://flowers.inria.fr">Flowers team</a>, <a href="https://www.pyoudeyer.com/phd-students/">PhD students</a>, <a href="https://flowers.inria.fr/jobs/">Jobs</a></li> 215<!-- /wp:list-item --> 216 217<!-- wp:list-item --> 218<li><strong>Team activity report</strong>: <a href="https://radar.inria.fr/report/2023/flowers/index.html">2023 yearly team activity report</a>, <a href="https://www.pyoudeyer.com/activityReportFlowersInria2013-2016.pdf">Quadriennal Flowers lab report (2013-2016)</a></li> 219<!-- /wp:list-item --> 220 221<!-- wp:list-item --> 222<li><strong>Join open science discussion on the <a href="https://openlab-flowers.inria.fr/categories">Flowers open lab forum</a></strong></li> 223<!-- /wp:list-item --></ul> 224<!-- /wp:list --> 225 226<!-- wp:heading {"level":3} --> 227<h2 class="wp-block-heading"><strong>Scientific news:</strong></h2> 228<ul> 229<li><strong>Recent key papers</strong>: 230<ul> 231<li>A review of what science knows about curiosity, the main open questions, and implications for education and AI: Oudeyer, P-Y. (2026) <a href="http://pyoudeyer.com/Curiosity-Review-OudeyerMarch26.pdf">Curiosity</a>, PsyArXiv, osf.io/preprints/psyarxiv/vtrjm_v1</li> 232<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:vptNTMqK6uYC">MAGELLAN: Metacognitive predictions of learning progress guide autotelic LLM agents in large goal spaces (2025)</a> 233<div class="gs_gray">L Gaven, T Carta, C Romac, C Colas, S Lamprier, O Sigaud, PY Oudeyer</div> 234<div class="gs_gray"><em><strong>International Conference on Machine Learning (ICML)</strong></em></div> 235</li> 236<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:Lbh3VFZM3akC">Self-Improving Language Models for Evolutionary Program Synthesis: A Case Study on ARC-AGI (2025)</a> 237<div class="gs_gray">J Pourcel, C Colas, PY Oudeyer</div> 238<div class="gs_gray"><em><strong>International Conference on Machine Learning (ICML)</strong></em></div> 239</li> 240<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&cstart=20&pagesize=80&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:_xmTp9Pj6u8C">Aces: Generating a diversity of challenging programming puzzles with autotelic generative models (2024)</a> 241<div class="gs_gray">J Pourcel, C Colas, G Molinaro, PY Oudeyer, L Teodorescu</div> 242<div class="gs_gray"><em><strong>Advances in Neural Information Processing Systems (Neurips)</strong></em> 37, 67627-67662</div> 243</li> 244<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&cstart=20&pagesize=80&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:J2Md-p1DcKkC">GPT-3-driven pedagogical agents to train childrenâs curious question-asking skills (2024)</a> 245<div class="gs_gray">R Abdelghani, YH Wang, X Yuan, T Wang, P Lucas, H Sauzéon, PY Oudeyer</div> 246<div class="gs_gray"><em><strong>International Journal of Artificial Intelligence in Education</strong> </em>34 (2), 483-518</div> 247</li> 248<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:r90dRYkPj7EC">Discovering sensorimotor agency in cellular automata using diversity search (2025)</a> 249<div class="gs_gray">G Hamon, M Etcheverry, BWC Chan, C Moulin-Frier, PY Oudeyer</div> 250<div class="gs_gray"><em><strong>Science Advances</strong> </em>11 (44), eadp0834</div> 251</li> 252<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:noJvBAPgP0YC">AI-driven automated discovery tools reveal diverse behavioral competencies of biological networks (2025)</a> 253<div class="gs_gray">M Etcheverry, C Moulin-Frier, PY Oudeyer, M Levin</div> 254<div class="gs_gray"><em><strong>Elife</strong></em>
254 13, RP92683</div> 255</li> 256<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&cstart=20&pagesize=80&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:FgeqF4j-V1wC">Grounding large language models in interactive environments with online reinforcement learning</a> 257<div class="gs_gray">T Carta, C Romac, T Wolf, S Lamprier, O Sigaud, PY Oudeyer</div> 258<div class="gs_gray"><strong><em>International conference on machine learning (ICML)</em></strong>, 3676-3713</div> 259</li> 260<li><a class="gsc_a_at" href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=gCqGj4sAAAAJ&cstart=20&pagesize=80&sortby=pubdate&citation_for_view=gCqGj4sAAAAJ:mSu_8wZzne8C">Intrinsically motivated goal exploration processes with automatic curriculum learning</a> 261<div class="gs_gray">S Forestier, R Portelas, Y Mollard, PY Oudeyer</div> 262<div class="gs_gray"><strong><em>Journal of Machine Learning Research (JMLR)</em></strong> 23 (152), 1-41</div> 263</li> 264</ul> 265</li> 266<li>We started a new European project in collaboration with cognitive neuroscience labs of M. Gruber’s in Univ. Cardiff, and Y. Fandakova’s in University of Trier, aiming to study the <strong>joint development of curiosity and metacognition in adolescents</strong>, through behavioural and neuro-imaging studies. We are searching excellent applications for a PhD and a postdoc (if you are interested, contact me with [information] in the object field of the email).</li> 267<li><strong>Autotelic Generative AI for Self-Improving Program Synthesis</strong>. We developed a method (ACES) enabling LLMs to self-generate diverse and challenging programming puzzles using autotelic exploration. This enables to generate difficult benchmarks that adapt to evolving capacities of frontier models without the need for human manual creation of new benchmark problems. At the same time, these self created problems also allow generative models to self-improve. ACES was <a href="https://openreview.net/forum?id=L1mMK39Z7P&referrer=%5Bthe%20profile%20of%20Gaia%20Molinaro%5D(%2Fprofile%3Fid%3D~Gaia_Molinaro1)">published</a>Â at Neurips 2024.</li> 268</ul> 269<h2 class="wp-block-heading"><strong>Outreach news:</strong></h2> 270<ul> 271<li class="wp-block-heading">(sept. 2024) My new <a href="https://www.pyoudeyer.com/clia/"><strong>popular science book</strong></a>, co-authored with <a href="https://dproy.wordpress.com/">D. Roy</a> and <a href="https://www.clementinelatron.com/">C. Latron</a>, is published ! It is in French and aims at <strong>explaining generative AI to teenagers, but also all curious adults</strong>
271: the mechanisms, applications and societal issues. It is titled “<a href="https://www.pyoudeyer.com/clia/"><strong>C’est (pas) moi, c’est l’IA</strong></a>“, and was published by <a href="https://site.nathan.fr/livres/cest-pas-moi-cest-lia-pour-apprivoiser-lia-sans-tomber-dans-ses-pieges-des-12-ans-9782095035433.html?srsltid=AfmBOorbdCaR2vx_QPAmy-xc0GdrvbpxIBlXGKT74zD1cGOcVqE8s77l">Nathan</a>.</li> 272<li>I recently made a series of interventions to support public policy makers and educational institutions to address the societal and educational challenges and opportunities provided by AI, and in particular generative AI. In particular, I made presentations at <a href="https://www.youtube.com/watch?v=eRDGYoCAILs">Cnesco</a>, <a href="https://www.pyoudeyer.com/bilanFormationDinum24.pdf">DINUM</a> (to train senior officials), <a href="https://evenements.bpifrance.fr/big-2024/en/session/a4167e6f-812d-ef11-86c3-002248863087/conceptualizing-education-and-training-alongside-generative-ai-">BPI</a>, CCIC-Unesco. I wrote a <a href="https://www.pyoudeyer.com/genai-cultural-technology/">synthesis note</a> (also here in <a href="https://www.pyoudeyer.com/CnescoOudeyer.pdf">French</a> ) <strong>on the societal stakes of generative AI in education</strong>, especially from the perspective of generative AI as a cultural transmission technology. </li> 273<li>With A. Torres-Leguet, C. Romac, and T. Carta, we designed and produced the <strong>pedagogical video series “<a href="https://developmentalsystems.org/chatgpt_5_minutes/fr/">ChatGPT explained in 5 mn</a>“, aimed at training generative AI literacy in a wide diversity of students</strong> (e.g. high school). They are under a Creative Commons licence, CC-BY, enabling open and free reuse. They were already integrated in the <a href="https://www.ai4t.eu">MOOC AI4T</a>, as well as in an internal training platform of “Académie du Numérique du Ministère de la défense”, and are being adapted and integrated in a training platform for the whole population of civil servants in France, coordinated by DINUM.</li> 274<li><strong>Pour la Science</strong> article (French version of Scientific American) on how to ground generative AI models in interactive environments: Romac, C., Carta, T., Oudeyer, P-Y., “<a href="https://www.pyoudeyer.com/2024-02-28-POUR%20LA%20SCIENCE-Mars2024.pdf">L’IA face au réel</a>“, Mars 2024.</li> 275<li><strong>Pour la Science</strong> article on using AI to explore the origins of evolutionary processes in Alife systems: Moulin-Frier, C., Hamon, G., Oudeyer, P-Y., “<a href="http://pyoudeyer.com/PLS-EvolutionEmergenceIA.pdf">Quand l’IA explique les prémices d’une vie</a>“, August 2024.</li> 276</ul> 277<h3 class="wp-block-heading"><strong>In more details:</strong></h3> 278<!-- /wp:heading --> 279 280<!-- wp:paragraph --> 281<p>In AI, we study how machines can efficiently acquire world models and <strong>open-ended repertoires of skills over an extended time span.</strong> We develop <a href="https://www.jair.org/index.php/jair/article/view/13554"><span style="text-decoration: underline;"><strong>autotelic </strong><strong>deep reinforcement learning</strong></span></a> agents able to learn to represent and generate their own goals, leveraging <strong><a href="https://arxiv.org/abs/2002.09253">language and culture as cognitive tools for creative exploration</a></strong>, planning and abstraction (see our recent <a href="https://arxiv.org/abs/2206.01134">perspective paper</a> discussing new opportunities at the crossroads of Deep RL and large language models, where <strong>llms are seen as culture models</strong>). This research also involves <a href="https://developmentalsystems.org/TeachMyAgent/">automatic </a><a href="http://proceedings.mlr.press/v97/colas19a/colas19a.pdf">curriculum learning</a>.</p> 282<!-- /wp:paragraph --> 283 284<!-- wp:paragraph --> 285<p>With colleagues, I develop computational theories of <span style="text-decoration: underline;"><strong>curiosity and intrinsically motivated learning</strong></span> (with <a href="https://www.pyoudeyer.com/ims.pdf">AI</a>, <a href="https://www.dropbox.com/s/z1m16yscncxhfi8/gottliebOudeyerNatNeuro2018.pdf?dl=0">neuroscience</a>
285 and <a href="https://www.pyoudeyer.com/OudeyerSmithTopicsCogSci14.pdf">developmental psychology</a> perspectives). We proposed the <a href="https://www.frontiersin.org/articles/10.3389/neuro.01.1.1.017.2007/full">learning progress hypothesis</a> to explain key aspects of human spontaneous exploration. We showed how curiosity-driven exploration can <a href="https://www.pyoudeyer.com/ims.pdf">self-organize long term developmental trajectories</a>, accouting for how infants progressively develop <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2013.01006/full">vocal skills</a>, <a href="https://arxiv.org/abs/1708.02190">tool use</a> and <a href="https://www.pyoudeyer.com/Forestier2017Unified.pdf">language</a>.</p> 286<!-- /wp:paragraph --> 287 288<!-- wp:paragraph --> 289<p>I also work on theoretical models of the <span style="text-decoration: underline;"><strong>origins and evolution of speech and language</strong></span>, studying the role of self-organization in neural networks and agents dynamical coupling. In the new edition of my book “<a href="https://www.pyoudeyer.com/Self_Organization_in_the_Evolution_of_SpeechWebSept19.pdf">Self-organization in the evolution of speech</a>” (to appear in 2020 at OUP, CC-BY), I present an integrated view of the roles of self-organization and intrinsic motivation in the origins of language.</p> 290<!-- /wp:paragraph --> 291 292<!-- wp:paragraph --> 293<p><span style="text-decoration: underline;"><strong>Educational applications</strong></span>. We use curiosity-driven learning algorithms to <a href="https://www.pyoudeyer.com/JEDMClementetal15.pdf">personalize sequences of exercises for human learners</a>, maximising learning efficiency and motivation: after an initial series of experiments with >1000 children in primary schools, we are <a href="https://www.adaptivmath.fr">now working with a consortium of edTech companies</a> and the support of French ministry of Education to integrate this approach in an educational software for wide dissemination. We developed <a href="https://www.poppy-project.org/en/">open-source educational robotics kits</a> (some used by <a href="https://dm1r.inria.fr/t/inirobot-descriptif-des-activites-autour-de-la-robotique-a-lecole-primaire/23">dozens of thousands of children in the world</a> and adapted in largely disseminated educational books e.g. from <a href="https://www.fondation-lamap.org/fr/123codez">Main à la Pâte</a>), now disseminated by a non-governmental <a href="https://www.poppystation.org">organization</a> and a <a href="https://www.pollen-robotics.com/en/">start-up</a>.</p> 294<!-- /wp:paragraph --> 295 296<!-- wp:paragraph --> 297<p><span style="text-decoration: underline;"><strong>AI for science</strong></span>: Recently, we started exploring the new area of <a href="https://arxiv.org/abs/2007.01195">automated discovery of self-organized patterns in complex systems</a>, leveraging intrinsically motivated goal exploration and unsupervised representation learning.</p> 298<!-- /wp:paragraph --> 299 300<!-- wp:paragraph --> 301<p><span style="text-decoration: underline;"><strong>Robotics applications</strong></span>. In robotics, our curiosity algorithms have been used within the <a href="https://en.wikipedia.org/wiki/AIBO">Sony Aibo</a> and <a href="https://en.wikipedia.org/wiki/QRIO">Qrio humanoid</a> entertainment robots. I also worked on <a href="https://www.pyoudeyer.com/emotionsIJHCS.pdf">emotional speech synthesis</a> technologies used in some Playstation video games, and various forms of <a href="http://hal.inria.fr/hal-00984068/PDF/grizou2014calibration.pdf">adaptive human-computer interfaces.</a></p> 302<!-- /wp:paragraph --> 303 304<!-- wp:paragraph --> 305<p><span style="text-decoration: underline;"><strong>AI and the arts</strong></span>: We collaborate with artists through diverse projects aiming to explore the links between AI and society (e.g. <a href="https://poppy.discourse.group/c/art/36">here</a>, <a href="https://flowers.inria.fr/robots/ergo-robots/">here</a> or <a href="https://www.youtube.com/watch?v=Om-d3P5kvW4">here</a>), in particular to facilitate understanding of AI and its societal dimensions in the general public.</p> 306<!-- /wp:paragraph --> 307 308<!-- wp:heading --> 309<h2 class="wp-block-heading"><strong>Selected publications:</strong></h2> 310<!-- /wp:heading --> 311 312<!-- wp:paragraph --> 313<p>Gaven, L., Carta, T., ROMAC, C., Colas, C., Sigaud, O., & Oudeyer, P. Y. <a href="https://arxiv.org/abs/2502.07709">MAGELLAN: Metacognitive predictions of learning progress guide autotelic LLM agents in large goal spaces</a>. In <i>Forty-second International Conference on Machine Learning</i>.<br />Carta, T., Romac, C., Wolf, T., Lamprier, S., Sigaud, O., & Oudeyer, P. Y. (2023). <a href="https://arxiv.org/abs/2302.02662">Grounding large language models in interactive environments with online reinfor
313cement learning</a>. <strong><em>ICML </em></strong>2023.<br />Abdelghani, R., Wang, Y. H., Yuan, X., Wang, T., Lucas, P., Sauzéon, H., & Oudeyer, P. Y. (2024). <a href="https://arxiv.org/abs/2211.14228">GPT-3-driven pedagogical agents to train childrenâs curious question-asking skills</a><strong>. <em>International Journal of Artificial Intelligence in Education</em></strong>, 34(2), 483-518.<br />Forestier, S., Portelas, R., Mollard, Y., & Oudeyer, P. Y. (2022). <a href="https://www.jmlr.org/papers/volume23/21-0808/21-0808.pdf">Intrinsically motivated goal exploration processes with automatic curriculum learning</a>. <strong><em>Journal of Machine Learning Research (JMLR), </em></strong>23, 1-41.<br />Colas, C., Karch, T., Sigaud, O., & Oudeyer, P. Y. (2022). <a href="https://www.jair.org/index.php/jair/article/view/13554">Autotelic agents with intrinsically motivated goal-conditioned reinforcement learning: a short survey</a>. <strong><em>Journal of Artificial Intelligence Research</em> (JAIR)</strong>, <em>74</em>, 1159-1199<br />Ten, A., Kaushik, P., Oudeyer, P. Y., & Gottlieb, J. (2021). <a href="https://www.nature.com/articles/s41467-021-26196-w">Humans monitor learning progress in curiosity-driven exploration</a>. <strong><em>Nature communications</em></strong>, <em>12</em>(1), 5972.<br />Colas, C., Karch, T., Lair, N., Dussoux, J. M., Moulin-Frier, C., Dominey, P., & Oudeyer, P. Y. (2020). <a href="https://arxiv.org/abs/2002.09253">Language as a Cognitive Tool to Imagine Goals in Curiosity Driven Exploration</a>. <em>Advances in Neural Information Processing Systems (</em><strong><em>Neurips 2020</em></strong><em>)</em>, <em>33</em>.<br />Etcheverry, M., Moulin-Frier, C., & Oudeyer, P. Y. (2020). <a href="https://proceedings.neurips.cc/paper/2020/hash/33a5435d4f945aa6154b31a73bab3b73-Abstract.html">Hierarchically organized latent modules for exploratory search in morphogenetic systems</a>. <em>Advances in Neural Information Processing Systems (<strong>Neurips 2020</strong>)</em>, <em>33</em>, 4846-4859<br />Colas, C., Fournier, P., & Chetouani, M., Sigaud, O., Oudeyer, P. Y., (2019). <a href="https://arxiv.org/abs/1810.06284">CURIOUS: Intrinsically Motivated Modular Multi-Goal Reinforcement Learning</a>. In International Conference on Machine Learning (<strong><em>ICML 2019</em></strong>).<br />Gottlieb, J. and Oudeyer, P-Y. (2018) <a href="https://www.dropbox.com/scl/fi/oql0whmhoe21nij6iacsw/2018_GottliebOudeyer_ActiveSampling_NatNeuro.pdf?rlkey=9r5n2mdii3865k9z40afl4lxv&dl=0">Towards a Neuroscience of Active Sampling and Curiosity</a>, <strong><em>Nature Reviews Neuroscience, </em></strong>19(12), 758-770.<br />Oudeyer, P-Y. and Smith. L. (2016) <a href="https://www.pyoudeyer.com/OudeyerSmithTopicsCogSci14.pdf">How Evolution may work through Curiosity-driven Developmental Process</a> , <strong><em>Topics in Cognitive Science, 1-11.</em></strong><br />Baranes, A., Oudeyer, P-Y. (2013) <a href="https://www.pyoudeyer.com/ActiveGoalExploration-RAS-2013.pdf">Active Learning of Inverse Models with Intrinsically Motivated Goal Exploration in Robots</a>, <strong><em>Robotics and Autonomous Systems</em></strong>, 61(1), pp. 49-73.<br />Oudeyer, P. Y., & Kaplan, F. (2007). <a href="https://www.frontiersin.org/articles/10.3389/neuro.12.006.2007/full?ref=jcbaillie.net">What is intrinsic motivation? A typology of computational approaches</a>. <em><strong>Frontiers in neurorobotics</strong></em>, <em>1</em>, 108.<br />Oudeyer, P-Y., Kaplan F., and Hafner V. (2007)<a href="https://www.pyoudeyer.com/ims.pdf"> Intrinsic motivation systems for autonomous mental development</a>. <em><strong>IEEE transactions on evolutionary computation</strong></em>, 11.2, 265-286.<br />Oudeyer, P. Y. (2006, updated 2020 version). <a href="https://www.pyoudeyer.com/Self_Organization_in_the_Evolution_of_SpeechWebSept19.pdf">Self-organization in the evolution of speech</a> (Vol. 6). Oxford University Press.</p> 314<!-- /wp:paragraph --> 315 316<!-- wp:heading {"level":3,"align":"center"} --> 317<h3 class="wp-block-heading"> </h3> 318<!-- /wp:heading --> 319 </div> 320 </article> </div> 321 <!-- .content-wrap --> 322 323 324 325 326 </div><!-- .main-content End --> 327 </main><!-- #primary End --> 328 329 <!-- Site Footer --> 330 <footer id="site-footer" class=" clear-fix"> 331 <div class="site-footer-wrap wrapped-content"> 332 333 334 <div class="footer-bottom-wrap"> 335 <!-- Scroll To Top -->
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360<script type="module"> 361/* <![CDATA[ */ 362/*! This file is auto-generated */ 363var e="script#wp-emoji-settings",t=document.querySelector(e);if(!(t instanceof HTMLScriptElement))throw new Error("Element missing: "+e);const r=JSON.parse(t.text),s=(window._wpemojiSettings=r,"wpEmojiSettingsSupports"),o=["flag","emoji"];function i(e){try{var t={supportTests:e,timestamp:(new Date).valueOf()};sessionStorage.setItem(s,JSON.stringify(t))}catch(e){}}function c(e,t,n){e.clearRect(0,0,e.canvas.width,e.canvas.height),e.fillText(t,0,0);t=new Uint32Array(e.getImageData(0,0,e.canvas.width,e.canvas.height).data);e.clearRect(0,0,e.canvas.width,e.canvas.height),e.fillText(n,0,0);const r=new Uint32Array(e.getImageData(0,0,e.canvas.width,e.canvas.height).data);return t.every((e,t)=>e===r[t])}function p(e,t){e.clearRect(0,0,e.canvas.width,e.canvas.height),e.fillText(t,0,0);var n=e.getImageData(16,16,1,1);for(let e=0;e<n.data.length;e++)if(0!==n.data[e])return!1;return!0}function u(e,t,n,r){switch(t){case"flag":return n(e,"\ud83c\udff3\ufe0f\u200d\u26a7\ufe0f","\ud83c\udff3\ufe0f\u200b\u26a7\ufe0f")?!1:!n(e,"\ud83c\udde8\ud83c\uddf6","\ud83c\udde8\u200b\ud83c\uddf6")&&!n(e,"\ud83c\udff4\udb40\udc67\udb40\udc62\udb40\udc65\udb40\udc6e\udb40\udc67\udb40\udc7f","\ud83c\udff4\u200b\udb40\udc67\u200b\udb40\udc62\u200b\udb40\udc65\u200b\udb40\udc6e\u200b\udb40\udc67\u200b\udb40\udc7f");case"emoji":return!r(e,"\ud83e\u1fac8")}return!1}function f(e,t,n,r){let a;const s=(a="undefined"!=typeof WorkerGlobalScope&&self instanceof WorkerGlobalScope?new OffscreenCanvas(300,150):document.createElement("canvas")).getContext("2d",{willReadFrequently:!0}),o=(s.textBaseline="top",s.font="600 32px Arial",{});return e.forEach(e=>{o[e]=t(s,e,n,r)}),o}function a(e){var t=document.createElement("script");t.src=e,t.defer=!0,document.head.appendChild(t)}r.supports={everything:!0,everythingExceptFlag:!0},new Promise(t=>{let n=function(){try{var e=JSON.parse(sessionStorage.getItem(s));if("object"==typeof e&&"number"==typeof e.timestamp&&(new Date).valueOf()<e.timestamp+604800&&"object"==typeof e.supportTests)return e.supportTests}catch(e){}return null}();if(!n){if("undefined"!=typeof Worker&&"undefined"!=typeof OffscreenCanvas&&"undefined"!=typeof URL&&URL.createObjectURL&&"undefined"!=typeof Blob)try{var e="postMessage("+f.toString()+"("+[JSON.stringify(o),u.toString(),c.toString(),p.toString()].join(",")+"));",r=new Blob([e],{type:"text/javascript"});const a=new Worker(URL.createObjectURL(r),{name:"wpTestEmojiSupports"});return void(a.onmessage=e=>{i(n=e.data),a.terminate(),t(n)})}catch(e){}i(n=f(o,u,c,p))}t(n)}).then(e=>{for(const n in e)r.supports[n]=e[n],r.supports.everything=r.supports.everything&&r.supports[n],"flag"!==n&&(r.supports.everythingExceptFlag=r.supports.everythingExceptFlag&&r.supports[n]);var t;r.supports.everythingExceptFlag=r.supports.everythingExceptFlag&&!r.supports.flag,r.supports.everything||((t=r.source||{}).concatemoji?a(t.concatemoji):t.wpemoji&&t.twemoji&&(a(t.twemoji),a(t.wpemoji)))}); 364//# sourceURL=https://www.pyoudeyer.com/wp-includes/js/wp-emoji-loader.min.js 365/* ]]> */ 366</script>
366 367 368</body> 369</html>
Line numbers count LF bytes from the start of the resource, as the search results do. Vendor segments are library code the classifier recognised; they are stored but not indexed. Bytes are shown as Latin1 characters, one per byte.