arXiv subjects

Yaming Guo

Publications and source records attributed to Yaming Guo.

3 recordsLinked to original sources

arXiv2026

BAP-SRL: Bayesian Adaptive Priority Safe Reinforcement Learning for Vehicle Motion Planning at Mixed Traffic Intersections

Navigating urban intersections, especially when interacting with heterogeneous traffic participants, presents a formidable challenge for autonomous vehicles (AVs). In such environments, safety risks arise simultaneously from multiple sources, each carrying distinct priority levels and sensitivities that necessitate differential protection preferences. While safe reinforcement learning (RL) offers a robust paradigm for constrained decision-making, existing methods typically model safety as a single constraint or employ static, heuristic weighting schemes for multiple constraints. These approaches often fail to address the dynamic nature of multi-source risks, leading to gradient cancellation that hampers learning, and suboptimal trade-offs in critical dilemma zones. To address this, we propose a Bayesian adaptive priority safe reinforcement learning (BAP-SRL) based motion planning framework. Unlike heuristic weighting schemes, BAP formulates constraint prioritization as a probabilistic inference task. By modeling historical optimization difficulty as a Bayesian prior and instantaneous risk evidence as a likelihood, BAP dynamically gates gradient updates using a Bayesian inference mechanism on latent constraint criticality. Extensive experiments demonstrate that our approach outperforms state-of-the-art baselines in handling interactions with stochastic, heterogeneous agents, achieving lower collision rates and smoother conflict resolution.

eess.SY↗

arXiv2024

Investigating Out-of-Distribution Generalization of GNNs: An Architecture Perspective

Graph neural networks (GNNs) have exhibited remarkable performance under the assumption that test data comes from the same distribution of training data. However, in real-world scenarios, this assumption may not always be valid. Consequently, there is a growing focus on exploring the Out-of-Distribution (OOD) problem in the context of graphs. Most existing efforts have primarily concentrated on improving graph OOD generalization from two \textbf{model-agnostic} perspectives: data-driven methods and strategy-based learning. However, there has been limited attention dedicated to investigating the impact of well-known \textbf{GNN model architectures} on graph OOD generalization, which is orthogonal to existing research. In this work, we provide the first comprehensive investigation of OOD generalization on graphs from an architecture perspective, by examining the common building blocks of modern GNNs. Through extensive experiments, we reveal that both the graph self-attention mechanism and the decoupled architecture contribute positively to graph OOD generalization. In contrast, we observe that the linear classification layer tends to compromise graph OOD generalization capability. Furthermore, we provide in-depth theoretical insights and discussions to underpin these discoveries. These insights have empowered us to develop a novel GNN backbone model, DGAT, designed to harness the robust properties of both graph self-attention mechanism and the decoupled architecture. Extensive experimental results demonstrate the effectiveness of our model under graph OOD, exhibiting substantial and consistent enhancements across various training strategies.

cs.LG↗

arXiv2022

Black-box Generalization of Machine Teaching

Hypothesis-pruning maximizes the hypothesis updates for active learning to find those desired unlabeled data. An inherent assumption is that this learning manner can derive those updates into the optimal hypothesis. However, its convergence may not be guaranteed well if those incremental updates are negative and disordered. In this paper, we introduce a black-box teaching hypothesis $h^\mathcal{T}$ employing a tighter slack term $\left(1+\mathcal{F}^{\mathcal{T}}(\widehat{h}_t)\right)\Delta_t$ to replace the typical $2\Delta_t$ for pruning. Theoretically, we prove that, under the guidance of this teaching hypothesis, the learner can converge into a tighter generalization error and label complexity bound than those non-educated learners who do not receive any guidance from a teacher:1) the generalization error upper bound can be reduced from $R(h^*)+4\Delta_{T-1}$ to approximately $R(h^{\mathcal{T}})+2\Delta_{T-1}$, and 2) the label complexity upper bound can be decreased from $4 \theta\left(TR(h^{*})+2O(\sqrt{T})\right)$ to approximately $2\theta\left(2TR(h^{\mathcal{T}})+3 O(\sqrt{T})\right)$. To be strict with our assumption, self-improvement of teaching is firstly proposed when $h^\mathcal{T}$ loosely approximates $h^*$. Against learning, we further consider two teaching scenarios: teaching a white-box and black-box learner. Experiments verify this idea and show better generalization performance than the fundamental active learning strategies, such as IWAL, IWAL-D, etc.

cs.LG↗