Current applications and potential future directions of reinforcement
learning-based Digital Twins in agriculture
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Abstract:
Digital Twins have gained attention in various industries for simulation, monitoring, and decision-making, relying on ever-improving machine learning models. However, agricultural Digital Twin implementations are limited compared to other industries. Meanwhile, machine learning, particularly reinforcement learning, has shown potential in agricultural applications like optimizing decision-making, task automation, and resource management. A key aspect of Digital Twins is representing physical assets or systems in a virtual environment, which aligns well with reinforcement learning's need for environment representations to learn the best policy for a task. Reinforcement learning in agriculture can thus enable various Digital Twin applications in agricultural domains. This review aims to categorize existing research employing reinforcement learning in agricultural settings by application domains like robotics, greenhouse management, irrigation systems, and crop management, identifying potential future areas for reinforcement learning-based Digital Twins. It also categorizes the reinforcement learning techniques used, including tabular methods, Deep Q-Networks (DQN), Policy Gradient methods, and Actor-Critic algorithms, to overview currently employed models. The review seeks to provide insights into the state-of-the-art in integrating Digital Twins and reinforcement learning in agriculture, identifying gaps and opportunities for future research, and exploring synergies to tackle agricultural challenges and optimize farming, paving the way for more efficient and sustainable farming methodologies.Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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An attempt was made to modify a socially desirable response of mental patients. It was found that instructions to the patients had no enduring effect unless accompanied by reinforcement. Also, it was found that reinforcement was not effective unless the reinforcement procedure was accompanied by instructions that specified the basis for the reinforcement. Maximum change in behavior was obtained when the reinforcement procedure took advantage of the existing verbal repertoire of the patients. A significant methodological finding was that substantial modification of the behavior of psychotics could be achieved by briefly delaying, rather than withholding, food reinforcement.
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Three experiments were conducted to investigate the theoretical reduction of rate and duration of reinforcement to their product, rate of reinforcement‐time, under concurrent chain schedules. In Exp. I, rate of reinforcement‐time was varied by varying rate of reinforcement delivery, holding duration of reinforcement availability constant; in Exp. II, rate of reinforcement‐time was varied by holding rate of reinforcement delivery constant and varying duration of reinforcement availability; in Exp. III, rate of reinforcement‐time was held constant by varying both rate and duration of reinforcement simultaneously and inversely. For all three experiments, both relative rate of responding and relative time spent in the initial link were found to match approximately the relative rate of reinforcement‐time arranged in the terminal link. These data were interpreted as support for the notion that rate and duration of reinforcement may be functionally equivalent and reducible to a single variable, rate of reinforcement‐time.
Operant conditioning
Constant (computer programming)
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Patterns of operant emission produced by intermittent reinforcement schedules have been explored extensively by numerous investigators (3). The result has been a general conclusion that variable ratio reinforcement schedules are more applicable to social behavior and, in addition, produce higher and more stable operant emissions (2). While a rationale has been provided for the applicability of variable ratio reinforcement to social behavior, it is significant that there has not been an adequate explanation for the higher efficiency of variable ratio reinforcement. Such an explanation seems imperative in view of the general acceptance of the effects of differential reinforcement which suggest that the emission of a particular operant rather than otherr which would produce the same reinforcer is some function of thai operant's ability to produce the reinforcer in a greater amount, at a higher frequency and with a higher probability.' If differential reinforcement is logically faithful to the basic assumptions underlying operant theory, it seems that conclusions drawn about the efficiency of any intermittent schedule must be altered. Illustratively, given several different operants all of which produce the same reinforcer, and all linked to different intermittent reinforcement schedules, the future occurrence of any one of the operants should be a function of whether its production of the reinforcer more closely approximates continuous reinforcement than the others. Thus, under certain conditions, e.g., when intervals between reinforcements are sufficiently attenuated, a FI schedule might be much more efficient than VR schedules, VI schedules or DRL schedules. Succinctly, regardless of the reinforcement schedule employed, that operant linked with the schedule producing the greatest amount, frequency, and probability of reinforcement should be the operant most likely to occur-the schedule linked with the operant, defined as most efficient. Commensurately, the most important variable to be considered regarding reinforcement schedules is not the generic type, but rather, the degree to which the schedule employed provides reinforcement on a continuous basis prior to the onset of satiation.
Operant conditioning
Differential reinforcement
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Positive reinforcement was more effective than negative reinforcement in promoting compliance and reducing escape‐maintained problem behavior for a child with autism. Escape extinction was then added while the child was given a choice between positive or negative reinforcement for compliance and the reinforcement schedule was thinned. When the reinforcement requirement reached 10 consecutive tasks, the treatment effects became inconsistent and reinforcer selection shifted from a strong preference for positive reinforcement to an unstable selection pattern.
Extinction (optical mineralogy)
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This study examined the effects of reinforcement and reinforcement plus information on both appropriate and inappropriate behavior in subjects provided with direct reinforcement and those seated adjacent to them. Four female kindergarten subjects who were of average intelligence were chosen on the basis of engaging in a relatively high percentage of inappropriate behavior. The subjects were randomly assigned to one of two pairs and within each pair, one subject was randomly designated as the one to be administered direct reinforcement (target subject). The remaining subject in each pair (non-target subject) received no direct reinforcement but was seated adjacent to the target subject. Each pair of the subjects were then exposed to seven experimental conditions: baseline, reinforcement for appropriate behavior, reversal, reinforcement f or inappropriate behavior, reinforcement for appropriate behavior with information about the contingencies, reinforcement for inappropriate behavior with information about the contingencies, reinforcement for appropriate behavior with information about the contingencies. Changes in the non-target subjects were observed as a function of witnessing a target subject receive reinforcement for appropriate behavior. When inappropriate behavior was reinforced in the target subjects, only slight changes were observed in the non-target subjects. Information about the contingencies increased the effectiveness of reinforcement in all subjects. This was particularly relevant to inappropriate behavior. The results are discussed with regard to the vicarious reinforcement literature and with regard to the efficacy of providing information along with reinforcement in order to augment it.
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A differential-reinforcement-of-other-behavior (DRO) schedule with trials and delayed reinforcement was investigated. Periodically a wheel was briefly available to rats, followed six seconds later by brief availability of a bar. Variable-ratio food reinforcement of wheel turns was adjusted to give 95% turns. After variable-ratio-five reinforcement of bar presses produced 100% pressing, then separate ratio schedules were used for presses following turns (turn presses) and presses following nonturns (nonturn presses). Increasing nonturn-press reinforcements decreased turns, even though total reinforcements increased. Reversal by decreasing nonturn-press reinforcements raised turns, though with hysteresis. Thus food reinforcement increased nonturns even though delayed six to ten seconds after nonturns, a delay that greatly reduces response reinforcement. Those and other results indicate that the turn decrease was not due to reinforcement of competing responses. Evidence against other alternatives, and the reduction of responding by increased reinforcement, indicate that the term inhibition is appropriate for the phenomenon reinforced. Response-specific inhibition appears appropriate for this particular kind, since its effects are more specific to particular responses than Pavlovian conditioned-inhibition. Response-specific inhibition seems best considered a behavioral output comparable to responses (e.g., both reinforcible) but with important properties different from responses (e.g., different reinforcement-delay gradients).
Differential reinforcement
Bar (unit)
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In order to obtain the study of the bonding properties between the reinforcement-concrete and give full play to the material properties, a lot of research has been carried out on reinforcement-concrete. Existing reinforcement-concrete studies contain mainly reinforcement-concrete bonds, reinforcement lap, and anchorage of reinforcement. The reinforcement-concrete bond test mainly measures the bond-slip curve between the two to determine the bond strength between reinforcement and concrete. The reinforcement lap test is mainly used for the performance study of the anchorage length of reinforcement in concrete, whether the lap bars are in contact with each other, which can be divided into two forms: contact lap and indirect lap. The anchorage test of reinforcement is conducted to study the reduction of the connection length between reinforcement and concrete while meeting the force requirements. According to a large number of tests, the bond strength of the reinforcement is affected by the shape of the mixed reinforcement, the thickness of the protective layer of the diameter concrete, the spacing of the reinforcement, the transverse reinforcement restraint, and the material properties of the reinforcement and concrete. This paper discusses the test methods, influencing factors, and the lack of existing research in the study of the performance of reinforcement-concrete bonding, and lap and anchorage properties.
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