Conflict Resolution in Multiagent Systems: Balancing Optimality and Learning Speed

2012 ◽  
Author(s):  
Aaron Rocha-Rocha ◽  
Enrique Munoz de Cote ◽  
Saul Pomares Hernandez ◽  
Enrique Sucar Succar
Keyword(s):  
Conflict Resolution ◽  
Multiagent Systems ◽  
Learning Speed

scholarly journals LEARNING FROM ACTIONS NOT TAKEN IN MULTIAGENT SYSTEMS

2009 ◽  
Vol 12 (04n05) ◽  
pp. 455-473 ◽  
Author(s):  
KAGAN TUMER ◽  
NEWSHA KHANI
Keyword(s):  
Multiagent Systems ◽  
Value Function ◽  
System Level ◽  
Complex Environment ◽  
Learning Agents ◽  
Fast Learning ◽  
Learning Speed ◽  
Improved Learning ◽  
Underlying Processes ◽  
Slow Learning

In large cooperative multiagent systems, coordinating the actions of the agents is critical to the overall system achieving its intended goal. Even when the agents aim to cooperate, ensuring that the agent actions lead to good system level behavior becomes increasingly difficult as systems become larger. One of the fundamental difficulties in such multiagent systems is the slow learning process where an agent not only needs to learn how to behave in a complex environment, but also needs to account for the actions of other learning agents. In this paper, we present a multiagent learning approach that significantly improves the learning speed in multiagent systems by allowing an agent to update its estimate of the rewards (e.g. value function in reinforcement learning) for all its available actions, not just the action that was taken. This approach is based on an agent estimating the counterfactual reward it would have received had it taken a particular action. Our results show that the rewards on such "actions not taken" are beneficial early in training, particularly when only particular "key" actions are used. We then present results where agent teams are leveraged to estimate those rewards. Finally, we show that the improved learning speed is critical in dynamic environments where fast learning is critical to tracking the underlying processes.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

The Theatrical Metaphor: Can It Aid Conflict Resolution?

1987 ◽  
Vol 32 (7) ◽  
pp. 602-603
Author(s):  
Sheldon Stryker
Keyword(s):  
Conflict Resolution

Action Committee Updates: Conflict Resolution

2004 ◽  
Author(s):  
Steve Fabick ◽  
◽  
Barbara Tint
Keyword(s):  
Conflict Resolution ◽  
Action Committee
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