Scaling Laws for Pre-training Agents and World Models
TLDR
Paper shows power laws in world modeling and imitation learning similar to language modeling, with coefficients influenced by tokenizer, task, architecture.
Reasoning
Strengths: Provides precise characterization of scaling laws for world models and imitation learning, extending insights from language modeling. Weaknesses: Abstract lacks details on experimental setup and real-world validation; limited to theoretical analysis without concrete results.
Read-first score
Read-first score 50.5, weighted from topical fit, citation, graph, method, reproducibility, and recency signals. Original total remains 29.
Field roles
Rank sensitivity
Stability: volatile; rank range: 296.
Keyword Scores
Deep Analysis
Innovations
- Demonstrates that power laws similar to those in language modeling also govern world modeling and imitation learning, specifically between loss and optimal model size.
- Reveals that the coefficients of these scaling laws are heavily influenced by the tokenizer, task, and architecture, providing nuanced guidance for optimal model and data sizing.
Methodology
The paper pre-trains embodied agents using generative learning objectives on offline datasets, modeling either agent behavior (imitation learning) or the environment (world modeling). It then characterizes scaling laws by systematically varying model parameters, dataset size, and compute, fitting power-law relationships between loss and optimal model size.
Key Results
Power laws analogous to those in language modeling are observed for both world modeling and imitation learning, but the coefficients of these laws vary significantly depending on the tokenizer, task, and architecture, affecting optimal resource allocation.
Limitations
- The scaling law coefficients are not universal and are heavily influenced by specific choices of tokenizer, task, and architecture, limiting direct transferability across settings.
- The analysis is based on offline datasets and generative objectives; applicability to online or other learning paradigms is not addressed.