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The paper introduces PARTS, a real‑world subtask reinforcement learning framework that fine‑tunes a pretrained robot policy by focusing on critical bottleneck subtasks while keeping the base policy frozen. It uses agent‑generated selectors and success verifiers to provide local rewards, enabling learning even when full‑task successes are rare. Experiments on bimanual YAM and single‑arm Franka robots show that PARTS raises complete‑task success from 32% to 61% and from 50% to 95%, respectively, with only tens of minutes of real‑world RL rollouts and minimal human intervention.
Real-world robotic assembly at sub-millimeter tolerances demands spatial precision, compliant interaction, and robustness to contact failures. We present Facet-0, a robotic foundation model that predi...
arXiv:2609.01596v1 Announce Type: cross Abstract: Real-world robotic assembly at sub-millimeter tolerances demands spatial precision, compliant interaction, and robustness to contact failures. We pre...
arXiv:2607. 09866v1 Announce Type: cross Abstract: Offline-to-online reinforcement learning is promising for generalizable robotic manipulation, yet its full-stack complexity obscures reproduction and diagnosis.
arXiv:2604. 13733v2 Announce Type: replace-cross Abstract: Reinforcement learning (RL) enables high-frequency, closed-loop control for robotic manipulation, but scaling to long-horizon tasks with sparse or imperfect rewards remains difficult due to inefficient exploration and poor credit assignment.
DriftOPD is a teacher‑free, rollout‑free framework that performs sequence‑level on‑policy distillation of continuous Vision‑Language‑Action (VLA) action experts. It decomposes the sequence‑level reverse‑KL divergence into a chunk‑level reverse‑KL term and a future‑potential term, optimizing them with a one‑step drifting objective and a Q‑function critic learned from offline demonstrations. Experiments on multiple VLA architectures in simulation and real‑world manipulation show that DriftOPD outperforms existing one‑step distillation baselines while matching the task success of multi‑step teacher policies.