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Ad hoc teamwork requires an agent to cooperate with unknown teammates without prior coordination. Many works propose to abstract teammate instances into high-level representation of types and then pre-train the best response for each type. However, most of them do not consider the distribution of teammate instances within a type. This could expose the agent to the hidden risk of \emph{type confounding}. In the worst case, the best response for an abstract teammate type could be the worst response for all specific instances of that type. This work addresses the issue from the lens of causal inference. We first theoretically demonstrate that this phenomenon is due to the spurious correlation brought by uncontrolled teammate distribution. Then, we propose our solution, CTCAT, which disentangles such correlation through an instance-wise teammate feedback rectification. This operation reweights the interaction of teammate instances within a shared type to reduce the influence of type confounding. The effect of CTCAT is evaluated in multiple domains, including classic ad hoc teamwork tasks and real-world scenarios. Results show that CTCAT is robust to the influence of type confounding, a practical issue that directly hazards the robustness of our trained agents but was unnoticed in previous works., Accepted by ICML 2023

Recent advances in multi-agent reinforcement learning (MARL) allow agents to coordinate their behaviors in complex environments. However, common MARL algorithms still suffer from scalability and sparse reward issues. One promising approach to resolving them is automatic curriculum learning (ACL). ACL involves a student (curriculum learner) training on tasks of increasing difficulty controlled by a teacher (curriculum generator). Despite its success, ACL's applicability is limited by (1) the lack of a general student framework for dealing with the varying number of agents across tasks and the sparse reward problem, and (2) the non-stationarity of the teacher's task due to ever-changing student strategies. As a remedy for ACL, we introduce a novel automatic curriculum learning framework, Skilled Population Curriculum (SPC), which adapts curriculum learning to multi-agent coordination. Specifically, we endow the student with population-invariant communication and a hierarchical skill set, allowing it to learn cooperation and behavior skills from distinct tasks with varying numbers of agents. In addition, we model the teacher as a contextual bandit conditioned by student policies, enabling a team of agents to change its size while still retaining previously acquired skills. We also analyze the inherent non-stationarity of this multi-agent automatic curriculum teaching problem and provide a corresponding regret bound. Empirical results show that our method improves the performance, scalability and sample efficiency in several MARL environments.