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Real-world sequential decision-making tasks often require balancing trade-offs between multiple conflicting objectives, making Multi-Objective Reinforcement Learning (MORL) an increasingly prominent field of research. Despite recent advances, existing MORL literature has narrowly focused on performance within static environments, neglecting the importance of generalizing across diverse settings. Conversely, existing research on generalization in RL has always assumed scalar rewards, overlooking the inherent multi-objectivity of real-world problems. Generalization in the multi-objective context is fundamentally more challenging, as it requires learning a Pareto set of policies addressing varying preferences across multiple objectives. In this paper, we formalize the concept of generalization in MORL and how it can be evaluated. We then contribute a novel benchmark featuring diverse multi-objective domains with parameterized environment configurations to facilitate future studies in this area. Our baseline evaluations of state-of-the-art MORL algorithms on this benchmark reveals limited generalization capabilities, suggesting significant room for improvement. Our empirical findings also expose limitations in the expressivity of scalar rewards, emphasizing the need for multi-objective specifications to achieve effective generalization. We further analyzed the algorithmic complexities within current MORL approaches that could impede the transfer in performance from the single- to multiple-environment settings. This work fills a critical gap and lays the groundwork for future research that brings together two key areas in reinforcement learning: solving multi-objective decision-making problems and generalizing across diverse environments. We make our code available at https://github.com/JaydenTeoh/MORL-Generalization., Comment: Published at The Thirteenth International Conference on Learning Representations (ICLR 2025)

Unsupervised Environment Design (UED) formalizes the problem of autocurricula through interactive training between a teacher agent and a student agent. The teacher generates new training environments with high learning potential, curating an adaptive curriculum that strengthens the student's ability to handle unseen scenarios. Existing UED methods mainly rely on regret, a metric that measures the difference between the agent's optimal and actual performance, to guide curriculum design. Regret-driven methods generate curricula that progressively increase environment complexity for the student but overlook environment novelty -- a critical element for enhancing an agent's generalizability. Measuring environment novelty is especially challenging due to the underspecified nature of environment parameters in UED, and existing approaches face significant limitations. To address this, this paper introduces the Coverage-based Evaluation of Novelty In Environment (CENIE) framework. CENIE proposes a scalable, domain-agnostic, and curriculum-aware approach to quantifying environment novelty by leveraging the student's state-action space coverage from previous curriculum experiences. We then propose an implementation of CENIE that models this coverage and measures environment novelty using Gaussian Mixture Models. By integrating both regret and novelty as complementary objectives for curriculum design, CENIE facilitates effective exploration across the state-action space while progressively increasing curriculum complexity. Empirical evaluations demonstrate that augmenting existing regret-based UED algorithms with CENIE achieves state-of-the-art performance across multiple benchmarks, underscoring the effectiveness of novelty-driven autocurricula for robust generalization.

Capability evaluations are required to understand and regulate AI systems that may be deployed or further developed. Therefore, it is important that evaluations provide an accurate estimation of an AI system's capabilities. However, in numerous cases, previously latent capabilities have been elicited from models, sometimes long after initial release. Accordingly, substantial efforts have been made to develop methods for eliciting latent capabilities from models. In this paper, we evaluate the effectiveness of capability elicitation techniques by intentionally training model organisms -- language models with hidden capabilities that are revealed by a password. We introduce a novel method for training model organisms, based on circuit breaking, which is more robust to elicitation techniques than standard password-locked models. We focus on elicitation techniques based on prompting and activation steering, and compare these to fine-tuning methods. Prompting techniques can elicit the actual capability of both password-locked and circuit-broken model organisms in an MCQA setting, while steering fails to do so. For a code-generation task, only fine-tuning can elicit the hidden capabilities of our novel model organism. Additionally, our results suggest that combining techniques improves elicitation. Still, if possible, fine-tuning should be the method of choice to improve the trustworthiness of capability evaluations.