Abstract
Successful teaching entails a complex interaction between a teacher and a learner. The teacher must select and convey information based on what they think the learner perceives and believes. Teaching always involves misaligned beliefs, but studies of pedagogy often focus on situations where teachers and learners share perceptions. Nonetheless, a teacher and learner may not always experience or attend to the same aspects of the environment. Here, we study how misaligned perceptions influence communication. We hypothesize that the efficacy of different forms of communication depends on the shared perceptual state between teacher and learner. We develop a cooperative teaching game to test whether concrete mediums (demonstrations, or “showing”) are more robust than abstract ones (language, or “telling”) when the teacher and learner are not perceptually aligned. We find evidence that (1) language-based teaching is more affected by perceptual misalignment, but (2) demonstration-based teaching is less likely to convey nuanced information. We discuss implications for human pedagogy and machine learning.
Original language | English (US) |
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Pages | 3073-3079 |
Number of pages | 7 |
State | Published - 2020 |
Event | 42nd Annual Meeting of the Cognitive Science Society: Developing a Mind: Learning in Humans, Animals, and Machines, CogSci 2020 - Virtual, Online Duration: Jul 29 2020 → Aug 1 2020 |
Conference
Conference | 42nd Annual Meeting of the Cognitive Science Society: Developing a Mind: Learning in Humans, Animals, and Machines, CogSci 2020 |
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City | Virtual, Online |
Period | 7/29/20 → 8/1/20 |
Keywords
- communication
- demonstrations
- language
- pedagogy
ASJC Scopus subject areas
- Artificial Intelligence
- Computer Science Applications
- Human-Computer Interaction
- Cognitive Neuroscience