Alicia M. Chen, Andrew Palacci, Natalia Vélez, Robert D. Hawkins, Samuel J. Gershman
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引用次数: 0
Abstract
How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments (N = 312 adults). In Experiment 1, we show that teachers select examples that account for learners' background knowledge, and adjust their examples based on learners' feedback. In Experiment 2, we show that learners strategically provide more feedback when teachers' examples deviate from their background knowledge. These findings provide a foundation for extending computational accounts of pedagogy to richer interactive settings.
期刊介绍：
Cognitive Science publishes articles in all areas of cognitive science, covering such topics as knowledge representation, inference, memory processes, learning, problem solving, planning, perception, natural language understanding, connectionism, brain theory, motor control, intentional systems, and other areas of interdisciplinary concern. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists.
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