{"pk":27794,"title":"Effectively Learning from Pedagogical Demonstrations","subtitle":null,"abstract":"When observing others’ behavior, people use Theory of Mind\nto infer unobservable beliefs, desires, and intentions. And\nwhen showing what activity one is doing, people will modify\ntheir behavior in order to facilitate more accurate interpretation\nand learning by an observer. Here, we present a novel model of\nhow demonstrators act and observers interpret demonstrations\ncorresponding to different levels of recursive social reasoning\n(i.e. a cognitive hierarchy) grounded in Theory of Mind. Our\nmodel can explain how demonstrators show others how to per-\nform a task and makes predictions about how sophisticated ob-\nservers can reason about communicative intentions. Addition-\nally, we report an experiment that tests (1) how well an ob-\nserver can learn from demonstrations that were produced with\nthe intent to communicate, and (2) how an observer’s interpre-\ntation of demonstrations influences their judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Theory of mind"},{"word":"Communicative intent"},{"word":"Cognitive heirarchy"},{"word":"Reinforcement Learning"},{"word":"Bayesian pedagogy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16v54626","frozenauthors":[{"first_name":"Mark","middle_name":"K","last_name":"Ho","name_suffix":"","institution":"Brown","department":""},{"first_name":"Michael","middle_name":"L","last_name":"Littman","name_suffix":"","institution":"Brown","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Joseph","middle_name":"L","last_name":"Austerweil","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27794/galley/17434/download/"}]}