论文标题
显示还是告诉？演示对共享感知的变化比解释更强大
Show or Tell? Demonstration is More Robust to Changes in Shared Perception than Explanation
论文作者
论文摘要
成功的教学需要教师和学习者之间的复杂互动。老师必须根据学习者认为和相信的内容来选择和传达信息。教学总是涉及未对准的信念，但是对教学法的研究通常集中在教师和学习者分享看法的情况下。但是，老师和学习者可能并不总是经历或参加环境的相同方面。在这里，我们研究了未对准的看法如何影响沟通。我们假设不同形式的交流的功效取决于教师和学习者之间的共同感知状态。我们开发了一个合作的教学游戏，以测试当老师和学习者没有感知地对齐时，具体媒介（演示或“表现”）是否比抽象的媒介（语言或“讲”）更强大。我们发现证据表明（1）基于语言的教学更受感知未对准的影响，但是（2）基于演示的教学不太可能传达细微的信息。我们讨论对人类教育学和机器学习的影响。
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.
