Young children consider the expected utility of others' learning to decide what to teach.,Nature Human Behaviour

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Young children consider the expected utility of others' learning to decide what to teach.
Nature Human Behaviour ( IF 21.4 ) Pub Date : 2019-10-14 , DOI: 10.1038/s41562-019-0748-6
Sophie Bridgers ₁ , Julian Jara-Ettinger ₂ , Hyowon Gweon ₁

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Direct instruction facilitates learning without the costs of exploration, yet teachers must be selective because not everything can nor needs to be taught. How do we decide what to teach and what to leave for learners to discover? Here we investigate the cognitive underpinnings of the human ability to prioritize what to teach. We present a computational model that decides what to teach by maximizing the learner's expected utility of learning from instruction and from exploration, and we show that children (aged 5-7 years) make decisions that are consistent with the model's predictions (that is, minimizing the learner's costs and maximizing the rewards). Children flexibly considered either the learner's utility or their own, depending on the context, and even considered costs they had not personally experienced, to decide what to teach. These results suggest that utility-based reasoning may play an important role in curating cultural knowledge by supporting selective transmission of high-utility information.

中文翻译：

年幼的孩子会考虑他人学习的预期效用来决定教什么。

直接教学无须探索就可促进学习，但教师必须具有选择性，因为并非所有事物都不能或不需要被教。我们如何决定教什么，给学习者留下什么呢？在这里，我们研究了人类优先教课的能力的认知基础。我们提出了一个计算模型，该模型通过最大化学习者从教学和探索中获得的预期学习效用来决定要教的内容，并且我们表明儿童（5-7岁）做出的决策与模型的预测相符（即，将预测最小化）学习者的费用并获得最大的回报）。孩子们根据情况灵活地考虑了学习者的用途或自己的用途，甚至考虑了他们没有亲身经历的费用，决定教什么。这些结果表明，基于效用的推理可能会通过支持选择性传输高效信息来在文化知识管理中发挥重要作用。

更新日期：2019-10-14

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