Training agents that can coordinate zero-shot with humans is a key mission in multi-agent reinforcement learning (MARL). Current algorithms focus on training simulated human partner policies which are then used to train a Cooperator agent. The simulated human is produced either through behavior cloning over a dataset of human cooperation behavior, or by using MARL to create a population of simulated agents. However, these approaches often struggle to produce a Cooperator that can coordinate well with real humans, since the simulated humans fail to cover the diverse strategies and styles employed by people in the real world. We show learning a generative model of human partners can effectively address this issue.

Predicting the behavior of human participants in strategic settings is an important problem in many domains. Most existing work either assumes that participants are perfectly rational, or attempts to directly model each participant's cognitive processes based on insights from cognitive psychology and experimental economics. In this work, we present an alternative, a deep learning approach that automatically performs cognitive modeling without relying on such expert knowledge. We introduce a novel architecture that allows a single network to generalize across different input and output dimensions by using matrix units rather than scalar units, and show that its performance significantly outperforms that of the previous state of the art, which relies on expert-constructed features.

Student cognitive modeling (SCM) is a fundamental task in intelligent education, with applications ranging from personalized learning to educational resource allocation. By exploiting students' response logs, SCM aims to predict their exercise performance as well as estimate knowledge proficiency in a subject. Data mining approaches such as matrix factorization can obtain high accuracy in predicting student performance on exercises, but the knowledge proficiency is unknown or poorly estimated. The situation is further exacerbated if only sparse interactions exist between exercises and students (or knowledge concepts). To solve this dilemma, we root monotonicity (a fundamental psychometric theory on educational assessments) in a co-factorization framework and present an autoencoder-like nonnegative matrix co-factorization (AE-NMCF), which improves the accuracy of estimating the student's knowledge proficiency via an encoder-decoder learning pipeline. The resulting estimation problem is nonconvex with nonnegative constraints. We introduce a projected gradient method based on block coordinate descent with Lipschitz constants and guarantee the method's theoretical convergence. Experiments on several real-world data sets demonstrate the efficacy of our approach in terms of both performance prediction accuracy and knowledge estimation ability, when compared with existing student cognitive models.

Modern driving involves interactive technologies that can divert attention, increasing the risk of accidents. This paper presents a computational cognitive model that simulates human multitasking while driving. Based on optimal supervisory control theory, the model predicts how multitasking adapts to variations in driving demands, interactive tasks, and automation levels. Unlike previous models, it accounts for context-dependent multitasking across different degrees of driving automation. The model predicts longer in-car glances on straight roads and shorter glances during curves. It also anticipates increased glance durations with driver aids such as lane-centering assistance and their interaction with environmental demands. Validated against two empirical datasets, the model offers insights into driver multitasking amid evolving in-car technologies and automation.

Training agents that can coordinate zero-shot with humans is a key mission in multi-agent reinforcement learning (MARL). Current algorithms focus on training simulated human partner policies which are then used to train a Cooperator agent. The simulated human is produced either through behavior cloning over a dataset of human cooperation behavior, or by using MARL to create a population of simulated agents. However, these approaches often struggle to produce a Cooperator that can coordinate well with real humans, since the simulated humans fail to cover the diverse strategies and styles employed by people in the real world. We show learning a generative model of human partners can effectively address this issue.

Large language models generate complex, open-ended outputs: instead of outputting a class label they write summaries, generate dialogue, or produce working code. In order to asses the reliability of these open-ended generation systems, we aim to identify qualitative categories of erroneous behavior, beyond identifying individual errors. To hypothesize and test for such qualitative errors, we draw inspiration from human cognitive biases--systematic patterns of deviation from rational judgement. Specifically, we use cognitive biases as motivation to (i) generate hypotheses for problems that models may have, and (ii) develop experiments that elicit these problems. Using code generation as a case study, we find that OpenAI's Codex errs predictably based on how the input prompt is framed, adjusts outputs towards anchors, and is biased towards outputs that mimic frequent training examples. We then use our framework to elicit high-impact errors such as incorrectly deleting files. Our results indicate that experimental methodology from cognitive science can help characterize how machine learning systems behave.

Student cognitive modeling (SCM) is a fundamental task in intelligent education, with applications ranging from personalized learning to educational resource allocation. By exploiting students' response logs, SCM aims to predict their exercise performance as well as estimate knowledge proficiency in a subject. Data mining approaches such as matrix factorization can obtain high accuracy in predicting student performance on exercises, but the knowledge proficiency is unknown or poorly estimated. The situation is further exacerbated if only sparse interactions exist between exercises and students (or knowledge concepts). To solve this dilemma, we root monotonicity (a fundamental psychometric theory on educational assessments) in a co-factorization framework and present an autoencoder-like nonnegative matrix co-factorization (AE-NMCF), which improves the accuracy of estimating the student's knowledge proficiency via an encoder-decoder learning pipeline.

Humans learn from visual inputs at multiple timescales, both rapidly and flexibly acquiring visual knowledge over short periods, and robustly accumulating online learning progress over longer periods. Modeling these powerful learning capabilities is an important problem for computational visual cognitive science, and models that could replicate them would be of substantial utility in real-world computer vision settings. In this work, we establish benchmarks for both real-time and life-long continual visual learning. Our real-time learning benchmark measures a model's ability to match the rapid visual behavior changes of real humans over the course of minutes and hours, given a stream of visual inputs. Our life-long learning benchmark evaluates the performance of models in a purely online learning curriculum obtained directly from child visual experience over the course of years of development.