Robot caregiving should be personalized to meet the diverse needs of care recipients -- assisting with tasks as needed, while taking user agency in action into account. In physical tasks such as handover, bathing, dressing, and rehabilitation, a key aspect of this diversity is the functional range of motion (fROM), which can vary significantly between individuals. In this work, we learn to predict personalized fROM as a way to generalize robot decision-making in a wide range of caregiving tasks. We propose a novel data-driven method for predicting personalized fROM using functional assessment scores from occupational therapy. We develop a neural model that learns to embed functional assessment scores into a latent representation of the user's physical function. The model is trained using motion capture data collected from users with emulated mobility limitations. After training, the model predicts personalized fROM for new users without motion capture. Through simulated experiments and a real-robot user study, we show that the personalized fROM predictions from our model enable the robot to provide personalized and effective assistance while improving the user's agency in action. See our website for more visualizations: https://emprise.cs.cornell.edu/grace/.

This work investigates how tutoring discourse interacts with students' proximal knowledge to explain and predict students' learning outcomes. Our work is conducted in the context of high-dosage human tutoring where 9th-grade students (N = 1080) attended small group tutorials and individually practiced problems on an Intelligent Tutoring System (ITS). We analyzed whether tutors' talk moves and students' performance on the ITS predicted scores on math learning assessments. We trained Random Forest Classifiers (RFCs) to distinguish high and low assessment scores based on tutor talk moves, student's ITS performance metrics, and their combination. A decision tree was extracted from each RFC to yield an interpretable model. We found AUCs of 0.63 for talk moves, 0.66 for ITS, and 0.77 for their combination, suggesting interactivity among the two feature sources. Specifically, the best decision tree emerged from combining the tutor talk moves that encouraged rigorous thinking and students' ITS mastery. In essence, tutor talk that encouraged mathematical reasoning predicted achievement for students who demonstrated high mastery on the ITS, whereas tutors' revoicing of students' mathematical ideas and contributions was predictive for students with low ITS mastery. Implications for practice are discussed.

In real-world applications, the effective integration of learning and reasoning in a cognitive agent model is a difficult task. However, such integration may lead to a better understanding, use and construction of more realistic models. Unfortunately, existing models are either oversimplified or require much processing time, which is unsuitable for online learning and reasoning. Currently, controlled environments like training simulators do not effectively integrate learning and reasoning. In particular, higher-order concepts and cognitive abilities have many unknown temporal relations with the data, making it impossible to represent such relationships by hand. We introduce a novel cognitive agent model and architecture for online learning and reasoning that seeks to effectively represent, learn and reason in complex training environments. The agent architecture of the model combines neural learning with symbolic knowledge representation. It is capable of learning new hypotheses from observed data, and infer new beliefs based on these hypotheses. Furthermore, it deals with uncertainty and errors in the data using a Bayesian inference model. The validation of the model on real-time simulations and the results presented here indicate the promise of the approach when performing online learning and reasoning in real-world scenarios, with possible applications in a range of areas.