Robot Mindreading and the Problem of Trust

This paper raises three questions regarding the attribution of beliefs, desires, and intentions to robots. The first one is whether humans in fact engage in robot mindreading. If they do, this raises a second question: does robot mindreading foster trust towards robots? Both of these questions are empirical, and I show that the available evidence is insufficient to answer them. Now, if we assume that the answer to both questions is affirmative, a third and more important question arises: should developers and engineers promote robot mindreading in view of their stated goal of enhancing transparency? My worry here is that by attempting to make robots more mind-readable, they are abandoning the project of understanding automatic decision processes. Features that enhance mind-readability are prone to make the factors that determine automatic decisions even more opaque than they already are. And current strategies to eliminate opacity do not enhance mind-readability. The last part of the paper discusses different ways to analyze this apparent trade-off and suggests that a possible solution must adopt tolerable degrees of opacity that depend on pragmatic factors connected to the level of trust required for the intended uses of the robot

STL: Surprisingly Tricky Logic (for System Validation)

Much of the recent work developing formal methods techniques to specify or learn the behavior of autonomous systems is predicated on a belief that formal specifications are interpretable and useful for humans when checking systems. Though frequently asserted, this assumption is rarely tested. We performed a human experiment (N = 62) with a mix of people who were and were not familiar with formal methods beforehand, asking them to validate whether a set of signal temporal logic (STL) constraints would keep an agent out of harm and allow it to complete a task in a gridworld capture-the-flag setting. Validation accuracy was $45\% \pm 20\%$ (mean $\pm$ standard deviation). The ground-truth validity of a specification, subjects' familiarity with formal methods, and subjects' level of education were found to be significant factors in determining validation correctness. Participants exhibited an affirmation bias, causing significantly increased accuracy on valid specifications, but significantly decreased accuracy on invalid specifications. Additionally, participants, particularly those familiar with formal methods, tended to be overconfident in their answers, and be similarly confident regardless of actual correctness. Our data do not support the belief that formal specifications are inherently human-interpretable to a meaningful degree for system validation. We recommend ergonomic improvements to data presentation and validation training, which should be tested before claims of interpretability make their way back into the formal methods literature

Rethinking Sim2Real: Lower Fidelity Simulation Leads to Higher Sim2Real Transfer in Navigation

If we want to train robots in simulation before deploying them in reality, it seems natural and almost self-evident to presume that reducing the sim2real gap involves creating simulators of increasing fidelity (since reality is what it is). We challenge this assumption and present a contrary hypothesis -- sim2real transfer of robots may be improved with lower (not higher) fidelity simulation. We conduct a systematic large-scale evaluation of this hypothesis on the problem of visual navigation -- in the real world, and on 2 different simulators (Habitat and iGibson) using 3 different robots (A1, AlienGo, Spot). Our results show that, contrary to expectation, adding fidelity does not help with learning; performance is poor due to slow simulation speed (preventing large-scale learning) and overfitting to inaccuracies in simulation physics. Instead, building simple models of the robot motion using real-world data can improve learning and generalization

An Intelligent Robot and Augmented Reality Instruction System

Human-Centered Robotics (HCR) is a research area that focuses on how robots can empower people to live safer, simpler, and more independent lives. In this dissertation, I present a combination of two technologies to deliver human-centric solutions to an important population. The first nascent area that I investigate is the creation of an Intelligent Robot Instructor (IRI) as a learning and instruction tool for human pupils. The second technology is the use of augmented reality (AR) to create an Augmented Reality Instruction (ARI) system to provide instruction via a wearable interface. To function in an intelligent and context-aware manner, both systems require the ability to reason about their perception of the environment and make appropriate decisions. In this work, I construct a novel formulation of several education methodologies, particularly those known as response prompting, as part of a cognitive framework to create a system for intelligent instruction, and compare these methodologies in the context of intelligent decision making using both technologies. The IRI system is demonstrated through experiments with a humanoid robot that uses object recognition and localization for perception and interacts with students through speech, gestures, and object interaction. The ARI system uses augmented reality, computer vision, and machine learning methods to create an intelligent, contextually aware instructional system. By using AR to teach prerequisite skills that lend themselves well to visual, augmented reality instruction prior to a robot instructor teaching skills that lend themselves to embodied interaction, I am able to demonstrate the potential of each system independently as well as in combination to facilitate students\u27 learning. I identify people with intellectual and developmental disabilities (I/DD) as a particularly significant use case and show that IRI and ARI systems can help fulfill the compelling need to develop tools and strategies for people with I/DD. I present results that demonstrate both systems can be used independently by students with I/DD to quickly and easily acquire the skills required for performance of relevant vocational tasks. This is the first successful real-world application of response-prompting for decision making in a robotic and augmented reality intelligent instruction system

Review of Research on Human Trust in Artificial Intelligence

Artificial Intelligence (AI) represents today\u27s most advanced technologies that aim to imitate human intelligence. Whether AI can successfully be integrated into society depends on whether it can gain users’ trust. We conduct a comprehensive review of recent research on human trust in AI and uncover the significant role of AI’s transparency, reliability, performance, and anthropomorphism in developing trust. We also review how trust is diversely built and calibrated, and how human and environmental factors affect human trust in AI. Based on the review, the most promising future research directions are proposed