Teaching Categories to Human Learners with Visual Explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Teaching Inverse Reinforcement Learners via Features and Demonstrations

Learning near-optimal behaviour from an expert's demonstrations typically relies on the assumption that the learner knows the features that the true reward function depends on. In this paper, we study the problem of learning from demonstrations in the setting where this is not the case, i.e., where there is a mismatch between the worldviews of the learner and the expert. We introduce a natural quantity, the teaching risk, which measures the potential suboptimality of policies that look optimal to the learner in this setting. We show that bounds on the teaching risk guarantee that the learner is able to find a near-optimal policy using standard algorithms based on inverse reinforcement learning. Based on these findings, we suggest a teaching scheme in which the expert can decrease the teaching risk by updating the learner's worldview, and thus ultimately enable her to find a near-optimal policy.Comment: NeurIPS'2018 (extended version

On Human Predictions with Explanations and Predictions of Machine Learning Models: A Case Study on Deception Detection

Humans are the final decision makers in critical tasks that involve ethical and legal concerns, ranging from recidivism prediction, to medical diagnosis, to fighting against fake news. Although machine learning models can sometimes achieve impressive performance in these tasks, these tasks are not amenable to full automation. To realize the potential of machine learning for improving human decisions, it is important to understand how assistance from machine learning models affects human performance and human agency. In this paper, we use deception detection as a testbed and investigate how we can harness explanations and predictions of machine learning models to improve human performance while retaining human agency. We propose a spectrum between full human agency and full automation, and develop varying levels of machine assistance along the spectrum that gradually increase the influence of machine predictions. We find that without showing predicted labels, explanations alone slightly improve human performance in the end task. In comparison, human performance is greatly improved by showing predicted labels (>20% relative improvement) and can be further improved by explicitly suggesting strong machine performance. Interestingly, when predicted labels are shown, explanations of machine predictions induce a similar level of accuracy as an explicit statement of strong machine performance. Our results demonstrate a tradeoff between human performance and human agency and show that explanations of machine predictions can moderate this tradeoff.Comment: 17 pages, 19 figures, in Proceedings of ACM FAT* 2019, dataset & demo available at https://deception.machineintheloop.co

Near-Optimal Machine Teaching via Explanatory Teaching Sets

Modern applications of machine teaching for humans often involve domain-specific, non- trivial target hypothesis classes. To facilitate understanding of the target hypothesis, it is crucial for the teaching algorithm to use examples which are interpretable to the human learner. In this paper, we propose NOTES, a principled framework for constructing interpretable teaching sets, utilizing explanations to accelerate the teaching process. Our algorithm is built upon a natural stochastic model of learners and a novel submodular surrogate objective function which greedily selects interpretable teaching examples. We prove that NOTES is competitive with the optimal explanation-based teaching strategy. We further instantiate NOTES with a specific hypothesis class, which can be viewed as an interpretable approximation of any hypothesis class, allowing us to handle complex hypothesis in practice. We demonstrate the effectiveness of NOTES on several image classification tasks, for both simulated and real human learners. Our experimental results suggest that by leveraging explanations, one can significantly speed up teaching