Abstract:Generating commonsense assertions within a given story context remains a difficult task for modern language models. Previous research has addressed this problem by aligning commonsense inferences with stories and training language generation models accordingly. One of the challenges is determining which topic or entity in the story should be the focus of an inferred assertion. Prior approaches lack the ability to control specific aspects of the generated assertions. In this work, we introduce "hinting," a data augmentation technique that enhances contextualized commonsense inference. "Hinting" employs a prefix prompting strategy using both hard and soft prompts to guide the inference process. To demonstrate its effectiveness, we apply "hinting" to two contextual commonsense inference datasets: ParaCOMET and GLUCOSE, evaluating its impact on both general and context-specific inference. Furthermore, we evaluate "hinting" by incorporating synonyms and antonyms into the hints. Our results show that "hinting" does not compromise the performance of contextual commonsense inference while offering improved controllability.
Abstract:Social-emotional learning (SEL) skills are essential for children to develop to provide a foundation for future relational and academic success. Using art as a medium for creation or as a topic to provoke conversation is a well-known method of SEL learning. Similarly, social robots have been used to teach SEL competencies like empathy, but the combination of art and social robotics has been minimally explored. In this paper, we present a novel child-robot interaction designed to foster empathy and promote SEL competencies via a conversation about art scaffolded by a social robot. Participants (N=11, age range: 7-11) conversed with a social robot about emotional and neutral art. Analysis of video and speech data demonstrated that this interaction design successfully engaged children in the practice of SEL skills, like emotion recognition and self-awareness, and greater rates of empathetic reasoning were observed when children engaged with the robot about emotional art. This study demonstrated that art-based reflection with a social robot, particularly on emotional art, can foster empathy in children, and interactions with a social robot help alleviate discomfort when sharing deep or vulnerable emotions.
Abstract:Empathy serves as a cornerstone in enabling prosocial behaviors, and can be evoked through sharing of personal experiences in stories. While empathy is influenced by narrative content, intuitively, people respond to the way a story is told as well, through narrative style. Yet the relationship between empathy and narrative style is not fully understood. In this work, we empirically examine and quantify this relationship between style and empathy using LLMs and large-scale crowdsourcing studies. We introduce a novel, theory-based taxonomy, HEART (Human Empathy and Narrative Taxonomy) that delineates elements of narrative style that can lead to empathy with the narrator of a story. We establish the performance of LLMs in extracting narrative elements from HEART, showing that prompting with our taxonomy leads to reasonable, human-level annotations beyond what prior lexicon-based methods can do. To show empirical use of our taxonomy, we collect a dataset of empathy judgments of stories via a large-scale crowdsourcing study with N=2,624 participants. We show that narrative elements extracted via LLMs, in particular, vividness of emotions and plot volume, can elucidate the pathways by which narrative style cultivates empathy towards personal stories. Our work suggests that such models can be used for narrative analyses that lead to human-centered social and behavioral insights.
Abstract:Modeling empathy is a complex endeavor that is rooted in interpersonal and experiential dimensions of human interaction, and remains an open problem within AI. Existing empathy datasets fall short in capturing the richness of empathy responses, often being confined to in-lab or acted scenarios, lacking longitudinal data, and missing self-reported labels. We introduce a new multimodal dataset for empathy during personal experience sharing: the EmpathicStories++ dataset (https://mitmedialab.github.io/empathic-stories-multimodal/) containing 53 hours of video, audio, and text data of 41 participants sharing vulnerable experiences and reading empathically resonant stories with an AI agent. EmpathicStories++ is the first longitudinal dataset on empathy, collected over a month-long deployment of social robots in participants' homes, as participants engage in natural, empathic storytelling interactions with AI agents. We then introduce a novel task of predicting individuals' empathy toward others' stories based on their personal experiences, evaluated in two contexts: participants' own personal shared story context and their reflections on stories they read. We benchmark this task using state-of-the-art models to pave the way for future improvements in contextualized and longitudinal empathy modeling. Our work provides a valuable resource for further research in developing empathetic AI systems and understanding the intricacies of human empathy within genuine, real-world settings.
Abstract:Foundation models have become invaluable in advancing the medical field. Despite their promise, the strategic deployment of LLMs for effective utility in complex medical tasks remains an open question. Our novel framework, Medical Decision-making Agents (MDAgents) aims to address this gap by automatically assigning the effective collaboration structure for LLMs. Assigned solo or group collaboration structure is tailored to the complexity of the medical task at hand, emulating real-world medical decision making processes. We evaluate our framework and baseline methods with state-of-the-art LLMs across a suite of challenging medical benchmarks: MedQA, MedMCQA, PubMedQA, DDXPlus, PMC-VQA, Path-VQA, and MedVidQA, achieving the best performance in 5 out of 7 benchmarks that require an understanding of multi-modal medical reasoning. Ablation studies reveal that MDAgents excels in adapting the number of collaborating agents to optimize efficiency and accuracy, showcasing its robustness in diverse scenarios. We also explore the dynamics of group consensus, offering insights into how collaborative agents could behave in complex clinical team dynamics. Our code can be found at https://github.com/mitmedialab/MDAgents.
Abstract:We describe an approach for aligning an LLM-based dialogue agent based on global (i.e., dialogue-level) rewards, while also taking into account naturally-occurring multimodal signals. At a high level, our approach (dubbed GELI) learns a local, turn-level reward model by decomposing the human-provided Global Explicit (GE) session-level reward, using Local Implicit (LI} multimodal reward signals to crossmodally shape the reward decomposition step. This decomposed reward model is then used as part of the standard RHLF pipeline improve an LLM-based dialog agent. We run quantitative and qualitative human studies to evaluate the performance of our GELI approach, and find that it shows consistent improvements across various conversational metrics compared to baseline methods.
Abstract:Solutions to Markov Decision Processes (MDP) are often very sensitive to state transition probabilities. As the estimation of these probabilities is often inaccurate in practice, it is important to understand when and how Reinforcement Learning (RL) agents generalize when transition probabilities change. Here we present a new methodology to evaluate such generalization of RL agents under small shifts in the transition probabilities. Specifically, we evaluate agents in new environments (MDPs) in the vicinity of the training MDP created by adding quantifiable, parametric noise into the transition function of the training MDP. We refer to this process as Noise Injection, and the resulting environments as $\delta$-environments. This process allows us to create controlled variations of the same environment with the level of the noise serving as a metric of distance between environments. Conventional wisdom suggests that training and testing on the same MDP should yield the best results. However, we report several cases of the opposite -- when targeting a specific environment, training the agent in an alternative noise setting can yield superior outcomes. We showcase this phenomenon across $60$ different variations of ATARI games, including PacMan, Pong, and Breakout.
Abstract:Large language models (LLMs) are capable of many natural language tasks, yet they are far from perfect. In health applications, grounding and interpreting domain-specific and non-linguistic data is important. This paper investigates the capacity of LLMs to deliver multi-modal health predictions based on contextual information (e.g. user demographics, health knowledge) and physiological data (e.g. resting heart rate, sleep minutes). We present a comprehensive evaluation of eight state-of-the-art LLMs with diverse prompting and fine-tuning techniques on six public health datasets (PM-Data, LifeSnaps, GLOBEM, AW_FB, MIT-BIH & MIMIC-III). Our experiments cover thirteen consumer health prediction tasks in mental health, activity, metabolic, sleep, and cardiac assessment. Our fine-tuned model, Health-Alpaca exhibits comparable performance to larger models (GPT-3.5 and GPT-4), achieving the best performance in 5 out of 13 tasks. Ablation studies highlight the effectiveness of context enhancement strategies, and generalization capability of the fine-tuned models across training datasets and the size of training samples. Notably, we observe that our context enhancement can yield up to 23.8% improvement in performance. While constructing contextually rich prompts (combining user context, health knowledge and temporal information) exhibits synergistic improvement, the inclusion of health knowledge context in prompts significantly enhances overall performance.
Abstract:In this paper, we introduce a novel conceptual model for a robot's behavioral adaptation in its long-term interaction with humans, integrating dynamic robot role adaptation with principles of flow experience from psychology. This conceptualization introduces a hierarchical interaction objective grounded in the flow experience, serving as the overarching adaptation goal for the robot. This objective intertwines both cognitive and affective sub-objectives and incorporates individual and group-level human factors. The dynamic role adaptation approach is a cornerstone of our model, highlighting the robot's ability to fluidly adapt its support roles - from leader to follower - with the aim of maintaining equilibrium between activity challenge and user skill, thereby fostering the user's optimal flow experiences. Moreover, this work delves into a comprehensive exploration of the limitations and potential applications of our proposed conceptualization. Our model places a particular emphasis on the multi-person HRI paradigm, a dimension of HRI that is both under-explored and challenging. In doing so, we aspire to extend the applicability and relevance of our conceptualization within the HRI field, contributing to the future development of adaptive social robots capable of sustaining long-term interactions with humans.
Abstract:Artificial Intelligence (AI) and its associated applications are ubiquitous in today's world, making it imperative that students and their teachers understand how it works and the ramifications arising from its usage. In this study, we investigate the experiences of seven teachers following their implementation of modules from the MIT RAICA (Responsible AI for Computational Action) curriculum. Through semi-structured interviews, we investigated their instructional strategies as they engaged with the AI curriculum in their classroom, how their teaching and learning beliefs about AI evolved with the curriculum as well as how those beliefs impacted their implementation of the curriculum. Our analysis suggests that the AI modules not only expanded our teachers' knowledge in the field, but also prompted them to recognize its daily applications and their ethical and societal implications, so that they could better engage with the content they deliver to students. Teachers were able to leverage their own interdisciplinary backgrounds to creatively introduce foundational AI topics to students to maximize engagement and playful learning. Our teachers advocated their need for better external support when navigating technological resources, additional time for preparation given the novelty of the curriculum, more flexibility within curriculum timelines, and additional accommodations for students of determination. Our findings provide valuable insights for enhancing future iterations of AI literacy curricula and teacher professional development (PD) resources.