# Show or Tell? Demonstration is More Robust to Changes in Shared Perception than Explanation

arXiv: https://arxiv.org/abs/2012.09035 · HTML: https://mlsanity.com/paper/2012.09035/

## Key facts

- Cited by 3 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 16 Dec 2020.

## Built on by (most cited first, 3 of 3)

- [Generating Language Corrections for Teaching Physical Control Tasks](https://mlsanity.com/paper/2306.07012/) (2023)
- [ALLOY: Generating Reusable Agent Workflows from User Demonstration](https://mlsanity.com/paper/2510.10049/) (2025)
- [Enhancing Agent Communication and Learning through Action and Language](https://mlsanity.com/paper/2308.10842/) (2023)

## Abstract (arXiv)

Successful teaching entails a complex interaction between a teacher and a learner. The teacher must select and convey information based on what they think the learner perceives and believes. Teaching always involves misaligned beliefs, but studies of pedagogy often focus on situations where teachers and learners share perceptions. Nonetheless, a teacher and learner may not always experience or attend to the same aspects of the environment. Here, we study how misaligned perceptions influence communication. We hypothesize that the efficacy of different forms of communication depends on the shared perceptual state between teacher and learner. We develop a cooperative teaching game to test whether concrete mediums (demonstrations, or "showing") are more robust than abstract ones (language, or "telling") when the teacher and learner are not perceptually aligned. We find evidence that (1) language-based teaching is more affected by perceptual misalignment, but (2) demonstration-based teaching is less likely to convey nuanced information. We discuss implications for human pedagogy and machine learning.