Our work frames teaching as a resource-rational trade-off and why teachers rely on simple but suboptimal heuristics. Incorporating these insights could inform how think about machines that teach people or help teachers teach people more effectively. 3/3

Across three experiments we found variability in people’s use of mentalizing vs heuristics, show how people systematically choose to use one or the other strategy, and that brief interventions can reliably shift people toward more or less effortful strategy. 2/3