Mental illness remains one of the most critical public health issues. Despite its importance, many mental health professionals highlight a disconnect between their training and actual real-world patient practice. To help bridge this gap, we propose PATIENT-𝜓, a novel patient simulation framework for cognitive behavior therapy (CBT) training. To build PATIENT-𝜓, we construct diverse patient cognitive models based on CBT principles and use large language models (LLMs) programmed with these cognitive models to act as a simulated therapy patient. We propose an interactive training scheme, PATIENT-𝜓-TRAINER, for mental health trainees to practice a key skill in CBT – formulating the cognitive model of the patient – through role-playing a therapy session with PATIENT-𝜓. To evaluate PATIENT-𝜓, we conducted a comprehensive user study of 13 mental health trainees and 20 experts. The results demonstrate that practice using PATIENT-𝜓-TRAINER enhances the perceived skill acquisition and confidence of the trainees beyond existing forms of training such as textbooks, videos, and role-play with non-patients. Based on the experts’ perceptions, PATIENT-𝜓 is perceived to be closer to real patient interactions than GPT-4, and PATIENT-𝜓-TRAINER holds strong promise to improve trainee competencies. Our code and data are released at https://github.com/ruiyiw/patient-psi.

Cosine similarity between two documents can be computed using token embeddings formed by Large Language Models (LLMs) such as GPT-4, and used to categorize those documents across a range of uses. However, these similarities are ultimately dependent on the corpora used to train these LLMs, and may not reflect subjective similarity of individuals or how their biases and constraints impact similarity metrics. This lack of cognitively-aware personalization of similarity metrics can be particularly problematic in educational and recommendation settings where there is a limited number of individual judgements of category or preference, and biases can be particularly relevant. To address this, we rely on an integration of an Instance-Based Learning (IBL) cognitive model with LLM embeddings to develop the Instance-Based Individualized Similarity (IBIS) metric. This similarity metric is beneficial in that it takes into account individual biases and constraints in a manner that is grounded in the cognitive mechanisms of decision making. To evaluate the IBIS metric, we also introduce a dataset of human categorizations of emails as being either dangerous (phishing) or safe (ham). This dataset is used to demonstrate the benefits of leveraging a cognitive model to measure the subjective similarity of human participants in an educational setting.

Current deep learning models often achieve excellent results on benchmark image-to-text datasets but fail to generate texts that are useful in practice. We argue that to close this gap, it is vital to distinguish descriptions from captions based on their distinct communicative roles. Descriptions focus on visual features and are meant to replace an image (often to increase accessibility), whereas captions appear alongside an image to supply additional information. To motivate this distinction and help people put it into practice, we introduce the publicly available Wikipedia-based dataset Concadia consisting of 96,918 images with corresponding English-language descriptions, captions, and surrounding context. Using insights from Concadia, models trained on it, and a preregistered human-subjects experiment with human- and model-generated texts, we characterize the commonalities and differences between descriptions and captions. In addition, we show that, for generating both descriptions and captions, it is useful to augment image-to-text models with representations of the textual context in which the image appeared.