Publications‎ > ‎

2000/1999

Books (authored, edited)

Goldman, S. R., Graesser, A. C., & Van den Broek, P. W. (Eds.). (1999). Narrative comprehension, casuality, and coherence: Essays in honor of Tom Trabasso. Mahwah, NJ: Lawrence Erlbaum.



Refereed Journal Publications (does not include book chapters)

Craig, S. D., Gholson, B., Ventura, M., Graesser, A. C., & Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: Effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education, 11, 242-253.

Franklin, S. P., & Graesser, A. C. (1999). A software agent model of consciousness. Consciousness and Cognition, 8(3), 285-301.

Graesser, A. C., Bowers, C., Olde, B. A., & Pomeroy, V. (1999). Who said what? Source memory for narrator and character agents in literary short stories. Journal of Educational Psychology, 91(2), 284-300.

Graesser, A. C., Bowers, C., Olde, B. A., White, K., & Person, N. K. (1999). Who knows what? Propagation of knowledge among agents in a literary storyworld. Poetics, 26(3), 143-175.

Graesser, A. C., Wiemer-Hastings, K., Kreuz, R. J., Wiemer-Hastings, P., & Marquis, K. (2000). QUAID: A questionnaire evaluation aid for survey methodologists. Behavior Research Methods, Instruments, & Computers, 32(2), 254-262.

Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., & Kreuz, R. J. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.

Graesser, A. C., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Tutoring Research Group, & Person, N. K. (2000). Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8(2), 129-147.

Krovi, R., Graesser, A. C., & Pracht, W. E. (1999). Agent behaviors in virtual negotiation environments. IEEE Transactions on Systems, Man and Cybernetics, 29, 15-25.

Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91(4), 615-629.

Ottati, V., Rhoads, S., & Graesser, A. C. (1999). The effect of metaphor on processing style in a persuasion task: A motivational resonance model. Journal of Personality and Social Psychology, 77(4), 688-697.

Wharton, C., Thompson, J., Sevostianov, A., Graesser, A. C., Fromm, S. J., Courtney, S., et al. (2000). Phonological working memory in narrative construction: An fMRI study. NeuroImage, 11(5, Supplement 1), S356.

Wiemer-Hastings, K., & Graesser, A. C. (1999). Perceiving abstract concepts. Behavioral and Brain Sciences, 22, 635-636.

Wiemer-Hastings, P., & Graesser, A. C. (2000). Select-a-Kibitzer: A computer tool that gives meaningful feedback on student compositions. Interactive Learning Environments, 8, 149-169. Link to PDF

 

Book Chapters

Craig, S. D., Hu, X., Marks, W., Graesser, A. C., & Tutoring Research Group. (1999). Source monitoring among multiple virtual agents: A study of who said what. In G. Cumming, T. Okamoto, & L. Gomez (Eds.), Advanced research in computers and communications in education: New human abilities for the networked society, Vol. 1 (pp. 141-148). Washington, DC: IOS Press.

Goldman, S. R., Graesser, A. C., & Van den Broek, P. W. (1999). Reflections. In S. R. Goldman, A. C. Graesser, & P. W. Van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 1-15). Mahwah, NJ: Erlbaum.

Graesser, A. C., Bowers, C., Bayen, U. J., & Hu, X. (2000). Who knows what? tracking speakers and knowledge in narrative. In W. van Peer, E. Andringa, D. Schram, & E. Tan (Eds.), Narrative perspective: Cognition and emotion. Buffalo, NY: SUNY Press.

Graesser, A. C., Kennedy, T., Wiemer-Hastings, P., & Ottati, V. (1999). The use of computational cognitive models to improve questions on surveys and questionnaires. In M. G. Sirken, D. J. Hermann, S. Schechter, N. Schwarz, J. M. Tanur, & R. Tourangeau (Eds.), Cognition and survey methods research (pp. 69-86). New York: Wiley.

Graesser, A. C., & Wiemer-Hastings, K. (1999). Situational models and concepts in story comprehension. In S. R. Goldman, A. C. Graesser, & P. W. Van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 77-92). Mahwah, NJ: Lawrence Erlbaum.

Magliano, J. P., Zwaan, R. A., & Graesser, A. C. (1999). The role of situational continuity in narrative understanding. In S. R. Goldman & H. van Oostendorp (Eds.), The construction of mental representations during reading. Mahwah, NJ: Lawrence Erlbaum.

Person, N. K., & Graesser, A. C. (1999). Evolution of discourse in cross-age tutoring. In A. M. O'Donnell, & A. King (Eds.), Cognitive perspectives on peer learning (pp. 69-86). Mahwah, NJ: Lawrence Erlbaum.

Whitten, S. N., & Graesser, A. C. (1999). Lo studio sistematico della comprensione del discorso [The systematic study of discourse comprehension]. In A. Nemesio (Ed.), L'esperienza del testo [Empirical research on text studies]. Rome: Meltemi Editore.
 


Refereed Conference Publications and Abstracts

Corbett, A., Anderson, J., Graesser, A., Koedinger, K., & VanLehn, K. (1999). Third generation computer tutors: Learn from or ignore human tutors? Proceedings of the 1999 Conference of Computer-Human Interaction (pp. 85-86). New York: ACM Press.

Craig, S. D., Hu, X., Gholson, B., Marks, W., Graesser, A., & Tutoring Research Group. (2000). AutoTutor: A human tutoring simulation with an animated pedagogical agent interface. In P. Hamberger (Ed.), Integrated command environments. San Diego, CA: SPIE Proceedings Series.

Du Boulay, B., Greer, J., Lepper, M., Graesser, A. C., VanLehn, K., & Moore, J. (1999). Panel on issues involving human and computer tutoring. In S. P. Lajoie & M. Vivet, Artificial Intelligence in Education (pp. 780-781). Amsterdam: IOS Press.

Graesser, A. C., & Craig, S. (1999). The construction of multiple agents during the comprehension of discourse and literary short stories. In A. B. Gomez (Ed.), AESLA Proceedings.

Graesser, A. C., Karnavat, A., Pomeroy, V., Wiemer-Hastings, & Tutoring Research Group. (2000). Latent semantic analysis captures vestiges of casual, goal-oriented, and taxonomic structures. Proceedings of the Cognitive Science Society.

Graesser, A. C., Person, N. K., Harter, D., & Tutoring Research Group. (2000). Teaching tactics in AutoTutor. ITS 2000 Proceedings of the Workshop on Modeling Human Teaching Tactics and Strategies, Montreal, Canada. 49-57.

Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., & Kreuz, R. (2000). The gold standard of question quality on surveys: Experts, computer tools, versus statistical indices. Proceedings of the Section on Survey Research Methods of the American Statistical Association (pp. 459-464). American Statistical Association.

Klettke, B., & Graesser, A. C. (2000). Coherence and evidence in testimony evaluation on incest narratives. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 154-155). Lyon, France.

Link, K., Pomeroy, V., DiPaolo, R., Rajan, S., Klettke, B., Bautista, L., Kreuz, R., Graesser, A. C., &  Tutoring Research Group. (2000). The effectiveness of tutorial dialog in an automated conversational tutor. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 18-19). Lyon, France.

Marineau, J., Wiemer-Hastings, P., Harter, D., Olde, B., Chipman, P., Karnavat, A., Pomeroy, S., Graesser, A. C., & Tutoring Research Group. (2000, June). Classification of speech acts in tutorial dialog. Proceedings of the Workshop on Tutorial Dialogue at the Intelligent Tutoring Systems 2000 Conference.

Olde, B. A. & Graesser, A. C. (2000). Causal factors that influence story agents' blame and responsibility. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 202-203). Lyon, France.

Olde, B. A., Hoeffner, J., Chipman, P., Graesser, A.C., & Tutoring Research Group. (1999). A connectionist model for part of speech tagging. Proceedings of the American Association for Artificial Intelligence (pp. 172-176). Menlo Park, CA: AAAI Press.

Person, N. K., Bautista, L., Kreuz, R. J., Graesser, A. C., & Tutoring Research Group. (2000, June). The Dialog Advancer Network: A Conversation Manager for AutoTutor. Proceedings of the Workshop on Tutorial Dialogue at the Intelligent Tutoring Systems 2000 Conference.

Person, N. K., Craig, S., Price, P., Hu, X., Gholson, B., Graesser, A. C., & Tutoring Research Group. (2000). Incorporating human-like conversational behaviors in AutoTutor. Proceedings of the Agents 2000 Conference.

Person, N., Graesser, A. C., Harter, D., Mathews, E., & Tutoring Research Group. (2000). Dialog move generation and conversation management in AutoTutor. Proceedings of the AAAI Fall Symposium 2000 on Building Dialogue Systems for Tutorial Applications (pp. 45-51). Menlo Park, CA: AAAI Press.

Person, N., Graesser, A. C., Harter, D., & Tutoring Research Group. (2000). The Dialog Advancer Network: A mechanism for improving AutoTutor's conversational skills. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 20-21). Lyon, France.

Person, N. K., Graesser, A. C., & Tutoring Research Group. (2000). AutoTutor's conversational behaviors. Proceedings of the Third Workshop on Human-Computer Conversation.

Person, N. K., Graesser, A. C., & Tutoring Research Group. (2000). Designing AutoTutor to be an effective conversational partner. Proceedings of the Fourth International Conference of the Learning Sciences.

Price, P. A., Craig, S., Graesser, A. C., Marks, W., & Tutoring Research Group. (2000). The making of Marco: Incorporating lifelike behaviors in AutoTutor. Proceedings of the Agents 2000 Conference.

Rajan, S., Harter, D., Graesser, A. C., & Tutoring Research Group. (2000). Back channel feedback in human and intelligent tutoring systems. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 102-103). Lyon, France.

Vidal-Abarca, E., Reyes, H., Gilabert, R., Calpe, J., Soria, E., & Graesser, A. C. (2000). ETAT: A tool to analyze expository text coherence. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 88-99). Lyon, France.

Whitten, S. N., Lu., S., & Graesser, A. C. (2000). What determines deep comprehension for illustrated texts. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 176-177). Lyon, France.

Wiemer-Hastings, K., & Graesser, A. C. (1999). A neural network analysis of sentence context features: A comparison of abstract versus concrete nouns. Proceedings of the 6th International Cognitive Linguistics Conference.

Wiemer-Hastings, K., & Graesser, A. C. (2000). Verb-based classification of abstract concepts. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 104-105). Lyon, France.

Wiemer-Hastings, K., Wiemer-Hastings, P., Rajan, S., Graesser, A. C., Kreuz, R. J., & Karnavat, A. (2000). DP-A detector for presuppositions in survey questions. Proceedings of the Sixth Applied Natural Language Processing Conference.

Wiemer-Hastings, P., & Graesser, A. C. (2000). Select-a-Kibitzer: A multi-agent architecture for giving feedback on student compositions. Proceedings of the 10th Annual Meetings of the Society for Text and Discourse (pp. 96-97). Lyon, France.

Wiemer-Hastings, P., Wiemer-Hastings, K., & Graesser, A. C. (1999). Improving an intelligent tutor's comprehension of students with latent semantic analysis. In S. P. Lajoie & M. Vivet (Eds.), Proceedings of the International Conference on Artificial Intelligence in Education (pp. 535-542). Amsterdam: IOS Press.

Wiemer-Hastings, P., Wiemer-Hastings, K., Graesser, A., & Tutoring Research Group. (1999). Approximate natural language understanding for an intelligent tutor. Proceedings of the American Association for Artificial Intelligence. Menlo Park, CA: AAAI Press.


Comments