Publications‎ > ‎

2008/2007

Books (Authored, Edited)

de Vega, M., Glenberg, A. M., & Graesser, A. C. (Eds.). (2008). Symbols and embodiment: Debates on meaning and cognition. Oxford, U.K.: Oxford University Press.



set cell vertical heightRefereed Journal Publications (does not include book chapters)

Craig, S. D., D'Mello, S. K., Witherspoon, A. M., & Graesser, A. C. (2008). Emote-aloud during learning with AutoTutor: Applying the facial action coding system to cognitive-affective states during learning. Cognition and Emotion, 22, 777-788.

D'Mello, S. K., Craig, S. D., Witherspoon, A. M., McDaniel, B., & Graesser, A. C. (2008). Automatic detection of learner's affect from conversational cues. User Modeling and User-Adapted Interaction, 18(1-2), 45-80. PDF Version

D'Mello, S. K., Picard, R. W., & Graesser, A. C. (2007). Toward an affect-sensitive AutoTutor. IEEE Intelligent Systems, 22(4), 53-61. PDF Version

Duran, N. D., McCarthy, P. M., Graesser, A. C., & McNamara, D. S. (2007). Using temporal cohesion to predict temporal coherence in narrative and expository texts. Behavior Research Methods, 39(2), 212-223. PDF Version

Graesser, A. C. (2008). Advances in text comprehension: Commentary and final perspective. Applied Cognitive Psychology, 22, 425-429.

Graesser, A. C., D'Mello, S. K., Craig, S. D., Witherspoon, A. M., Sullins, J., McDaniel, B., et al. (2008). The relationship between affective states and dialogue patterns during interactions with AutoTutor. Journal of Interactive Learning Research, 19(2), 293-312. PDF Version

Graesser, A. C., Jackson, G. T., & McDaniel, B. (2007). AutoTutor holds conversations with learners that are responsive to their cognitive and emotional states. Educational Technology, 47, 19-22. DOC Version

Graesser, A. C., Jeon, M., & Dufty, D. (2008). Agent technologies designed to facilitate interactive knowledge construction. Discourse Processes, 45(4), 298-322. PDF Version 

Graesser, A. C., Jeon, M., Yang, Y., & Cai, Z. (2007). Discourse cohesion in text and tutorial dialogue. Information Design Journal, 15, 199-213. PDF Version

Graesser, A. C., Wiley, J., Goldman, S. R., O'Reilly, T., Jeon, M., & McDaniel, B. (2007). SEEK web tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning, 2(2-3), 89-105. PDF Version

Rus, V., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2008). A study of textual entailment. International Journal on Artificial Intelligence Tools, 17(4), 659-685.

VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A. M., & Rose, C. (2007). When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3-62. PDF Version

Verhoeven, L., & Graesser, A. C. (2008). Cognitive and linguistic factors in interactive knowledge construction. Discourse Processes, 45(4), 289-297.

Book Chapters

de Vega, M., Graesser, A. C., & Glenberg, A. M. (2008). Reflecting on the debate. In M. de Vega, A. M. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 397-440). Oxford, U.K.: Oxford University Press.

Glenberg, A., de Vega, M., & Graesser, A. C. (2008). Framing the debate. In M. de Vega, A. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 1-10). Oxford, U.K.: Oxford University Press.

Graesser, A. C. (2007). An introduction to strategic reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3-26). Mahwah, NJ: Lawrence Erlbaum.

Graesser, A. C., Chipman, P., & King, B. G. (2008). Computer-mediated technologies. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 211-224). London: Taylor & Francis.

Graesser, A. C., & Jackson, G. T. (2008). Body and symbol in AutoTutor: Conversations that are responsive to the learners' cognitive and emotional states. In M. de Vega, A. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 33-56). Oxford, U.K.: Oxford University Press. DOC Version

Graesser, A. C., Jeon, M., Cai, Z., & McNamara, D. S. (2008). Automatic analyses of language, discourse, and situation models. In J. Auracher, & W. van Peer (Eds.), New beginnings in literary studies (pp. 72-88). Cambridge, U.K.: Cambridge Scholars Publishing. DOC Version

Graesser, A. C., Jeon, M., & McDaniel, B. (2007). Survey interviews with new communication technologies: Synthesis and future opportunities. In F. G. Conrad, & M. F. Schober (Eds.), Envisioning the survey interview of the future (pp. 267-284). New York: Wiley. DOC Version

Graesser, A. C., Louwerse, M. M., McNamara, D. S., Olney, A. M., Cai, Z., & Mitchell, H. H. (2007). Inference generation and cohesion in the construction of situation models: Some connections with computational linguistics. In F. Schmalhofer & C. A. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 289-310). Mahwah, NJ: Lawrence Erlbaum. DOC Version

Graesser, A. C., & McDaniel, B. (2007). Conversational agents can provide formative assessment, constructive learning, and adaptive instruction. In C. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 85-112). Mahwah, NJ: Lawrence Erlbaum. Link to PDF

Graesser, A. C., McNamara, D. S., & Rus, V. (2007). Computational modeling of discourse and conversation. In M. J. Spivey, M. Joanisse, & K. McRae (Eds.), Cambridge handbook of psycholinguistics. Cambridge, U.K.: Cambridge University Press.

Graesser, A. C., Penumatsa, P., Ventura, M., Cai, Z., & Hu, X. (2007). Using LSA in AutoTutor: Learning through mixed-initiative dialogue in natural language. In T. K. Landauer, D. S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of latent semantic analysis (pp. 243-262). Mahwah, NJ: Lawrence Erlbaum. DOC Version

Graesser, A. C., Rus, V., D'Mello, S. K., & Jackson, G. T. (2008). AutoTutor: Learning through natural language dialogue that adapts to the cognitive and affective states of the learner. In D. H. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 95-125). Information Age Publishing.

Hu, X., Cai, Z., Wiemer-Hastings, P., Graesser, A. C., & McNamara, D. S. (2007). Strengths, limitations, and extensions of LSA. In T. K. Landauer, D. S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of latent semantic analysis (pp. 401-426). Mahwah, NJ: Lawrence Erlbaum.

Rus, V., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2008). Natural language understanding and assessment. In J. R. R. Dopico, J. Dorado, & A. Pazos (Eds.), Encyclopedia of artificial intelligence (pp. 1179-1184). Hershey, NY: IGI Global.

VanderVeen, A., Huff, K., Gierl, M., McNamara, D. S., Louwerse, M. M., & Graesser, A. C. (2007). Developing and validating instructionally relevant reading competency profiles measured by the critical reading sections of the SAT. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 137-172). Mahwah, NJ: Lawrence Erlbaum.

Wisher, R. A., & Graesser, A. C. (2007). Question asking in advanced distributed learning environments. In S. M. Fiore, & E. Salas (Eds.), Toward a science of distributed learning and training (pp. 209-234). Washington, DC: American Psychological Association.



Refereed Conference Publications and Abstracts

Craig, S. D., Graesser, A. C., Brittingham, J., Williams, J., Martindale, T., Williams, G., et al. (2008). An implementation of vicarious learning environments in middle school classrooms. In K. McFerrin, R. Weber, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of the 19th International Conference for the Society for Information Technology and Teacher Education (pp. 1060-1064). Chesapeake, VA: AACE.

D'Mello, S. K., Chipman, P., & Graesser, A. C. (2007). Posture as a predictor of learner’s affective engagement. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 905-910). Austin, TX: Cognitive Science Society. PDF Version

D'Mello, S. K., & Graesser, A. C. (2007). Mind and body: Dialogue and posture for affect detection in learning environments. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (pp. 161-168). Amsterdam: IOS Press. PDF Version

D'Mello, S. D., Taylor, R., Davidson, K., & Graesser, A. C. (2008). Self versus teacher judgments of learner emotions during a tutoring session with AutoTutor. In B. P. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Intelligent Tutoring Systems: 9th International Conference (pp. 9–18). Heidelberg, Germany: Springer. PDF Version

D'Mello, S. K., Taylor, R., & Graesser, A. C. (2007). Monitoring affective trajectories during complex learning. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 203-208). Austin, TX: Cognitive Science Society. PDF Version

D'Mello, S., Taylor, R., Tapp K., King, B., and Graesser, A. C. (2007, April). Posture as a predictor of learners affective engagement: Boredom and flow. Presented at the 2007 Annual AERA Meeting. PDF Version

Franceschetti, D. R., Graesser, A. C., Jackson, G. T., & Chipman, P. (2007, November). An intelligent tutoring system for conceptual physics. Invited presentation at 74th Annual Meeting of the Southeastern Section of the Applied Physics Society, Nashville, TN. Abstract: Bull. Amer. Phys. Soc. 52, 39 200. 

Gholson, B., Graesser, A. C., & Craig, S. D. (2008). An implementation of vicarious learning with deep-level reasoning questions in middle school and high school classrooms. Paper in symposium on enhancing learning using adaptive computerized tutoring in K–12 settings, organized by C. O’Donnell and R. Harwood. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 695-696). Austin, TX: Cognitive Science Society.

Graesser, A. C., Chipman, P., King, B., McDaniel, B., & D'Mello, S. K. (2007). Emotions and learning with AutoTutor. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial intelligence in education: Building technology rich learning contexts that work (pp. 569-571). Amsterdam: IOS Press. PDF Version

Graesser, A. C., D'Mello, S. K., Chipman, P., King, B., & McDaniel, B. (2007). Exploring relationships between affect and learning with AutoTutor. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial intelligence in education: Building technology rich learning contexts that work (pp. 16-23). Amsterdam: IOS Press.

Jackson, G. T., & Graesser, A. C. (2007). Content matters: An investigation of feedback categories within an ITS. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work. Amsterdam: IOS Press. DOC Version

McCarthy, P. M., Briner, S. W., Myers, J. C., Graesser, A. C., & McNamara, D. S. (2008). Are three words all we need? Recognizing genre at the sub-sentential level. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 613–618). Austin, TX: Cognitive Science Society. PDF Version

McCarthy, P. M., Rus, V., Crossley, S. A., Bigham, S. C., Graesser, A. C., & McNamara, D. S. (2007). Assessing entailer with a corpus of natural language from an intelligent tutoring system. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the Twentieth International Florida Artificial Intelligence Research Society Conference (pp. 247-252). Menlo Park, CA: AAAI Press.

McCarthy, P. M., Rus, V., Crossley, S. A., Graesser, A. C., & McNamara, D. S. (2008). Assessing forward-, reverse-, and average-entailer indices on natural language input from the intelligent tutoring system, iSTART. In D. C. Wilson and H. C. Lane (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 165–170). Menlo Park, CA: AAAI Press. PDF Version

McDaniel, B. T., D'Mello, S. K., King, B. G., Chipman, P., Tapp, K., & Graesser, A. C. (2007). Facial features for affective state detection in learning environments. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 467-472). Austin, TX: Cognitive Science Society. PDF Version

Rus, V., & Graesser, A. C. (2007). Lexico-syntactic subsumption for textual entailment. In N. Nicolov, K. Bontcheva, G. Angelova, & R. Mitkov (Eds.), Recent Advances in Natural Language Processing IV: Selected Papers from RANLP 2005 (pp. 187-196). John Benjamins.

Rus, V., McCarthy, P. M., Lintean, M. C., Graesser, A. C., & McDaniel, D. (2007). Deep natural language processing for evaluating student self-explanations in iSTART. Proceedings of the 2003 Florida Artificial Intelligence Research Society Conference (pp. 422-427). Menlo Park, CA: AAAI Press. PDF Version

Rus, V., McCarthy, P. M., Lintean, M. C., Graesser, A. C., & McNamara, D. S. (2007). Assessing student self-explanations in an intelligent tutoring system. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 623-628). Mahwah, NJ: Erlbaum.

Rus, V., McCarthy, P. M., Lintean, M. C., McNamara, D. S., & Graesser, A. C. (2008). Paraphrase identification with lexico-syntactic graph subsumption. In D. C. Wilson & H. C. Lane (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 201–206). Menlo Park, CA: AAAI Press. PDF Version
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