Publications‎ > ‎

2010/2009

Books (Authored, Edited)

Dimitrova, V., Mizoguchi, R., Du Boulay, B., & Graesser, A. C. (Eds.). (2009). Artificial intelligence in education. Amsterdam: IOS Press. Buy this book

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. New York: Routledge. Buy this book

Rus, V., & Graesser, A. C. (Eds.). (2009). The question generation shared task and evaluation challenge. Available at: http://www.questiongeneration.org/.


Refereed Journal Publications (Does not include book chapters)

Baker, Ryan S. J. d., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence and persistence of affect during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241. Link to PDF

D'Mello, S. K., Craig, S. D., & Graesser, A. C. (2009). Multi-method assessment of affective experience and expression during deep learning. International Journal of Learning Technology, 4(3/4), 165-187. Link to PDF

D'Mello, S. K., & Graesser, A. C. (2009). Automatic detection of learner's affect from gross body language. Applied Artificial Intelligence, 23(2), 123-150. Link to PDF

D'Mello, S. K., & Graesser, A. C. (2010). Multimodal semi-automated affect detection from conversational cues, gross body language, and facial features. User Modeling and User-Adapted Interaction, 20(2), 147-187. Link to PDF

D’Mello, S. K., Graesser, A. C., & King, B. (2010). Toward spoken human-computer tutorial dialogues. Human Computer Interaction, 25(4), 289-323. Link to PDF 

Gholson, B., Witherspoon, A. M., Morgan, B., Brittingham, J. K., Coles, R., Graesser, A. C., et al. (2009). Exploring the deep-level reasoning questions effect during vicarious learning among eighth to eleventh graders in the domains of computer literacy and Newtonian physics. Instructional Science, 37(5), 487-493.  Link to PDF

Graesser, A. C. (2009). Cognitive scientists prefer theories and testable principles with teeth. Educational Psychologist, 44(3), 193-197. Link to PDF

Graesser, A. C. (2009). Inaugural editorial for Journal of Educational Psychology. Journal of Educational Psychology, 101(2), 259-261. Link to PDF

Graesser, A. C., & McNamara, D. S. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45, 234-244. Link to PDF

Hancock, J. T., Beaver, D. I., Chung, C. K., Frazee, J., Pennebaker, J. W., Graesser, A. C., et al. (2010). Social language processing: A framework for analyzing the communication of terrorists and authoritarian regimes. Behavioral Sciences of Terrorism and Political Aggression, 2(2), 108-132. Link to PDF

Klettke, B., Graesser, A. C., & Powell, M. B. (2010). Expert testimony in child sexual abuse cases: The effects of evidence, coherence and credentials on juror decision making. Applied Cognitive Psychology, 24, 481-491. Link to PDF

Louwerse, M. M., Graesser, A. C., McNamara, D. S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23(9), 1244-1255. Link to PDF

Lu, S., Harter, D., & Graesser, A. C. (2009). An empirical and computational investigation of perceiving and remembering event temporal relations. Cognitive Science: A Multidisciplinary Journal, 33(3), 345-373. Link to PDF

McCarthy, P. M., Myers, J. C., Briner, S. W., Graesser, A. C., & McNamara, D. S. (2009). Are three words all we need? A psychological and computational study of genre recognition. Journal for Language Technology and Computational Linguistics, 1, 23-57.  Link to PDF

McNamara, D. S., Louwerse, M. M., McCarthy, P. M., & Graesser, A. C. (2010). Coh-metrix: Capturing linguistic features of cohesion. Discourse Processes, 47(4), 292-330. Link to PDF

Mitchell, H. H., Graesser, A. C., & Louwerse, M. M. (2010). The effect of context on humor: A constraint-based model of verbal jokes. Discourse Processes, 47, 104-129. Link to PDF

Rus, V., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2009). Identification of sentence-to-sentence relations using a textual entailer. Research on Language and Computation, 7(2-4), 209-229. Link to PDF

Shala, L., Rus, V., & Graesser, A. C. (2010). Automated speech act classification in Arabic. Subjetividad y Procesos Cognitivos, 14, 284-292. Link to PDF

Sullins, J., Craig, S. D., & Graesser, A. C. (2010). The influence of modality of deep reasoning questions. International Journal of Learning Technology, 5, 378-387. Link to PDF

Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46, 1060-1106. Link to PDF


Book Chapters

D'Mello, S. K., Craig, S. D., Fike, K., & Graesser, A. C. (2009). Responding to learners’ cognitive-affective states with supportive and shakeup dialogues. In J. Jacko (Ed.), Human-computer interaction. Ambient, ubiquitous and intelligent interaction (pp. 595-604). Berlin, Germany: Springer.

Graesser, A. C., Chipman, P., Leeming, F., & Biedenbach, S. (2009). Deep learning and emotion in serious games. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 81-100). New York and London: Routledge, Taylor & Francis. Link to PDF

Graesser, A. C., D'Mello, S. K., & Person, N. K. (2009). Meta-knowledge in tutoring. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education. Mahwah, NJ: Routledge. Link to PDF

Graesser, A. C., Lin, D., & D'Mello, S. K. (2010). Computer learning environments with agents that support deep comprehension and collaborative reasoning. In M. T. Banich, & D. Caccamise (Eds.), Generalization of knowledge (pp. 201-224). New York: Psychology Press. Link to PDF

Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2010). Methods of automated text analysis. In M. L. Kamil, D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Volume IV. Mahwah, NJ: Routledge/Erlbaum. Link to PDF

Graesser, A. C., McNamara, D. S., & Rus, V. (2010). Computational modeling of discourse and conversation. In M. Spivey, M. Joanisse, & K. McRae (Eds.), The Cambridge handbook of psycholinguistics. Cambridge, U.K.: Cambridge University Press. Link to PDF

Graesser, A. C., & Morgan, B. (2009). An analysis of Will Van Peer’s scholarly contributions with an automated text analysis tool called Coh-Metrix. In S. Zyngier, M. Bortolussi, A. Chesnokova, & J. Auracher (Eds.), Directions in empirical literary studies: Essays in honor of Willie van Peer (pp. 161-173). Amsterdam: John Benjamins.

Graesser, A. C., Ozuru, Y., & Sullins, J. (2009). What is a good question? In M. G. McKeown & L. Kucan (Eds.), Threads of coherence in research on the development of reading ability (pp. 112-141). New York: Guilford. Link to PDF

McNamara, D. S., Jackson, G. T., & Graesser, A. C. (2010). Intelligent tutoring and games (ITaG). In Y. K. Baek (Ed.), Gaming for classroom-based learning: Digital role-playing as a motivator of study (pp. 44-65). Hershey, PA: IGI Global.

Olney, A. M., Graesser, A. C., & Person, N. K. (2010). Tutorial dialogue in natural language. In R. Nkambou, R. Mizoguchi & J. Bourdeau (Eds.), Advances in intelligent tutoring systems (pp. 181-206). Berlin, Germany: Springer-Verlag.


Refereed Conference Publications and Abstracts

Azevedo, R., Witherspoon, A., Graesser, A. C., McNamara, D. S., Chauncey, A., Siler, E., Cai, Z., & Lintean, M. (2009). MetaTutor: Analyzing self-regulated learning in a tutoring system for biology. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 635-637). Amsterdam: IOS Press.

Cai, Z., Graesser, A. C., Millis, K. K., Halpern, D., Wallace, P., & Moldovan, C. (2009). ARIES!: An intelligent tutoring system assisted by conversational agents. In V. Dimitrova, R. Mizoguchi, B. DuBoulay & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (p. 796). Amsterdam: IOS Press.

D'Mello, S. K., Dowell, N., & Graesser, A. C. (2009). Cohesion relationships in tutorial dialogue as predictors of affective states. In V. Dimitrova, R. Mizoguchi, B. du Boulay & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 9-16). Amsterdam: IOS Press.

D’Mello, S. K., Craig, S. D., Fike, K., & Graesser, A. C. (2009). Responding to learners’ cognitive-affective states with supportive and shakeup dialogues. In Jacko, J.A. (Ed.) Human-Computer Interaction. Ambient, Ubiquitous and Intelligent Interaction (pp. 595-604). Berlin/Heidelberg: Springer.

D'Mello, S., & Graesser, A. (2010). Mining bodily patterns of affective experience during learning . In A.  Merceron, P. Pavlik, and R. Baker (Eds.),  Proceedings of the Third International Conference on Educational Data Mining  (pp. 31-40). Pittsburgh, PA: WordPress.

D'Mello, S. K., & Graesser, A. C. (2010). Modeling cognitive-affective dynamics with hidden markov models. In R. Catrambone, & S. Ohlsson (Eds.), Proceedings of the 32nd Annual Cognitive Science Society (pp. 2721-2726). Austin, TX: Cognitive Science Society.

D'Mello, S., Lehman, B., Sullins, J., Daigle, R., Combs, R., Vogt, K., et al. (2010). A time for emoting: When affect-sensitivity is and isn’t effective at promoting deep learning. In J. Kay & V. Aleven (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems (pp. 245-254). Springer:Berlin / Heidelberg.    

Forsyth, C., Butler, H., Graesser, A. C., Halpern, D. F., Millis, K. K., Cai, Z., et al. (2010). Higher contributions correlate with higher learning gains. Proceedings of the Educational Data Mining Conference, Vol. 3 (pp. 287-288).

Graesser, A. C., Cai, Z., Wood, J., Hatfield, D., Bagley, E., Nash, P., et al. (2010). Comments of journalism mentors on news stories: Classifications and epistemic status of mentor contributions. In C. Lynch, K. Ashley, T. Mitrovic, V. Dimitrova, N. Pinkwart & V. Aleven (Eds.), Proceedings of the 4th International Workshop on Intelligent Tutoring Systems and Ill-Defined domains held at the 10th International Conference on Intelligent Tutoring Systems, ITS 2010 (pp. 21-28).

Graesser, A.C., Britt, A., Millis, K., Wallace, P., Halpern, D., Cai, Z., Kopp, K. & Forsyth, C. (2010). Critiquing media reports with flawed scientific findings: Operation ARIES!, a game with animated agents and natural language trialogues. In J. Aleven, J. Kay, & J. Mostow (Eds.)(2010). Lecture Notes in Computer Science (pp.327-329).London: Springer.

Hu, X., Cai, Z., Han, L., Craig, S. D., Wang, T., & Graesser, A. C. (2009). AutoTutor Lite. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (p. 802). Amsterdam: IOS Press.

Jackson, G. T., Graesser, A. C., & McNamara, D. S. (2009). What students expect may have more impact than what they know or feel. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 73-80). Amsterdam: IOS Press.

Millis, K. K., Cai, Z., Graesser, A. C., Halpern, D., & Wallace, P. (2009). Learning scientific inquiry by asking questions in an educational game. In T. Bastiaens (Ed.), Proceedings of World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education (pp. 2951-2956). Chesapeake, VA: AACE.

Rus, V., Lintean, M., Graesser, A. C., & McNamara, D. S. (2009). Assessing student paraphrases using lexical semantics and word weighting. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 165-172). Amsterdam: IOS Press.

Shaffer, D. W., & Graesser, A. C. (2010). Using a quantitative model of participation in a community of practice to direct automated mentoring in an ill-formed domain. In C. Lynch, K. Ashley, T. Mitrovic, V. Dimitrova, N. Pinkwart, & V. Aleven (Eds.), Proceedings of the 4th International Workshop on Intelligent Tutoring Systems andI ll-Defined Domains held at the 10th International Conference on Intelligent Tutoring Systems, ITS 2010 (pp. 61-68).

Sullins, J., Craig, S., & Graesser, A.C. (2009). Tough love: The influence of an agent’s negative affect on students’ learning. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 677-679). Amsterdam: IOS Press.

Sullins, J., Jeon, M., D’Mello, S., & Graesser, A. C. (2009). The relationship between modality and Metacognition while interacting with AutoTutor. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 674-676). Amsterdam: IOS Press.

Wallace, P., Graesser, A. C., Millis, K., Halpern, D., Cai, Z., Britt, M. A., Magliano, J., & Wiemer, K. (2009). Operation ARIES!: A computerized game for teaching scientific inquiry. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, & A. C. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education. Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 602-604). Amsterdam: IOS Press.
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