 Books (authored, edited)Graesser, A. C., Gernsbacher, M. A., & Goldman, S. R. (Eds.). (2003). Handbook of discourse processes. Mahwah, NJ: Lawrence Erlbaum. DOC Introduction Refereed Journal Publications (does not include book chapters) Craig, S. D., Graesser, A. C., Sullins, J., & Gholson, B. (2004). Affect and learning: An exploratory look into the role of affect in learning with AutoTutor. Journal of Educational Media, 29, 241-250. PDF Version Driscoll, D. M., Craig, S. D., Gholson, B., Ventura, M., Hu, X., & Graesser, A. C. (2003). Vicarious learning: Effects of overhearing dialog and monologue-like discourse in a virtual tutoring session. Journal of Educational Computing Research, 29(4), 431-450. Graesser, A. C., Hu, X., Person, N. K., Jackson, G. T., & Toth, J. A. (2004). Modules and information retrieval facilities of the human use regulatory affairs advisor (HURAA). International Journal on E-Learning, 3(4), 29-39. PDF VersionGraesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A. M., et al. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, & Computers, 36, 180-193. PDF Version Graesser, A. C., McNamara, D. S., Louwerse, M. M., & Cai, Z. (2004). Coh-metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, & Computers, 36(2), 193-202. PDF Version Graesser, A. C., & Olde, B. A. (2003). How does one
know whether a person understands a device? the quality of the
questions the person asks when the device breaks down. Journal of Educational Psychology, 95(3), 524-536. DOC Version Hu, X., & Graesser, A. C. (2004). Human use regulatory affairs advisor (HURAA): Learning about research ethics with intelligent learning modules. Behavior Research Methods, Instruments, & Computers, 36(2), 241-249. Penumatsa, P., Ventura, M., Graesser, A. C., Franceschetti, D. R., Louwerse, M., Hu, X., Cai, Z., & the Tutoring Research Group. (2004). The right threshold value: What is the right threshold of cosine measure when using latent semantic analysis for evaluating student answers? International Journal of Artificial Intelligence Tools, 12, 257-279.Song, K., Hu, X., Olney, A. M., & Graesser, A. C. (2004). A framework of synthesizing tutoring conversation capability with web-based distance education courseware. Computers & Education, 42(4), 375-388. Book Chapters Graesser, A. C., Gernsbacher, M. A., & Goldman, S. R. (2003). Introduction to the Handbook of Discourse Processes. In A. C. Graesser, M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 1-24). Mahwah, NJ: Erlbaum. DOC Version Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? In A. P. Sweet, & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). New York: Guilford. Whitten, S. N., & Graesser, A. C. (2003). Comprehension of text in problem solving. The psychology of problem solving. New York: Cambridge University Press.
Craig, S. D., D'Mello, S. K., Witherspoon, A., Sullins,
J., & Graesser, A. C. (2004). Emotions during learning: The first
step toward an affect sensitive intelligent tutoring system. Proceedings of the International Conference on eLearning, 284-288. Craig, S. D., & Graesser, A. C. (2003). Why am I confused: An exploratory look into the role of affect in learning. In A. Méndez-Vilas & J. A. Mesa Gonzalez (Eds.), Advances in technology-based education: Towards a knowledge-based society (Vol. 3, pp. 1903-1906). Badajoz, Spain: Junta de Extremadura. PDF Version Franceschetti, D., Adcock, A., & Graesser, A. C. (2003). Analysis of strategies in expert tutoring dialog for use in intelligent tutoring system development. In R. Alterman & D. Hirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Boston: Cognitive Science Society. Graesser, A. C. (2003). AutoTutor and other conversational agents that scaffold learning. In F. Schmalhofer, R. M. Young, & G. Katz (Eds.), Proceedings of the European Cognitive Science Society 2003 (p. 11). Mahwah, NJ: Erlbaum. Graesser, A. C., Jackson, G. T., Mathews, E. C., Mitchell, H. H., Olney, A., Ventura, M., Chipman, P., Franceschetti, D., Hu, X., Louwerse, M. M., Person, N. K., & the Tutoring Research Group. (2003). Why/AutoTutor: A test of learning gains from a physics tutor with natural language dialog. In R. Alterman & D. Hirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 1-5). Boston: Cognitive Science Society. PDF Version Graesser, A. C., Moreno, K., Marineau, J., Adcock, A., Olney, A., & Person, N. (2003). AutoTutor improves deep learning of computer literacy: Is it the dialog or the talking head? In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Proceedings of Artificial Intelligence in Education (pp. 47-54). Amsterdam: IOS Press. (Finalist for outstanding paper award). DOC Version Graesser,
A. C., & Petschonek, S. (2004). Automated systems that analyze text
and discourse: QUAID, Coh-Metrix, and AutoTutor. In W. R. Lenderking
(Ed.), Proceedings of the International Society of Quality of Life. McLean, VA: Quality of Life Society. Graesser, A. C., Ventura, M., Jackson, G. T., Mueller, J., Hu, X., & Person, N. (2003). The impact of conversational navigational guides on the learning, use, and perceptions of users of a web site. Proceedings of the AAAI Spring Symposium 2003 on Agent-mediated Knowledge Management (pp. 9-14). Palo Alto, CA: AAAI Press. Hu, X., Cai, Z., Franceschetti, D. R., Penumatsa, P., Graesser, A. C., Louwerse, M. M., et al. (2003). LSA: First dimension and dimensional weighting. In R. Alterman, & D. Hirsh (Eds.), Proceedings of the 25th Annual Meeting of the Cognitive Science Society (CogSci 2003) (pp. 587-592). Boston: Cognitive Science Society.Hu, X., Cai, Z., Louwerse, M. M., Olney, A. M., Penumatsa, P., & Graesser, A. C. (2003). A revised algorithm for latent semantic analysis. Proceedings of the 2003 International Joint Conference on Artificial Intelligence (pp. 1489-1491). San Francisco: Morgan Kaufmann. Hu, X., Susarla, S., & Graesser, A. C. (2004). Lesson planner: A meta-authoring tool applied to AutoTutor. MERLOT International Conference, Costa Mesa, CA. Jackson, G. T., Mathews, E. C., Lin, D., Olney, A. M., & Graesser, A. C. (2003). Modeling student performance to enhance the pedagogy of AutoTutor. In P. Brusilovsky, A. T. Corbett & F. de Rosis (Eds.), Proceedings of the 2003 Conference on User Modeling (pp. 368-372). Johnstown, PA: Springer. PDF Version Jackson, G. T., Person, N. K., & Graesser, A. C. (2004). Adaptive tutorial dialogue in AutoTutor. Proceedings of the Workshop on Dialog-based Intelligent Tutoring Systems at the 7th International Conference on Intelligent Tutoring Systems. Universidade Federal de Alagoas, Brazil, pp. 9-13. Jackson, G. T., Ventura, M. J., Chewle, P., Graesser, A. C., and the Tutoring Research Group. (2004). The Impact of Why/AutoTutor on learning and retention of conceptual physics. In J. C. Lester, R. M. Vicari, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2004 (pp. 501-510). Berlin, Germany: Springer. Louwerse, M. M., Graesser, A. C., and the Tutoring Research Group. (2003). Language use in intelligent tutoring systems: Mixed-initiative dialog in AutoTutor. In A. K. Noor (Ed.), Proceedings of Workshop on Advanced learning technologies and Learning Networks and Their Impact on Future Aerospace Workforce (pp. 251-276). Hanover, MD: NASA Center for Aerospace Information (NASA/CP-2003-212437). Louwerse, M. M., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2004). Variation in language and cohesion across written and spoken registers. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (CogSci 2004) (pp. 843-848). Mahwah, NJ: Erlbaum. PDF Version Lu, S., & Graesser, A. C. (2004). What is universal in perceiving, remembering, and describing event temporal relations? In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26TH Annual Meeting of the Cognitive Science Society. Mahwah, NJ: ErlbaumMathews, E. C., Jackson, G. T., Graesser, A. C., Person, N. K., & Tutoring Research Group. (2003). Discourse patterns in Why/AutoTutor. In R. Freedman, & C. Callaway (Eds.), Working Papers of the 2003 AAAI Spring Symposium on Natural Language Generation in Spoken and Written Dialogue (pp. 97-103). Menlo Park, CA: AAAI Press. PDF Version Mathews, E. C., Jackson, G. T., Olney, A. M., Chipman, P., & Graesser, A. C. (2003). Achieving domain independence in AutoTutor. In N. Callaos, M. Margenstern, J. Zhang, O. Castillo, & E. Doberkat (Eds.), The Seventh World Multiconference on Systemics, Cybernetics, and Informatics Proceedings: Computer Science and Engineering I, Vol. 5 (pp. 172-176). Orlando, FL: IEEE. PDF Version Olney, A., Louwerse, M., Mathews, E., Marineau, J., Hite-Mitchell, H., & Graesser, A. (2003). Utterance classification in AutoTutor. In J. Burstein & C. Leacock (Eds.), Building Educational Applications using Natural Language Processing: Proceedings of the Human Language Technology - North American Chapter of the Association for Computational Linguistics Conference 2003 Workshop, May 31, 2003 (pp. 1-8). Philadelphia: Association for Computational Linguistics. PDF VersionPenumatsa, P., Ventura, M., Olde, B. A., Franceschetti, D. R., Graesser, A. C., & the Tutoring Research Group. (2003). The right threshold value: What is the right threshold of cosine measure when using latent semantic analysis for evaluating student answers? Proceedings of the 2003 Florida Artificial Intelligence Research Conference. Menlo Park, CA: AAAI Press. Person, N., & Graesser, A. C. (2003). Fourteen facts about human tutoring: Food for thought for ITS developers. In V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H. Pain, F. Verdejo, & K. Yacef (Eds.), AIED2003 Supplemental Proceedings (pp. 335-344). Sydney, Australia: University of Sydney School of Information Technologies. Person, N. K., Hancock, J. T., Burke, A. C., & Graesser, A. C. (2004). A linguistic model that infers user states and traits. ITS 2004 Workshop Proceedings on Social and Emotional Intelligence in Learning Environments. Maceio, Brazil.Susarla, S.,
Adcock, A., Van Eck, R., Moreno, K., & Graesser, A. C. (2003).
Development and evaluation of a lesson authoring tool for AutoTutor. In
V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H. Pain, F. Verdejo, & K.
Yacef (Eds.), AIED2003 Supplemental Proceedings (pp. 378-387). Sydney,
Australia: University of Sydney School of Information Technologies. PDF Version Ventura,
M. J., Franchescetti, D. R., Pennumatsa, P., Graesser, A. C., Jackson,
G. T., Hu, X., Cai, Z., & the Tutoring Research Group.
(2004). Combining computational models of short essay grading for conceptual physics problems. In J. C. Lester, R. M. Vicari, & F.
Paraguacu (Eds.), Intelligent Tutoring Systems 2004 (pp. 423-431).
Berlin, Germany: Springer. Ventura, M., Hu, X., Graesser, A. C., Louwerse, M. M., & Olney, A. M. (2004). The context dependent sentence abstraction model. In K. D. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society (CogSci 2004) (pp. 1387-1392). Mahwah, NJ: Lawrence Erlbaum. |
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