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. Link to Book  Refereed 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. Link to PDF 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 Graesser, A. C. (2008). Advances in text comprehension: Commentary and final perspective. Applied Cognitive Psychology, 22, 425-429. Link to PDF 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., Hakel, M., & Halpern, D. (2007). Life long learning at work and at home ... and at the 19th Annual APS Convention. The Observer, 20. Link to Article 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., 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. Link to PDF 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. Link to PDFBook Chapters 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. Link to Book 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. Link to PDF 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. Link to PDF 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 VersionGraesser, 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., & King, B. (2008). Technology-based training. In J.J. Blascovich and C.H. Hartel (Eds.), Human behavior in military contexts (pp. 127-149). Washington, DC: National Academy of Sciences. Link to Book 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 PDFGraesser, 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. Link to PDF 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. Link to Book 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. Link to Book Pashler, H., Bain, P., Bottge, B., Graesser, A. C., Koedinger, K., McDaniel, M., & Metcalf, J. (2007). Organizing instruction and study to improve student learning: A practice guide (NCER 2007-2004). Washington, DC: Institute of Education Sciences. Link to PDF 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. Link to Book 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. Link to Book 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. Link to Book 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 VersionFranceschetti, 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. Link to PDF 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. Link to PDF 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. Link to PDF 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. Link to PDF 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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