Publications‎ > ‎

2009/2010

Books (Authored, Edited)

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

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. New York: Routledge. Link to PDF

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. Link to PDF

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. Link to Book

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. Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF 

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). Link to PDF

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). Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF

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). Link to PDF

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. Link to PDF

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. Link to PDF

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. Link to PDF
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