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== Books ==
 
== Books ==
  
Chi, Michelene. Talk, Dialogue and Learning. Hillsdale, NJ: Lawrence Erlbaum Associates. in preparation.
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Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass: John Wiley & Sons, Inc.: San Francisco.
  
Smith, Dorolyn; Brown, Steven. Active Listening, Second edition, Levels 1, 2 and 3. A listening comprehension textbook series with CD, for beginning to intermediate students of ESL. Cambridge University Press. 2007.
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Juffs, A. &  Rodríguez, G.A. (2014). Second Language Sentence Processing. Cognitive Science and Second Language Acqusition Series. Routledge/Taylor-Francis, Inc.  
  
== Edited Books ==
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Juffs, A., Davis, B., McCormick, D., Mizera, G., O’Neill, C., Ranson, S., Slaathaug, M, & Smith, D. (2012). Vocabulary Building in English. University of Michigan Press. (2 volumes). ISBN 13: 9780472034215
  
Klatzky, Roberta; MacWhinney, Brian; Behrmann, Marlene. Embodiment, ego-space, and action. R. Klatzky, B. MacWhinney, Brian, & M. Behrmann, (Eds). Carnegie Mellon Symposia on Cognition. Psychology Press: Taylor & Francis Group. 2008.
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Smith, D. & Brown, J. (2007). Active Listening, Second edition, Levels 1, 2 and 3. A listening comprehension textbook series with CD, for beginning to intermediate students of ESL. Cambridge University Press.
  
Romero, Cristobal; Ventura, Sebastian; Viola, Silvia Rita; Pechenizkiy, Mykola; Baker, Ryan. Handbook of Educational Data Mining. Virginia Beach, VA: Chapman & Hall/CRC. in press.
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== Edited Books, Edited Journals, Edited Conference Proceedings ==
  
Schmalhofer, Franz; Perfetti, Charles. Higher level language processes in the brain: Inference and comprehension processes. Routledge: Psychology Press. 2007.
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Aleven, V., Beal, C.R. & Graesser, A. (Eds.). (in press). Editors of Special Issue of the Journal of Educational Psychology: Advanced Learning Technologies.
  
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Aleven, V., Kay, J. & Mostow, J. (Eds.). (2010). Proceedings of the 10th Intelligent Tutoring Systems Conference (ITS), Pittsburgh, PA.
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Azvedo, R. & Aleven, V. (Eds.). (2013). Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research. International handbook of metacognition and learning technologies. Springer International Handbooks of Education: Vol. 26, 1-16. New York: Springer. doi:10.1007/978-1-4419-5546-3. 
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Baker, R.S.J.d. & Winne, P.H. (Eds.). (in press). Guest editors of special issue of the Journal of Educational Data Mining (JEDM): Educational Data Mining on Motivation, Meta-Cognition, and Self-Regulated Learning
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Baker, R.S.J.d., Barnes, T. & Beck, J. (Eds.). (2008). Educational Data Mining 2008: 1st International Conference on Educational Data Mining, Proceedings. Montreal, Quebec, Canada. June 2008.
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Carver, S.M. & Shrager, J. (Eds.). (2012). Journey from Child to Scientist: Integrating Cognitive Development and the Education Sciences.  American Psychological Association (APA); 1st edition (March 15, 2012).
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Gordon, G., Dunson, D. & Dudik, M. (Eds.).(2011). JMLR Workshop and Conference Proceedings Volume 15: AISTATS 2011. Proceedings of the Fourteenth International Conference on Artificial Intelligence and Statistics, April 11-13, 2011, Fort Lauderdale, FL.
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Kim, J. & Kumar, R. (Eds.).(in press). IJAIED Special issue on Intelligent Support for Learning in Groups (ISLG), Associate Editors.
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Klatzky, R., MacWhinney, B. & Behrmann  (Eds.). (2008). Embodiment, ego-space, and action.  R. Klatzky, B. MacWhinney, & M. Behrmann, (Eds).  Carnegie Mellon Symposia on Cognition. Psychology Press: Taylor & Francis Group.
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Lane, H.C., Yacef, K., Mostow, J. & Pavlik, P. (Eds.). (2013). Proceedings of AIED 2013, LNAI 7926, 2013.  Springer-Verlag Berlin Heidelberg.
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McLaren, B. & Sosnovsky, S. (Eds.).(in press). IJAIED Special Issue on Landmark Learning Systmes and New Ideas and Developments in Mathematics and Science Learning.  Special issue associate editors.
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N. De Jong, K. Juffermans, M. Keijzer, & L. Rasier (Eds.). (2012). Proceedings of the Anéla Applied Linguistics Conference, May 2012, Lunteren. Proceedings Editors.
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Pechenizkiy, M., Calders, T., Conati, C., Ventura, S. Romero, C., & Stamper, J. (Eds.).(2011). Proceedings of the 4th International Conference on Educational Data Mining, EDM 2011.
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Pinkwart, N. & McLaren, B. (Eds.). (2012). Educational Technologies for Teaching Argumentation Skills, Bentham Science.
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Resnick, L.B., Asterhan, C.A. & Clarke, S.N. (Eds.). (in press). Socializing Intelligence through Academic Talk and Dialogue. Washington, D.C.: American Educational Research Association.
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Ryan, R.S.J.d., Merceron, A., & Pavlik, P. (Eds.). (2010). Proceedings of the 3rd International Conference on Educational Data Mining (EDM 2010).
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Schmalhofer, F. & Perfetti, C. (Eds.). (2007). Higher level language processes in the brain: Inference and comprehension processes.  Routledge: Psychology Press.
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Schunn, C.D., Ashley, K.D. & Goldin, I.M. (Eds.). (2012). Redesigning educational peer review interactions using computer tools.  Special issue of the Journal of Writing Research (JoWR), special issue guest editors.
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Stamper, J, Gordon, G., et al (Eds.).(2010). 16th ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD 2010): KDD Cup 2010 Workshop Proceedings.
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Suthers, D., Lund, K., Rosé, C. P., Teplovs, C., Law, N. & Dyke, G. (Eds.). (2013). Productive Multivocality in the Analysis of Group Interactions.  Edited volume,  Computer-Supported Collaborative Learning Series, Springer.
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Yacef, K., Baker, R.S.J.D. & Beck, J.E.  (Eds.). (2010). JEDM - Journal of Educational Data Mining (ISSN 2157-2100), Volume 2 (1), December 2010.
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Yacef, K., Baker, R.S.J.D., Barnes, T. & Beck, J.E. (Eds.). (2009). JEDM - Journal of Educational Data Mining (ISSN 2157-2100), Volume 1 (1), October 2009.
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Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M. & Stamper, J.  (Eds.). (2012). Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012), Proceedings Editors.
  
 
== Book Chapters ==
 
== Book Chapters ==
  
Aleven, Vincent; McLaren, Bruce; Koedinger, Kenneth. Towards computer-based tutoring of help-seeking skills. S. Karabenick and R. Newman, (Eds.), Help seeking in academic settings: Goals, groups and contexts. Mahwah NJ: Erlbaum, 259-296. 2006.
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Aleven, V.   (2010). Rule-based Cognitive Modeling for Intelligent Tutoring Systems. In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.).  Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 33-62. Springer.
  
Asterhan, Christa & Schwarz, Baruch. Transformation of robust misconceptions through peer argumentation. In: B. B. Schwarz, T. Dreyfus, & R. Hershkowitz (Eds.) Guided Transformation of Knowledge in Classrooms (159-172). New York, NY: Routledge, Advances in Learning & Instruction series. 2009
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Aleven, V., McLaren, B., & Koedinger, K.R. (2006). Towards computer-based tutoring of help-seeking skills.   In S. Karabenick and R. Newman, (Eds.). Help seeking in academic settings: Goals, groups and contexts.  Mahwah NJ: Erlbaum, 259-296.
  
Baker, Ryan. Discovery with Models (Backer). C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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Aleven, V., Roll, I., & Koedinger, K.R. (2012). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach, & A. M. Lesgold (Eds.). Adaptive technologies for training and education, 69-95. New York: Cambridge University Press.
  
Baker, Ryan. Data Mining for Education. To appear in McGaw, B., Peterson, P., Baker, E. (Eds.) International Encyclopedia of Education (3rd edition). Oxford, UK: Elsevier. in press.
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Asterhan, C.S.C. (2013). Competitive and collaborative regulation of peer argumentation: Conceptualization and quantitative assessment. In M. Baker, J. Andriessen & S. Jarvela (Eds), Affective learning together.
  
Chen, Zhe; Klahr, David. Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children. R. V. Kail (Ed.) Advances in Child Development and Behavior, Vol. 36. (pp. 419 – 470) Amsterdam: Elsevier. 2008.
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Azvedo, R. & Aleven, V. (2013). Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research. International handbook of metacognition and learning technologies. Springer International Handbooks of Education: Vol. 26. New York: Springer. doi:10.1007/978-1-4419-5546-3.  Page 1-16.
  
Chenoweth, N. Ann; Jones, Christopher; Tucker, G. Richard. Language online: Principles of design and methods of assessment. R. P. Donaldson & M. A. Haggstrom (Eds.), Changing Language Education through CALL. New York, NY: Routledge, 147—167. 2006.
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Baker, R.S.J.d. (2010). Data Mining for Education. In B. McGaw,  P. Peterson, & E. Baker (Eds.).  International Encyclopedia of Education (3rd edition), Vol. 7, 112-118. Oxford, UK: Elsevier.
  
Chi, Michelene. Laboratory Methods for Assessing Experts’ and Novices’ Knowledge. (2006). N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 167-184. 2006.
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Baker, R.S.J.d. (2010). Discovery with Models. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.)Handbook of Educational Data Mining. Virginia Beach, VA;  Chapman & Hall/CRC.
  
Chi, Michelene. Two approaches to the study of experts’ characteristics. (2006). N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 21-30. 2006.
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Baker, R.S.J.d. (2010). Mining Data for Student Models. In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.) Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 323-338. Springer.
  
Chi, Michelene. Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum, 61-82. 2008.
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Baker, R.S.J.d. (2012). Guessing and Learning. In N.M. Seel (Ed.). Encyclopedia of the Sciences of Learning, 1397-1398. Springer. DOI  10.1007/978-1-4419-1428-6_23
  
Chi, Michelene; Ohlsson, Stellan. Complex declarative learning. In:Holyoak, K.J. & Morrison, R.G. (Eds.) The Cambridge Handbook of Thinking and Reasoning (Pp. 371-399). Cambridge University Press. 2005.
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Baker, R.S.J.d. (2012). Guessing Models. In N.M. Seel (Ed.). Encyclopedia of the Sciences of Learning, 1398-1399. Springer. DOI  10.1007/978-1-4419-1428-6_23
  
Eskenazi, Maxine; Brown, Jonathan. Teaching the creation of software that uses speech recognition. P. Hubbard and M. Levy, (Eds.), Teacher Education in CALL. John Benjamins Publishing, 135-151. 2006.
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Baker, R.S.J.d. & Rossi, L.M.  (2013). Assessing the Disengaged Behavior of Learners. In Sottilare, R., Graesser, A., Hu, X., & Holden, H. (Eds.). Design Recommendations for Intelligent Tutoring Systems, Volume 1 -- Learner Modeling. U.S. Army Research Lab, Orlando, FL, 155-166.
  
Forbes-Riley, Kate; Litman, Diane. Analyzing Dependencies Between Student Certainness States and Tutor Responses in a Spoken Dialogue Corpus. L. Dybkjaer and W. Minker (Eds.), Text, Speech and Language Technology: Recent Trends in Discourse and Dialogue, Vol. 39, 275-304. Springer Netherlands. 2008.
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Baker, R.S.J.d., Corbett, A.T., Roll, I., Koedinger, K.R., Aleven, V., Cocea, M., Hershkovitz, A., de Carvalho, A.M.J.A., Mitrovic, A. & Mathews, M. (2013). Modeling and Studying Gaming the System with Educational Data Mining. In Azevedo, R., & Aleven, V. (Eds.).  International Handbook of Metacognition and Learning Technologies. New York, NY: Springer, 97-116.
  
Frishkoff, Gwen; White, Gregory; Perfetti, Charles. "In vivo" testing of learning and instructional principles: The design and implementation of school-based experimentation. L. Dinella (Ed.), Conducting Science-Based Psychology Research in Schools. Washington, D.C.: APA Books. 2009.
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Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V.  (in press). Fine-grained assessment of motivation over long periods of learning with an intelligent tutoring system: Methodology, advantages, and preliminary results. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies. Berlin: Springer.
  
Glennan, Thomas; Resnick, Lauren. "School Districts as Learning Organizations: A Strategy for Scaling Education Reform. "  T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, and K. Kerr, (Eds.) Expanding the Reach of Education Reforms: Collected Essays by Leaders in the Scale-up of Educational Interventions.  Santa Monica, CA: RAND, MG-177-FF. p517-. 2004.
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Chen, Z. & Klahr, D. (2008). Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children. In R. V. Kail (Ed.) Advances in Child Development and Behavior, Vol. 36. (pp. 419 – 470) Amsterdam: Elsevier.
  
Juffs, Alan. Second language acquisition of the lexicon. W. Ritchie and T. Bhatia, (Eds.), The New handbook of second language acquisition, 2nd edition. Amsterdam, The Netherlands: Elsevier. 2009.
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Chenoweth, N.A., Jones, C. & Tucker, G.R. (2006). Language online: Principles of design and methods of assessment. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing Language Education through CALL.  New York, NY: Routledge, 147—167.
  
Junker, Brian. The role of psychometric methods in EDM. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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Chi M.T.H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum, 61-82.
  
Klahr, David. Evolution of Scientific Thinking:  Comments on Geary’s “Educating the Evolved Mind” In Carlson, J. & Levin, J. (Eds.) Psychological Perspectives on Contemporary Educational Issues. Greenwich, CT. Information Age Publishing. 2007.
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Chi, M.T.H.  (2006). Laboratory Methods for Assessing Experts’ and Novices’ Knowledge. (2006). In N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 167-184.
  
Koedinger, Kenneth; Aleven, Vincent; Roll, Ido; Baker, Ryan. In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. To appear in Graesser, A., Hacker, D. (Eds.), Handbook of Metacognition in Education. Routledge. in press.
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Chi, M.T.H.  (2006). Two approaches to the study of experts’ characteristics. (2006). In N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 21-30.
  
Koedinger, K.R., Baker, R.S.J.d., Cunningham, K., Skogsholm, A., Leber, B., Stamper, J. (in press) A Data Repository for the EDM commuity: The PSLC DataShop. To appear in Romero, C., Ventura, S.,Pechenizkiy, M., Baker, R.S.J.d. (Eds.) Handbook of Educational Data Mining. Boca Raton, FL: CRC Press.
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Chi, M.T.H. & Ohlsson, S. (2005). Complex declarative learning. In:Holyoak, K.J. & Morrison, R.G. (Eds.) The Cambridge Handbook of Thinking and Reasoning, 371-399. Cambridge University Press.
  
Koedinger, Kenneth; Corbett, Albert. Cognitive Tutors: Technology bringing learning science to the classroom. K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, (pp. 61-78). Cambridge University Press. 2006.
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Diziol, D. & Rummel, N. (2010). How to design support for collaborative e-learning. A framework of relevant dimensions. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments, (pp. 162-179). Hershey, PA: IGI Global.
  
Koedinger, Kenneth; McLaren, Bruce. Data Sharing and Data Repositories for EDM. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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Dunbar, K. & Klahr, D. (2012). Scientific thinking and reasoning. In K. Holyoak & R.G. Morrison, (Eds.). Oxford Handbook of Thinking and Reasoning, 701-718. Oxford University Press.
  
MacWhinney, Brian. A Unified Model of Language Acquisition. Handbook of bilingualism: Psycholinguistic approaches. 2004. p 49-67. 2004.
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Easterday, M.W. (2012). Policy world: A cognitive game for teaching deliberation. In N. Pinkwart & B. McLaren (Eds.), Educational technologies for teaching argumentation skills. Oak Park, IL: Bentham Science Publishers.
  
MacWhinney, Brian. Emergent Fossilization. Studies of Fossilization in Second Language Acquisition. Z. Han and T. Odlin (Eds.). Clevedon, UK: Multilingual Matters. 2005. p 134-156. 2005.
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Eskenazi, M. & Brown, J. (2006). Teaching the creation of software that uses speech recognition. In P. Hubbard and M. Levy, (Eds.), Teacher Education in CALL. John Benjamins Publishing, 135-151.
  
MacWhinney, Brian. How Mental Models Encode Embodied Linguistic Perspectives. Klatzky, R., MacWhinney, Brian, B., and Behrmann, M. (Eds.). Embodiment, Ego-Space, and Action, 365-405. Carnegie Mellon Symposia on Cognition. Psychology Press: Taylor & Francis Group. 2008.
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Eskenazi, M. & Juffs, A.   (2013). Information Retrieval for Reading Tutors. In C. Chapelle, (Ed.), The Encyclopedia of Applied Linguistics. New York: Cambridge University Press. DOI: 10.1002/9781405198431.wbeal0536
  
Masnick, Amy; Klahr, David; Morris, Bradley. Separating signal from noise: Children's understanding of error and variability in experimental outcomes. M. Lovett & P. Shaw, P. (Eds) Thinking With Data. Mawah, NJ: Erlbaum. 2007.
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Forbes-Riley, K. & Litman, D.J. (2008). Analyzing Dependencies Between Student Certainness States and Tutor Responses in a Spoken Dialogue Corpus. In L. Dybkjaer and W. Minker (Eds.), Text, Speech and Language Technology: Recent Trends in Discourse and Dialogue, Vol. 39, 275-304. Springer Netherlands.
  
Mostow, Jack. Project LISTEN's session browser for exploring data logged by the Reading Tutor. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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Frishkoff, G., White, G. & Perfetti, C. (2009). "In vivo" testing of learning and instructional principles: The design and implementation of school-based experimentation. In L. Dinella (Ed.), Conducting Science-Based Psychology Research in Schools. Washington, D.C.: APA Books, 153-173.
  
Nokes, Timothy; Schunn, Christian; Chi, Michelene. Problem solving and human expertise. International Encyclopedia of Education, 3rd Edition. Oxford, UK: Elsevier. in press.
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Glennan, T.K. Jr. & Resnick, L. B. (2004). School Districts as Learning Organizations: A Strategy for Scaling Education Reform. In T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, and K. Kerr, (Eds.). Expanding the Reach of Education Reforms: Collected Essays by Leaders in the Scale-up of Educational Interventions. Santa Monica, CA: RAND, MG-177-FF.
  
Pavlik, Phillip. Timing is in order: Modeling order effects in the learning of information. F. E. Ritter, J. Nerb, E. Lehtinen & T. O'Shea (Eds.), order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press. 2007.
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Howley, I. Mayfield, E. & Rosé, C. (2012). Linguistic Analysis Methods for Studying Small Groups.  Invited in C. Hmelo-Silver, A. O.Donnell, C. Chan, & C. Chin (Eds.). International Handbook of Collaborative Learning. Taylor and Francis, Inc.
  
Perfetti, Charles; Dunlap, Susan. Learning to read: General principles and writing system variations. K. Koda & A. Zehler (Eds.). Learning to read across languages (13-38). Mahwah, NJ: Erlbaum. 2008.
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Juffs, A. (2009). The Second language acquisition of the lexicon. In W. Ritchie and T. Bhatia, (Eds.), The New handbook of second language acquisition, 2nd edition, 181-209. Amsterdam, The Netherlands: Elsevier.
  
Perfetti, Charles; Frishkoff, Gwen. Neural bases of text and discourse processing. B. Stemmer and H.A. Whitaker (Eds.), Handbook of neuroscience of language (pp. 165-174). Cambridge, MA: Elsevier. 2008.
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Juffs, A. (2010). Formal linguistic perspectives on second language acquisition. In R. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics, 143-162. (Second, revised ed.). New York: Oxford University Press.
  
Perfetti, Charles; Landi, Nicole; Oakhill, Jane. The acquisition of reading comprehension skill. M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford: Blackwell. 2005.
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Junker, B. (2010). The role of psychometric methods in EDM. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.).  Handbook of Educational Data Mining. Virginia Beach, VA;  Chapman & Hall/CRC.
  
Perfetti, Charles; Liu, Ying. Reading Chinese characters: Orthography, phonology, meaning, and the Lexical Constituency Model. P. Li, L. H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press. P 225-236. 2006.
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Klahr, D. (2007). Evolution of Scientific Thinking: Comments on Geary’s “Educating the Evolved Mind” In Carlson, J. & Levin, J. (Eds.) Psychological Perspectives on Contemporary Educational Issues. Greenwich, CT. Information Age Publishing.
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Klahr, D. (2012).  Patterns,  Rules, & Discoveries in Life and in Science. In Carver, S., &  Shrager, J..(Eds.) The Journey From Child to Scientist: Integrating Cognitive Development and the Education Sciences. Washington DC: American Psychological Association.
  
Perfetti, Charles; Liu, Ying; Fiez, Julie; Tan, Li Hai. The neural bases of reading: The accommodation of the brain’s reading network to writing systems. P. Cornelissen, M. Kringelbach, & P. Hansen (Eds.), The neural basis of reading. Oxford University Press. in press.
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Klahr, D. (2012). Beyond Piaget: a Perspective from Studies of Children’s Problem Solving Abilities. In A. Slater & P. Quinn (Eds.) Refreshing Developmental Psychology: Beyond the Classic Studies. London: Sage Publications.  
  
Razzaq, Leena; Feng, Mingyu; Heffernan, Neil; Koedinger, Kenneth; Junker, Brian; Nuzzo-Jones, Goss; Macasek, Michael; Rasmussen, Kai; Turner, Terrence; Walonoski, Jason. A Web-based authoring tool for intelligent tutors: Assessment and instructional assistance. N. Nedjah, et al. (Eds.) Intelligent Educational Machines. Intelligent Systems Engineering Book Series. Springer, 23-49. 2007.
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Klahr, D. (2012). Beyond Piaget: a Perspective from Studies of Children’s Problem Solving Abilities. In A. Slater & P. Quinn (Eds.) Refreshing Developmental Psychology: Beyond the Classic Studies. London: Sage Publications.  
  
Reed, Steven. Manipulating multimedia materials. Robert Zheng (Ed), Cognitive Effects of Multimedia Learning (51-66). Hershey, PA: IGI Global, Inc. 2008.
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Klahr, D., Matlen, B., & Jirout, J.  (2012). Children as Scientific Thinkers. In Feist. G. J. & Gorman, M. E. (Eds.) Handbook of the Psychology of Science. Springer.
  
Renkl, Alexander; Atkinson, Robert. Cognitive skill acquisition: Ordering instructional events in example-based learning. F. E. Ritter, J. Nerb, E. Lehtinen, and T. O’Shea (Eds.), order to learn: How ordering effect in machine learning illuminate human learning and vice versa. Oxford, UK: Oxford University Press. 2007.
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Koedinger, K.R. & Corbett, A. (2006). Cognitive Tutors: Technology bringing learning science to the classroom. In K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, (pp. 61-78). Cambridge University Press.  
  
Renkl, Alexander; Hilbert, Tatjana; Schworm, Silke; Reiss, Kristina. Cognitive skill acquisition from complex examples: A Taxonomy of examples and tentative instructional guidelines. M. Prenzel (Ed.), Studies on the educational quality of schools, 239-249. Münster, Germany: Waxmann. 2007.
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Koedinger, K.R. & Roll, I. (2012). Learning to think: Cognitive mechanisms of knowledge transfer. In K. J. Holyoak, & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (2nd ed.). New York: Cambridge University Press.
  
Resnick, Lauren. Giving Psychology Away: From Individual Learning to Learning Organizations. Jing, Q. (Ed.), Progress in Psychological Science around the World, 28th International Congress of Psychology, Vol. 2, Social and Applied Issues. ISBN: 1841699624 . 2007.
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Koedinger, K.R., Aleven, V., Roll, I. & Baker, R.S.J.d. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning.  In D.J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education. New York: Routledge Taylor & Francis Group, 383-412.
  
Resnick, Lauren; Lesgold Alan; Hall, Megan. Technology and the new culture of learning: Tools for education professionals. P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 77-107). Mahwah, NJ: Erlbaum. 2005.
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Koedinger, K.R., Baker, R.S.J.d.,  Cunningham, K., Skogsholm, A., Leber, B. & Stamper, J. (2010). A Data Repository for the EDM community: The PSLC DataShop. In C. Romero, S. Ventura, M. Pechenizkiy, R.S.J.d. Baker (Eds.). Handbook of Educational Data Mining. Boca Raton, FL: CRC Press, 43-56.
  
Resnick, Lauren; Michaels, Sarah; O'Connor, Catherine. How (well structured) talk builds the mind. R. Sternberg & D. Preiss (Eds.), From Genes to Context: New Discoveries about Learning from Educational Research and Their Applications. New York: Springer. in press.
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Lynch, C., Ashley, K.D., Pinkwart, N. & Aleven, V. (2012). Ill-defined domains and adaptive tutoring technologies. In P. Durlach & A.M. Lesgold (Eds.). Adaptive Technologies for Training and Education. Cambridge University Press.
  
Resnick, Lauren; Spillane, James. From individual learning to organizational designs for learning. L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou, (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon. 2006.
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MacWhinney, B. (2005). Emergent Fossilization. Studies of Fossilization in Second Language Acquisition. Z. Han and T. Odlin (Eds.). Clevedon, UK: Multilingual Matters. 2005. p 134-156.
  
Ritter, Steven; Haverty, Lisa; Koedinger, Kenneth; Hadley, William; Corbett, Albert. Integrating intelligent software tutors with the math classroom. G. Blume and K. Heid (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 2 Cases and Perspectives. Charlotte, NC: IAP.  . 2008.
+
MacWhinney, B. (2005). A Unified Model of Language Acquisition. In J.F. Kroll & A.M.B.de Groot (Eds.).  Handbook of bilingualism: Psycholinguistic approaches. 2004p 49-67. New York: Oxford University Press.
  
Ritter, Steven; Kulikowich, Jonna; Lei, Pui-Wa; McGuire, Christy; Morgan, Pat. What evidence matters? A randomized field trial of Cognitive Tutor Algebra I. . 2007.
+
MacWhinney, B. (2008). How Mental Models Encode Embodied Linguistic Perspectives. In Klatzky, R., MacWhinney, B., and Behrmann, M. (Eds.). Embodiment, Ego-Space, and Action, 365-405. Carnegie Mellon Symposia on Cognition. Psychology Press: Taylor & Francis Group.
  
Romero, Cristobal; Ventura, Sebastian; Viola, Silvia Rita; Pechenizkiy, Mykola; Baker, Ryan. Introduction to EDM. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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MacWhinney, B. (2011). Item-based patterns in early syntactic development. In T. Herbst (Ed.). Valency relations. Berlin, Springer.
  
Romero, Cristobal; Ventura, Sebastian; Viola, Silvia Rita; Pechenizkiy, Mykola; Baker, Ryan. Conclusions and future trends. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
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MacWhinney, B. (2011). The expanding horizons of corpus linguistics. In J. Newman, H. Baayen & S. Rice  (Eds.). Corpus-based studies in language use, language learning, and language documentation. Amsterdam, Rodopi: 177-212.
  
Roy, Marguerite; Chi, Michelene. The self-explanation principle in multi-media learning. R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (Pp. 271-286). Cambridge Press. p 271-286. 2005.
+
MacWhinney, B.  (2012). The logic of the Unified Model. The Routledge Handbook of Second Language Acquisition. S. Gass and A. Mackey. New York, Routledge: 211-227.
  
Schwarz, Baruch & Asterhan, Christa. Argumentation and Reasoning. To appear in: K. Littleton, C. Wood, & J. Kleine Staarman (Eds). International Handbook of Psychology in Education. Bingley, UK: Emerald Group Publishing. 2010 
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Masnick, A., Klahr, D. & Morris, B.J. (2007). Separating signal from noise: Children's understanding of error and variability in experimental outcomes. In M. Lovett & P. Shaw, P. (Eds) Thinking With Data. Mawah, NJ: Erlbaum.
  
Shih, Benjamin . A Response time model for bottom-out hints as worked examples. C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC. in press.
+
Mayfield, E. & Rosé, C. P.  (2013). LightSIDE: Open Source Machine Learning for Text Accessible to Non-Experts. Invited chapter in M.D. Shermis & J. Burstein (Eds.). Handbook of Automated Essay Evaluation: Current Applications and New Directions, Routledge, 124-135.
  
Singh, Ajit; Gordon, Geoffrey. A unified view of matrix factorization models. R. Goebel, J. Siekmann, and W. Wahlster (Eds). Machine Learning and Knowledge Discovery in Databases (Proc. ECML PKDD), volume 5212/2008 of Lecture Notes in Computer Science, pages 358-373. Springer Berlin / Heidelberg, 2008. 2008.
+
Mitsugi, S. & MacWhinney, B. (2010). Second language processing in Japanese scrambled sentences. In B. VanPatten & J. Jegerski (Eds.). Research in Second Language Processing and Parsing. New York, John Benjamins: 159-176.
  
Tokowicz, Natasha; Perfetti, Charles. Introduction to section II: Comprehension. J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 173-177). New York: Oxford University Press. p 173-178. 2005.
+
Mostow, J., Beck, J., Cuneo, A., Gouvea, E., Heiner, C. & Juarez, O. (2010). Project LISTEN's session browser. In C Romero, S. Ventura, R. Pechnizkiy, & R. Baker, (Eds.)Handbook of Educational Data Mining. Boca Raton, FL: CRC Press.
  
Tucker, Richard. Learning other languages: The case for promoting bilinguality within our educational system. D. Brinton & O. Kagan (Eds.) Heritage language: A new field emerging. Mahwah, NJ: Lawrence Erlbaum. 2004.
+
Murray, C. & VanLehn, K. (2005). Effects of dissuading unnecessary help requests while providing proactive help. In G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp. 887-889). Amsterdam, Netherlands: IOS Press.  
  
VanLehn, Kurt. Getting out of order: Avoiding lesson effects through instruction. F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.), order to learn: How the sequences of topics affect learning. Oxford University Press. 2007.
+
Nokes, T. J., & Belenky, D. M. (2011). Incorporating motivation into a theoretical framework for knowledge transfer. In J. P. Mestre and B. H. Ross (Eds.), Cognition and Education: The Psychology of Learning and Motivation: Advances in Research and Theory. Volume 55 (pp. 109-135). San Diego, CA: Academic Press. doi: 10.1016/B978-0-12-387691-1.00004-1
  
VanLehn, Kurt. Intelligent tutoring systems for continuous, embedded assessment. C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Erbaum. 2008.
+
Nokes, T.J., Schunn, C. & Chi, M.T.H. (2010). Problem solving and human expertise.  In P. Peterson, E. Baker & B. McGaw (Eds.). International Encyclopedia of Education, 3rd Edition, Vol. 5, 265-272Oxford, UK: Elsevier.
  
VanLehn, Kurt; van de Sande, Brett. Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics. K. A. Ericsson (Ed.) The Development of Professional Performance: Approaches to Objective Measurement and Design of Optimal Learning Environments. 2009.
+
Pavlik (2013). Spacing Effects. Encyclopedia of the Mind. SAGE Publications Ltd.
  
White, Gregory; Frishkoff, Gwen; Bullock, Merry. Bridging the gap between psychological science and educational policy and practice. K. T. C. Fiorello. (Ed.), Cognitive development in K-3 classroom learning: Research applications (227-263). Mahwah, NJ: Lawrence Erlbaum Associates. 2008.
+
Pavlik, P. (2007). Timing is in order: Modeling order effects in the learning of information. In F. E. Ritter, S., J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press.
 +
 
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Perfetti, C. & Dunlap, S. (2008). Learning to read: General principles and writing system variations. In K. Koda & A. Zehler (Eds.). Learning to read across languages (13-38). Mahwah, NJ: Erlbaum.
 +
 
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Perfetti, C. & Frishkoff, G. (2008). Neural bases of text and discourse processing. In B. Stemmer and H.A. Whitaker (Eds.), Handbook of neuroscience of language (pp. 165-174). Cambridge, MA: Elsevier.
 +
 
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Perfetti, C. & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology, meaning, and the Lexical Constituency Model. In P. Li, L. H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press. 225-236.
 +
 
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Perfetti, C., Landi, N. & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford: Blackwell.
 +
 
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Perfetti, C., Liu, Y., Fiez, J.A. & Tan, L. (2010). The neural bases of reading: Universals and Writing System Variations. In P. Cornelissen, M. Kringelbach, & P. Hansen (Eds.), The neural basis of reading, 147-172. Oxford University Press.
 +
 
 +
Presson, E., Davy, C. & MacWhinney, B. (2013). Experimentalized CALL for adult second language learners. In J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 139-164): John Benjamins.
 +
 
 +
Presson, N. & MacWhinney, B.  (2011). The Competition Model and language disorders. In J. Guendozi, F. Loncke & M. Williams (Eds.). Handbook of psycholinguistic and cognitive processes. New York, Psychology Press: 31-48.
 +
 
 +
Presson, N., Davy, C. et al.  (2012). Experimentalized CALL for adult second language learners. In J. Schwelter (Ed.). Handbook of Second Language Instruction. New York, Wiley.
 +
 
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Razzaq, L., Feng, M., Heffernan, N., Koedinger, K.R., Junker, B., Nuzzo-Jones, G., Macasek, M.A., Rasmussen, K.P., Turner, T.E. & Walonoski, J.A. (2007). A Web-based authoring tool for intelligent tutors: Assessment and instructional assistance.  In N. Nedjah, et al. (Eds.). Intelligent Educational Machines.  Intelligent Systems Engineering Book Series. Springer, 23-49.
 +
 
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Reed, S.  (2008). Manipulating multimedia materials.  In Robert Zheng (Ed), Cognitive Effects of Multimedia Learning (51-66). Hershey, PA: IGI Global, Inc.
 +
 
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Renkl, A. & Atkinson, R.K. (2007). Cognitive skill acquisition: Ordering instructional events in example-based learning. In F. E. Ritter, J. Nerb, E. Lehtinen, and T. O’Shea (Eds.), In order to learn: How ordering effect in machine learning illuminate human learning and vice versa. Oxford, UK: Oxford University Press.
 +
 
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Renkl, A., Hilbert, T., Schworm, S. & Reiss, K. (2007). Cognitive skill acquisition from complex examples: A Taxonomy of examples and tentative instructional guidelines.  In M. Prenzel (Ed.), Studies on the educational quality of schools, 239-249.  Münster, Germany: Waxmann
 +
 
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Resnick, L. (2007). Giving Psychology Away: From Individual Learning to Learning Organizations.  In Jing, Q. (Ed.),  Progress in Psychological Science around the World, Proceedings of the 28th International Congress of Psychology, Vol. 2, Social and Applied Issues. ISBN: 1841699624.
 +
 
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Resnick, L. &  Spillane, J. P. (2006). From individual learning to organizational designs for learning.  In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou, (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon
 +
 
 +
Resnick, L. & Rosé, C. P.  (in press). Classroom Language. Invited chapter in the Handbook of  Educational Psychology on Classroom Teaching.
 +
 
 +
Resnick, L., Lesgold, A. & Hall, M.W. (2005). Technology and the new culture of learning: Tools for education professionals. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 77-107). Mahwah, NJ: Erlbaum.
 +
 
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Resnick, Michaels, O'Connor (2010). How (well structured) talk builds the mind. In D. Preiss & R. Sternberg (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development. New York: Springer, 163-194.
 +
 
 +
Ritter, S., Haverty, L., Koedinger, K.R., Hadley, W. & Corbett, A. (2008). Integrating intelligent software tutors with the mathematics classroom. In G. Blume and K. Heid (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 2 Cases and Perspectives. Charlotte, NC: IAP.
 +
 
 +
Rodrigo, M.M.T. & Baker, R.S.J.d.  (2011). Comparing the Incidence and Persistence of Learners' Affect During Interactions with Different Educational Software Packages. Calvo, R.A., & D'Mello, S. (Eds.) New Perspectives on Affect and Learning Technologies, pp. 183-202. New York, NY: Springer.
 +
 
 +
Rodrigo, M.M.T. & Baker, R.S.J.d.  (2011). Comparing the Incidence and Persistence of Learners' Affect During Interactions with Different Educational Software Packages. In R.A. Calvo & S. D'Mello (Eds.). New Perspectives on Affect and Learning Technologies. New York, NY: Springer.
 +
 
 +
Romero, C., Ventura, M., Viola, R., Pechenizkiy, R. & Baker, R.S.J.d. (2010). Conclusions and future trends.  In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.).  Handbook of Educational Data Mining.  Virginia Beach, VA; Chapman & Hall/CRC.
 +
 
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Romero, C., Ventura, M., Viola, R., Pechenizkiy, R. & Baker, R.S.J.d. (2010). Introduction to EDM.  In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.).  Handbook of Educational Data Mining.  Virginia Beach, VA;  Chapman & Hall/CRC.
 +
 
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Rosé, C. P.  (2012). Assessing Socio-Emotional Learning Around Technology.  In R. Luckin, J. Underwood, N. Winters, P. Goodyear, B. Grabowski & S. Puntambekar, S. (Eds.).Handbook of Educational Technology, Taylor & Francis.
 +
 
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Rosé, C. P. & Tovares, A.  (in press). What Sociolinguistics and Machine Learning Have to Say to One Another about Interaction Analysis.  In L. Resnick, C. Asterhan & S. Clarke (Eds.). Socializing Intelligence Through Academic Talk and Dialogue, Washington, DC: American Educational Research Association.
 +
 
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Roy, M. & Chi, M.T.H. (2005). The self-explanation principle in multi-media learning.  In R.  Mayer (Ed.), Cambridge Handbook of Multimedia Learning (Pp. 271-286). Cambridge Press. 271-286.
 +
 
 +
Shih, B. (2010). A Response time model for bottom-out hints as worked examples.  In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.).  Handbook of Educational Data Mining.  Virginia Beach, VA;  Chapman & Hall/CRC.
 +
 
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Siler, S. A., & Klahr, D.  (2012). Detecting, Classifying and Remediating Children’s Explicit and Implicit Misconceptions about Experimental Design. In Proctor, R. W., & Capaldi, E. J. (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press.
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Siler, S. A., Klahr, D. & Matlen, B.  (2013). Conceptual Change When Learning Experimental Design. In S. Vosniadau (Ed).  Handbook of  Research on Conceptual Change, 2nd Edition. Routledge, 138-158.
 +
 
 +
Singh, A.P. & Gordon, G. (2008). A unified view of matrix factorization models.  In R. Goebel, J. Siekmann, and W. Wahlster (Eds).  Machine Learning and Knowledge Discovery in Databases (Proc. ECML PKDD), volume 5212/2008 of Lecture Notes in Computer Science, pages 358-373. Springer Berlin / Heidelberg, 2008.
 +
 
 +
Sionti, M., Ai, H., Rosé, C.P. & Resnick, L. (2012). A Framework for Analyzing Development of Argumentation through Classroom Discussions.  In N. Pinkwart & B. McLaren (Eds.). Educational Technologies for Teaching Argumentation Skills. Bentham Science.
 +
 
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Sohmer, R., Michaels, S., O'Connor C. & Resnick, L. (2009). Guided construction of knowledge in the classroom: Teacher talk, task, and tools. In B. Schwarz, T. Dreyfus & R. Hershkowitz, (Eds.), Transformation of Knowledge Through Classroom Instruction, 105-129.  London: Elsevier.
 +
 
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Stahl, G. & Rosé, C. P.  (2011). Group Cognition in Online Teams.  In E. Salas, S. Fiore & M. Letsky (Eds.). Theories of Team Cognition: Cross-Disciplinary Perspectives, Section V: Social Psychology and Communication Perspectives, American Psychological Society.
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Tchounikine, P., Rummel, N., & McLaren, B. (2010). Computer Supported Collaborative Learning and Intelligent Tutoring Systems.  In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.)  Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 447-484.  Springer.
 +
 
 +
Tokowicz, N. & Perfetti, C. (2005).  Introduction to section II: Comprehension. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 173-177). New York: Oxford University Press.  p 173-178.
 +
 
 +
VanLehn, K. (2007). Getting out of order: Avoiding lesson effects through instruction.  In F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.), In order to learn: How the sequences of topics affect learning. Oxford University Press, 169-180.
 +
 
 +
VanLehn, K. (2008). Intelligent tutoring systems for continuous, embedded assessment. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Erbaum.
 +
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VanLehn, K. & Chi M. (2012). Adaptive expertise as acceleration of future learning: A case study. In P. J. Durlach & A. M. Lesgold (Eds.) Adaptive Technologies for Training and Education, 28-45. Cambridge, UK: Cambridge University Press.
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VanLehn, K. & van de Sande, B. (2009). Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics.  In K. A. Ericsson (Ed.) The Development of Professional Performance:  Approaches to Objective Measurement and Design of Optimal Learning Environments.
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VanLehn, K., van de Sande, B., Shelby, R. & Gershman, S. (2010). The Andes Physics Tutoring System: An Experiment in Freedom.  In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.)  Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 421-446.  Springer.
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Wang, Z. (in press). On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan (Ed.).  Investigating a processing perspective on task performance. Amsterdam: John Benjamins.
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Wang, Z., & Skehan, P.  (in press). Structure, Lexis, and time perspective: Influences on task performance. In P. Skehan (Ed.).  Investigating a processing perspective on task performance. Amsterdam: John Benjamins.
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White, G., Frishkoff, G., & Bullock, M. (2008). Bridging the gap between psychological science and educational policy and practice. In K. T. C. Fiorello. (Ed.), Cognitive development in K-3 classroom learning: Research applications (227-263). Mahwah, NJ: Lawrence Erlbaum Associates
  
 
== Journal Articles ==
 
== Journal Articles ==
  
Aleven, Vincent; McLaren, Bruce; Roll, Ido; Koedinger, Kenneth. Toward meta-cognitive tutoring: A Model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-128. 2006.
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Adams, D., McLaren, B.M., Durkin, K., Mayer, R.E., Rittle-Johnson, B., Isotani, S. & van Velsen, M.  (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36: 401-411.
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Adamson, D., Dyke, G., Jang, H. J., Rosé, C. P.  (in press). Towards Adapting Dynamic Collaborative Support to Student Ability Level.  International Journal of AI in Education, special issue on Intelligent Support for Group Learning.
 +
 
 +
Aleven, V., McLaren, B., Roll, I. & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A Model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-128.
 +
 
 +
Aleven, V., McLaren, B., Sewall, J.  (2009). Scaling up programming by demonstration for intelligent tutoring systems development: An open-access web site for middle school mathematics learning.  IEEE Transactions on Learning Technologies, Special Issue on Real-World Applications of Intelligent Tutoring Systems, 2(2), 64-78.
 +
 
 +
Aleven, V., McLaren, B., Sewall, J. & Koedinger, K.R. (2009). A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors. International Journal of Artificial Intelligence in Education (IJAIED). Special Issue on "Authoring Systems for Intelligent Tutoring Systems." 19(2), 105-154.
 +
 
 +
Aleven, V., McLaren, B.M., Sewall, J., & Koedinger, K.R., K.  (2009). Example-Tracing Tutors: A New Paradigm for Intelligent Tutoring Systems.  International Journal of Artificial Intelligence in Education (IJAIED), Special Issue on "Authoring Systems for Intelligent Tutoring Systems”, 105-154.
 +
 
 +
Aleven, V., Roll, I., McLaren, B., Koedinger, K.R. (2010). Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning with an intelligent tutoring system.  Educational Psychologist, 45(4), 224-233.
 +
Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D.  (in press). Learning through case comparisons: A meta-analytic review. Educational Psychologist.
 +
 
 +
Anthony, L., Yang, J. & Koedinger, K.R. (2012). A paradigm for handwriting-based intelligent tutors, International Journal of Human-Computer Studies, November 2012, 866-887.
 +
 
 +
Asterhan C.S.C. & Schwarz, B.B (2009). The role of argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialogue. Cognitive Science, 33, 373-399.
 +
 
 +
Baker, R.S.J.d. & Winne, P. (2013). The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning. Journal of Educational Data Mining Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, JEDM, 5(1).
 +
 
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Baker, R.S.J.d. & Yacef, K. (2009). The State of Educational Data Mining in 2009: A Review and Future Visions, Journal of Educational Data Mining, 1(1), 3-17.
 +
 
 +
Baker, R.S.J.d., Corbett, A., Roll, I. & Koedinger, K.R. (2008). Developing a Generalizable Detector of When Students Game the System. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 18(3), 287-314.
 +
 
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Baker, R.S.J.d., D'Mello, Rodrigo, M.T. &  Graesser, A. (2010). Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners’ Affect during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68(4), 223-241.
 +
 
 +
Baker, R.S.J.d., Goldstein, A.B. & Heffernan, N.T.  (2011). Detecting Learning Moment-by-Moment.  International Journal of Artificial Intelligence in Education, Special issue on Best of ITS 2010, 21 (1-2), 5-25. http://dx.doi.org/10.3233/JAI-2011-015
 +
 
 +
Baker, R.S.J.d., Goldstein, A.B. & Heffernan, N.T.  (2011). Detecting Learning Moment-by-Moment. International Journal of Artificial Intelligence in Education, 21 (1-2), 5-25.
 +
 
 +
Baker, R.S.J.d., Walonoski, J.A., Heffernan, N., Roll, I., Corbett, A. & Koedinger, K.R. (2008). Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments.  Journal of Interactive Learning Research, 19(2), 185-224.
 +
 
 +
Balass, M., Nelson, J. R., & Perfetti, C. A.  (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.
 +
 
 +
Belenky, D. M., & Nokes-Malach, T. J.  (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3), 399-432. doi: 10.1080/10508406.2011.651232
 +
 
 +
Belenky, D.M. & Nokes, T.J. (2009). Examining the role of manipulatives and metacognition on engagement, learning, and transfer. Journal of Problem Solving, 2 (2), 102-129.
 +
 
 +
Ben-Yehudah, G., Guediche, S. &. Fiez, J.A. (2007). Cerebellar contributions to verbal working memory: Beyond cognitive theory. The Cerebellum, 63:193-201.
 +
 
 +
Blessing, S. B., Gilbert, S.G., Oureda, S. & Ritter, S.  (2009). Authoring model-tracing cognitive tutors. International Journal of AI in Education, 19(2), 189-210.
 +
 
 +
Bolger, D.J., Balass, M., Landen, E. & Perfetti, C. (2008). Contextual variation and definitions in learning the meaning of words. Discourse Processes, 45(2), 122-159.
 +
 
 +
Bolger, D.J., Perfetti, C. &  Schneider, W. (2005). A cross-cultural effect on the brain revisited: Universal structures plus writing system variation. Human Brain Mapping, Vol 25(1), 92-104.
 +
 
 +
Booth, J. & Siegler, R. (2008). Numerical magnitude representations influence arithmetic learning.  Child Development, 79, 1016-1031.
 +
 
 +
Booth, J.L., & Koedinger, K.R.  (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82, 492–511.
 +
 
 +
Butcher, K. (2006). Learning From Text With Diagrams: Promoting Mental Model Development and Inference Generation. Journal of Educational Psychology, 98(1), 182-197.
 +
 
 +
Butcher, K. (in press). Using student interactions to foster rule-diagram mapping during problem solving in an intelligent tutoring system. Journal of Educational Psychology.  
  
Aleven, Vincent; McLaren, Bruce; Sewall, Jonathan. Applying Programming by Demonstration to Large-Scale Intelligent Tutoring Systems Development: An Open-Access Website for Middle-School Math Learning. Accepted by IEEE Transactions on Learning Technologies, Special Issue on "Real-World Applications of Intelligent Tutoring Systems.". in press.
+
Chang, K.M., Nelson, J., Pant, U. & Mostow, J.  (2013). Toward Exploiting EEG Input in a Reading Tutor. International Journal of Artificial Intelligence in Education 22 (1, Special "Best of AIED2011" Issue), 29-41.  
  
Aleven, Vincent; McLaren, Bruce; Sewall, Jonathan; Koedinger, Kenneth. Example-Tracing Tutors: A New Paradigm for Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education (IJAIED). Special Issue on "Authoring Systems for Intelligent Tutoring Systems.". in press.
+
Chen, B., Zhou, H.X., Dunlap, S. & Perfetti, C. (2007). Age of acquisition effects in reading Chinese: Evidence in favour of the arbitrary mapping hypothesis. British Journal of Psychololgy, Vol 98(3): 499-516.
  
Asterhan, Christa & Schwarz, Baruch. The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639. 2007
+
Cheng, C., Wang, M., & Perfetti, C. A. (2011). Acquisition of compound words in Chinese-English bilingual children. Applied Psycholinguistics [Special issue], Vol. 32:3, 583-600.
 
   
 
   
Asterhan, Christa &  Schwarz, Baruch. The role of argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialogue. Cognitive Science, 33, 373-399. 2009
+
Chi M.T.H. (2004). Can Tutors Monitor Students’ Understanding Accurately?. Cognition and Instruction. Vol 22, No 3.. Pages 363-387.  
  
Asterhan, Christa & Schwarz, Baruch. Online human guidance of small group discussions: The case of synchronous e-argumentation in a diagram-based discussion space. International Journal of Computer-Supported Collaborative Learning. in press
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Chi, M. & VanLehn, K. (2009). Meta-cognitive strategy instruction in intelligent tutoring systems: How, when, and why. Journal of Educational Technology and Society, 13(1), 25-39.  
  
Baker, Ryan; Corbett, Albert; Roll, Ido; Koedinger, Kenneth. Developing a Generalizable Detector of When Students Game the System. User Modeling and User-Adapted Interaction, 18(3), 287-314. 2008.
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Chi, M. T. H. & VanLehn, K. (2012). Seeing deep structure from the interactions of surface features.   Educational Psychologist, 47(3), 177-188.
  
Baker, Ryan; Walonoski, Jason; Heffernan, Neil; Roll,Ido; Corbett,Albert; Koedinger, Kenneth. Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185-224. 2008.
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Chi, M., VanLehn, K., Litman, D. & Jordan, P. (2011). Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies. Journal of User Modeling and User-Adapted Interaction, 21: 137-180.  Springer Science and Business Media B.V. 2011.
  
Ben-Yehudah, Gal; Guediche, Sara; Fiez, Julie. Cerebellar contributions to verbal working memory: Beyond cognitive theory. The Cerebellum, 63:193-201. 2007.
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Chi, M., VanLehn, K., Litman, D. & Jordan, P.  (2011). An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach.  International Journal of Artificial Intelligence and Education, 21, 1-2, pp. 83-113.  
  
Blessing, Stephen; Gilbert, Stephen; Oureda, Steven; Ritter, Steven. Authoring model-tracing cognitive tutors. International Journal of AI in Education. in press.
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Chi, M.T.H., Roy, M. & Hausmann, R.G.M. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32(2), 301-341.
  
Bolger, Donald; Balass, Michal; Landen, Eve; Perfetti, Charles. Contextual variation and definitions in learning the meaning of words. Discourse Processes, 45(2), 122-159. 2008.
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Clarke, S., Chen, G. and Resnick, L. B. (in press)  (in press). Classroom Discourse: The Social Turn. [Special Issue] International Journal of Educational Research.
  
Bolger, Donald; Perfetti, Charles; Schneider, Walter. A cross-cultural effect on the brain revisited: Universal structures plus writing system variation. Human Brain Mapping, Vol 25(1), 92-104. 2005.
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Collins-Thompson, K. & Callan, J. (2005). Predicting reading difficulty with statistical reading models. Journal of the American Society for Information Science and Technology, 56(13) (pp. 1448-1462).  
  
Booth, Julie; Siegler, Robert. Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016-1031. 2008.
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Connelly, J. & Katz, S. (2006). Intelligent dialogue support for physics problem solving: Some preliminary mixed results. Technology, Instruction, Cognition, and Learning, 4, 1-29.
  
Butcher, Kirsten. Learning From Text With Diagrams: Promoting Mental Model Development and Inference Generation. Journal of Educational Psychology, 98(1), 182-197. 2006.
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Craig, S., Chi, MTH & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101(4), 779-789.  
  
Chen, Bao Guo; Zhou, Hui Xia; Dunlap, Susan; Perfetti, Charles. Age of acquisition effects in reading Chinese: Evidence in favour of the arbitrary mapping hypoThesis. British Journal of Psychololgy, Vol 98(3): 499-516. 2007.
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De Jong, N. (2012). Oefenen met vloeiend spreken: Wat, hoe en waarom? In B. Bossers (Ed.), Vakwerk 8 (pp. 25-35). Amsterdam: BV NT2. [This is an edited volume for teachers of Dutch as a second language and other professionals in the field. The English translation of the title is “Practicing fluent speaking: What, how, and why?”]
  
Chi, Michelene; Roy, Marguerite; Hausmann, Robert. Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341. 2008.
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de Jong, N. & Perfetti, C. A.  (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533-568.
  
Chi, Michelene; Siler, Stephanie; Heisawn, Jeong. Can Tutors Monitor Students’ Understanding Accurately?. Cognition and Instruction. Vol 22, No 3. Pages 363-387. 2004.
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Diziol, D., Walker, E., Rummel, N. & Koedinger, K.R. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22(1), 89-102. DOI 10.1007/s10648-009-9116-9
  
Collins-Thompson, Kevyn; Callan, Jamie. Predicting reading difficulty with statistical reading models. Journal of the American Society for Information Science and Technology, 56(13) (pp. 1448-1462). 2005. 2005.
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Dyke, G., Adamson, A., Howley, I., & Rosé, C. P.  (in press). Enhancing Scientific Reasoning and Discussion with Conversational Agents. IEEE Transactions on Learning Technologies, special issue on Science Teaching.
  
Connelly, John; Katz, Sandra. Intelligent dialogue support for physics problem solving: Some preliminary mixed results. Technology, Instruction, Cognition, and Learning, 4, 1-29. 2006.
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Eskenazi, M. (2009). An overview of spoken language technology for education. Speech Communication, 51(10), 832-844.
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Evans, K.L., Karabinos, M., Leinhardt, G. & Yaron, D. (2006). Chemistry in the field and chemistry in the classroom: A cognitive disconnect? Journal of Chemical Education 83 (4), 655-661.
  
de Jong, Nel; Perfetti, Charles. Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning. in press.
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Forbes-Riley, K., Rotaru, M. & Litman, D.J. (2008). The Relative Impact of Student Affect on Performance Models in a Spoken Dialogue Tutoring System. User Modeling and User-Adapted Interaction. Special issue on Affective Modeling and Adaptation. 18(1-2), 11-42.
  
Diziol, Dejana; Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review. in press.
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Forsyth, C., Graesser, A., Pavlik, P., Cai, Z., Butler, H., Halpern, D. & Millis, K. (2013). Operation ARIES!: Methods, Mystery, and Mixed Models: Discourse Features Predict Affect in a Serious Game. Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, Volume 5, Issue 1.
  
Eskenazi, Maxine. An overview of spoken language technology for education. Speech Communication (2009) doi:10.1016/j.specom.2009.04.005. in press.
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Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2011). Predicting robust vocabulary growth from measures of incremental learning. Scientific Studies of Reading, 15(1), 71-91.
  
Evans, Karen; Karabinos, Michael; Leinhardt, Gaea; Yaron, David. Chemistry in the field and chemistry in the classroom: A cognitive disconnect. Journal of Chemical Education 83 (4), 655-661. 2006.
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Frishkoff, G., Collins-Thompson, K., Perfetti, C. & Callan, J. (2008). Measuring incremental changes in word knowledge: Experimental validation and implications for learning and assessment. Behavioral Research Methods, 40(4), 907-925.
  
Forbes-Riley, Kate; Rotaru, Mihai; Litman, Diane. The Relative Impact of Student Affect on Performance Models in a Spoken Dialogue Tutoring System. User Modeling and User-Adapted Interaction. Special issue on Affective Modeling and Adaptation. 18(1-2), 11-42. 2008.
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Frishkoff, G., Perfetti, C. & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context.  Developmental Neuropsychology Special Issue on Learning to Read: Early Latency Language ERP's, 1532-6942, Vol 35(4), pages 376-403.
  
Frishkoff, Gwen; Collins-Thompson, Kevyn; Perfetti, Charles; Callan, Jamie. Measuring incremental changes in word knowledge: Experimental validation and implications for learning and assessment. Behavioral Research Methods, 40(4), 907-925. 2008.
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Frishkoff, G., Perfetti, C. & Westbury, C. (2009). ERP Measures of Partial Semantic Knowledge: Left temporal indices of skill differences and lexical quality. Biological Psychology, 80(1), 130-147.
  
Frishkoff, Gwen; Perfetti, Charles. ERP measures reveal multiple aspects of robust word learning in children and adults. Invited for Special Issue of Developmental Neuropsychology. in press.
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Gadgil, S. & Nokes, T. J. (2012). Overcoming collaborative inhibition through error-correction: A classroom experiment. Applied Cognitive Psychology, 26(3), 410-420.
  
Frishkoff, Gwen; Perfetti, Charles; Collins-Thompson, Kevyn. Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology. in press.
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Gadgil, S., & Nokes-Malach, T. J.  (2012). Collaborative facilitation through error-detection: A classroom experiment. Applied Cognitive Psychology, 26(3), 410-420. doi: 10.1002/acp.18431
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Gadgil, S., Nokes, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22(1), 47-61.
  
Frishkoff, Gwen; Perfetti, Charles; Westbury, Chris. ERP Measures of Partial Semantic Knowledge: Left temporal indices of skill differences and lexical quality. Biological Psychology, 80(1), 130-147. 2009.
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Gholson, B. & Craig, S. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. Educational Psychology Review, 18, 119-139.
  
Gholson, Barry; Craig, Scotty. Promoting constructive activities that support vicarious learning during computer-based instruction. Educational Psychology Review, 18, 119-139. 2006.
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Goldberg, R.F., Perfetti, C. & Schneider, W. (2006). Distinct and common cortical activations for multimodal semantic categories. Cognitive, Affective, and Behavioral Neuroscience. Volume 6, Number 3, September 2006, pp. 214-222(9).  
  
Goldberg, Robert; Perfetti, Charles; Schneider, Walter. Distinct and common cortical activations for multimodal semantic categories. Cognitive, Affective, and Behavioral Neuroscience. Volume 6, Number 3, September 2006, pp. 214-222(9). 2006.
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Goldberg, R.F., Perfetti, C. & Schneider, W. (2006). Perceptual knowledge retrieval activates sensory brain regions. Journal of Neuroscience. 26:4917 – 4921
  
Goldberg; Perfetti, Charles; Fiez, Julie; Schneider, Walter. Selective retrieval of abstract semantic knowledge in left prefrontal cortex. Journal of Neuroscience, 27:3790-8. 2007.
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Goldberg, R.F., Perfetti, C., Fiez, J.A. & Schneider, W. (2007). Selective retrieval of abstract semantic knowledge in left prefrontal cortex. Journal of Neuroscience, 27:3790-8.
  
Goldberg; Perfetti, Charles; Schneider, Walter. Perceptual knowledge retrieval activates sensory brain regions. Journal of Neuroscience. 26:4917 – 4921. 2006.
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Goldin, I.M. & Ashley, K.D. (2012). Eliciting formative assessment in peer review, special issue of Journal of Writing Research 4(2), 203-237.
  
Graesser, Arthur; McNamara, Danielle; VanLehn, Kurt. Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225-234. 2005.
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Graesser, A., McNamara, D. & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225-234.
  
Harrer, Andreas; McLaren, Bruce; Pinkwart, Niels; Rummel, Nikol. A Mixed-Initiative Design for Adaptive Feedback to Support Collaborative Learning. Educational Psychology Review, Special Issue on "Instructional Communication in Computer-Supported Settings: Multidisciplinary Efforts Towards Adaptiveness.". in press.
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Guan, C. Q., Liu, Y., Chan, D. H. L., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology.
  
Harrer, Andreas; McLaren, Bruce; Walker, Erin; Bollen, Lars; Sewall, Jonathan. Creating cognitive tutors for collaborative learning: steps toward realization. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 16: 175-209. 2006.
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Gupta, N. K. & Rosé, C. P. (2010). Understanding Instructional Support Needs of Emerging Internet Users for Web-based Information Seeking,  JEDM - Journal of Educational Data Mining, Vol 2(1), 38-82.
  
Harrer, Andreas; Pinkwart, Niels; McLaren, Bruce; Scheuer, Oliver. The Scalable Adapter Design Pattern: Enabling Interoperability Between Educational Software Tools. IEEE Transactions on Learning Technologies, 1(2), 131-143. . 2008.
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Gweon, G., Jain, M., Mc Donough, J., Raj, B. & Rosé, C. P. (in press). Measuring Prevalence of Other-Oriented Transactive Contributions Using an Automated Measure of Speech Style Accommodation. International Journal of Computer Supported Collaborative Learning.
  
Hausmann, Robert; Chi, Michelene. Constructive collaboration interactions: The differential impact of critical and elaborative dialogues on problem solving and deep learning. Journal of Educational Psychology. in press.
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Habte, B., Finger, S., Rosé, C. P.  (2013). E-Learning in Engineering through Videoconferencing: The case of Addis Ababa Institute of Technology. International Journal of Engineering Pedagogy (iJEP), 3(2).
  
Hernandez, Arturo; Li, Ping; MacWhinney, Brian. The emergence of competing modules in bilingualism. TRENDS in Cognitive Sciences Vol.9 No.5 Page 220-225. 2005.
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Harrer, A., McLaren, B., Walker, E., Bollen L. & Sewall, J. (2006). Creating cognitive tutors for collaborative learning: steps toward realization. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 16: 175-209.
  
"Juffs, Alan. Second language acquisition of relative clauses in the languages of East Asia. Studies in Second Language Acquisition, 29, 361-365.
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Harrer, A., Pinkwart, N., McLaren, B. & Scheuer, O. (2008). The Scalable Adapter Design Pattern: Enabling Interoperability Between Educational Software Tools. IEEE Transactions on Learning Technologies, 1(2), 131-143.
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Hausmann, R.G.M. & VanLehn, K. (2010). The effect of self-explanation on robust learning. International Journal of Artificial Intelligence in Education, 20(4).
  
. 2007."
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Heilman, M., Collins-Thompson, K., Eskenazi, M., Juffs, A. & Wilson, L. (2010). Personalization of Reading Passages Improves Vocabulary Acquisition.  International Journal of Artificial Intelligence in Educaiton, Vol, 20(1), 73-98.
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Hernandez, A., Li, P. & MacWhinney, B. (2005). The emergence of competing modules in bilingualism. TRENDS in Cognitive Sciences, 9(5),220-225.
  
Klahr, David; Triona, Lara; Williams, Cameron. Hands On What? The Relative Effectiveness of Physical vs. Virtual Materials in an Engineering Design Project by Middle School Children. Journal of Research in Science Teaching , 44, 183-203. 2007.
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Isotani, S., Bourdeau, J., Mizoguchi, R., Weiqin Chen, Wasson, B. & Jovanovic, J. (2011). Guest Editorial: Special Issue on Intelligent and Innovative Support Systems for CSCL.  IEEE Transactions on Learning Technologies, January-March 2011, Vol 4(1), 1-4.
  
Koedinger, Kenneth; Aleven, Vincent. Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19: 239-264. 2007.
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Jang, J., Schunn, C. D., & Nokes, T. J.  (2011). Spatially distributed instructions reduce load to improve learning outcomes and efficiency. Journal of Educational Psychology, 103(1), 60-72
  
Koedinger, Kenneth; Alibali, Martha; Nathan, Mitchell. Trade-offs between grounded and abstract representations: Evidence from algebra problem solving.   Cognitive Science 32(2), 366-397. 2008.
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Jirout, J. & Klahr, D.   (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, #2, 125 – 160.
  
Landi, Nicole; Perfetti, Charles; Bolger, Donald; Dunlap, Susan; Foorman, Barbara. The role of discourse context in developing word form representations: A paradoxical relationship between reading and learning. Journal of Experimental Child Psychology. 94(2), 114-133.`. 2006.
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Juffs, A. (2007). Second language acquisition of relative clauses in the languages of East Asia. Studies in Second Language Acquisition, 29, 361-365.
  
Lane, H. Chad; VanLehn, Kurt. Teaching program planning skills to novices with natural language tutoring. Computer Science Education, 15(3), 183-201. 2005.
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Juffs, A., & Friedline, B. F. (2014). Sociocultural influences on the use of a web-based tool for learning English vocabulary. System, 42, 48-59.
  
Li, Ping; Zhao, Xiaowei; MacWhinney, Brian. Self-organizing processes in early lexical learning. Cognitive Science. 2007.
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Juffs, A. & Shirai, Y (in press). Convergence and Divergence in Functional and Formal Approaches to Second Language Acquisition. Second Language Research, 2015.   Special edited edition.
  
Litman, Diane; Forbes-Riley, Kate. Correlations between Dialogue Acts and Learning in Spoken Tutoring Dialogues. Natural Language Engineering, Vol 12(2), pp. 161-176, June 2006. 2006.
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Juffs, A., & Harrington, M. W.  (2011). Aspects of working memory in L2 learning. Language Teaching: Reviews and Studies, 42.2, 137-166.
  
Litman, Diane; Forbes-Riley, Kate. Recognizing Student Emotions and Attitudes on the Basis of Utterances in Spoken Tutoring Dialogues with both Human and Computer Tutors. Speech Communication, Vol 48(5), pp. 559-590, May 2006. 2006.
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Kallai, A. Y., Schunn, C. D., & Fiez, J. A.  (2012). Mental arithmetic activates analogic representations of internally generated sums. Neuropsychologia. 50, 2397-2407. doi: 10.1016/j.neuropsychologia.2012.06.009
  
Liu, Ying; Dunlap, Susan; Fiez, Julie; Perfetti, Charles. Evidence for neural accommodation to a writing system following learning. Human Brain Mapping, 28: 1223-1234. 2007.
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Klahr, D. (2010). Coming Up for Air: But is it Oxygen or Phlogiston?  A Response to Taber’s Review of Constructivist Instruction: Success or Failure?  Education Review, Vol. 13 (13).
  
Liu, Ying; Perfetti, Charles; Wang, Min. Visual analysis and lexical access of Chinese charactgers by Chinese as second language readers. Language and Linguistics, 7(3), 637-657. Institute of Linguistics, Academia Sinica in Taiwai. ISSN 1606-822X. 2006.
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Klahr, D. (2012). Inquiry Science Rocks:  Or Does  It?  Back Page, APS News. December 2012 (Volume 21, Number 11)    http://www.aps.org/publications/apsnews/201212/backpage.cfm
  
Liu, Ying; Wang, Min; Perfetti, Charles. Threshold-style processing of Chinese characters for adult second language learners. Memory and Cognition, 35(3), 471-480. 2007.
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Klahr, D. & Chen, Z. (2011). Finding one’s place in transfer space.  Child Development Perspectives, 5(3), 196-204.
  
MacWhinney, Brian. The emergence of linguistic form in time. Connection Science. 17 (Number 3-4/September-December 2005): Pages 191-211. 2005.
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Klahr, D., Triona, L.M. & Williams, C. (2007). Hands On What? The Relative Effectiveness of Physical vs. Virtual Materials in an Engineering Design Project by Middle School Children. Journal of Research in Science Teaching , 44, 183-203.
  
Makatchev, Maxim; Jordan, Pamela; VanLehn, Kurt. Abductive Theorem Proving for Analyzing Student Explanations and Guiding Feedback in Intelligent Tutoring Systems. Journal of Automated Reasoning for Special Issue on Automated Reasoning and Theorem Proving in Education, Vol. 32(3):187-226. 2004.
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Klahr, D., Zimmerman, C. & Jirout, J. (2011). Educational interventions to enhance, enrich, and encourage children’s scientific thinking. Science, 333,  971-975.
  
Makatchev, Maxim; Jordan, Pamela; VanLehn, Kurt. Abductive Theorem Proving for Analyzing Student Explanations and Guiding Feedback in Intelligent Tutoring Systems. Journal of Automated Reasoning. Special issue on Automated Reasoning and Theorem Proving in Education, 32(3), 187-226. 2004.
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Koedinger, K.R. & Aleven, V. (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19: 239-264.
  
Matsuda, Noboru; VanLehn, Kurt. GRAMY: A geometry theorem prover capable of construction. Journal of Automated Reasoning, 32(1), 3-33. 2004.
+
Koedinger, K.R. & Alibali, N. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science 32(2), 366-397.
  
Meier, Anne; Spada, Hans; Rummel, Nikol. A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning. 2007.
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Koedinger, K.R., Corbett, A.T. & Perfetti, C. (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36(5): 757-798 (2012).
  
Michaels, Sarah; O'Connor, Catherine; Resnick, Lauren. Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education. DOI 10.1007/S11217-007-9071-1. 2007.
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Kowalski, J. & Gordon, G. (2012). Refining an assessment for improving dictation skills of Chinese syllables. Journal of Educational Data Mining.
  
Mostow, Jack; Beck, Joseph. Some useful tactics to modify, map and mine data from intelligent tutors. Natural Language Engineering, Cambridge University Press, 12(2), 195-208. 2006.
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Kumar, R. & Rosé, C. P.  (2011). Architecture for building Conversational Agents that support Collaborative Learning.  IEEE Transactions on Learning Technologies, Special Issue on Intelligent and Innovative Support Systems for Computer Supported Collaborative Learning, Vol. 4:1; 21-34. IEEE Computer Society Press Los Alamitos, CA.
  
Murray, R. Charles; VanLehn, Kurt; Mostow, Jack. Looking ahead to select tutorial actions: A decision-theoretic approach. International Journal of Artificial Intelligence and Education, 14, 235-278. 2004.
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Kumar, R. & Rosé, C. P. (in press). Triggering Effective Social Support for Online Groups. ACM Transactions on Interactive Intelligent Systems.
  
Nelson, Jessica; Balass, Michal; Perfetti, Charles. Differences between written and spoken input in learning new words. Written Language & Literacy, 8(2), 25-44. 2005.
+
Landi, N., Perfetti, C., Bolger, D.J., Dunlap, S. & Foorman, B.R. (2006). The role of discourse context in developing word form representations: A paradoxical relationship between reading and learning. Journal of Experimental Child Psychology. 94(2), 114-133.
  
Nelson, Jessica; Liu, Ying; Fiez, Julie; Perfetti, Charles. Assimilation and accommodation patterns in ventral occipitotemporal cortex in learning a second writing system. Human Brain Mapping, 30(3), 810-820. 2009.
+
Lane, H.C. & VanLehn, K. (2005). Teaching program planning skills to novices with natural language tutoring. Computer Science Education, 15(3), 183-201.
  
Pavlik, Phillip. Understanding and applying the dynamics of test practice and study practice. Instructional Science. 2006.
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Li, P., Zhao, X. & MacWhinney, B. (2007). Dynamic self-organization and early lexical development in children. Cognitive Science, 31:4, 581-612.
  
Pavlik, Phillip; Anderson, John. Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101-117. 2008.
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Litman, D.J. & Forbes-Riley, K. (2006). Correlations between Dialogue Acts and Learning in Spoken Tutoring Dialogues. Natural Language Engineering, Vol 12(2), pp. 161-176, June 2006.
  
Perfetti, Charles. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. 2007.
+
Litman, D.J. & Forbes-Riley, K. (2006). Recognizing Student Emotions and Attitudes on the Basis of Utterances in Spoken Tutoring Dialogues with both Human and Computer Tutors. Speech Communication, Vol 48(5), pp. 559-590, May 2006.
  
Perfetti, Charles; Bolger, Donald. The brain might read that way. Scientific Studies of Reading, 8(3), 293-304. 2004.
+
Liu, Y., Dunlap, S., Fiez, J.A. & Perfetti, C. (2007). Evidence for neural accommodation to a writing system following learning.  Human Brain Mapping, 28: 1223-1234.
  
Perfetti, Charles; Liu, Ying. Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18(3), 193-210. 2005.
+
Liu, Y., Perfetti, C. & Wang, M. (2006). Visual analysis and lexical access of Chinese charactgers by Chinese as second language readers. Language and Linguistics, 7(3), 637-657. Institute of Linguistics, Academia Sinica in Taiwai. ISSN 1606-822X.
  
Perfetti, Charles; Liu, Ying; Fiez, Julie; Nelson, Jessica; Bolger, Donald; Tan. Reading in two writing systems: Accommodation and assimilation in the brain’s reading network. Bilingualism: Language and Cognition, 10(2). 131-146. Special issue on “Neurocognitive approaches to bilingualism: Asian languages”, P. Li (Ed.). 2007.
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Liu, Y., Wang, M. & Perfetti, C. (2007). Threshold-style processing of Chinese characters for adult second language learners. Memory and Cognition, 35(3), 471-480.
  
Perfetti, Charles; Liu, Ying; Tan, Li Hai. The Lexical Constituency Model: some implications of research on Chinese for general theories of reading. Psychological Review, Vol 112, No 1, pages 43-59. 2005.
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MacWhinney, B. (2005). The emergence of linguistic form in time. Connection Science. 17 (Number 3-4/September-December 2005), 191-211.
  
Perfetti, Charles; Tan, Li Hai; Siok, Wai Ting. Brain-behavior relations in reading and dyslexia: Implications of Chinese results. Brain and Language. 2006.
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Magner, U., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A.  (2012). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning & Instruction, available online 30 July, 2012.
  
Perfetti, Charles; Wlotko, Edward; Hart, Lesley. Word learning and individual differences in word learning reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31(6), 1281-1292. 2005.
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Makatchev, M., Jordan, P. & VanLehn, K. (2004). Abductive Theorem Proving for Analyzing Student Explanations and Guiding Feedback in Intelligent Tutoring Systems. Journal of Automated Reasoning. Special issue on Automated Reasoning and Theorem Proving in Education, 32(3), 187-226.
  
Perfetti, Charles; Yang, Chin-Lung; Schmalhofer, Franz. Comprehension skill and word-to-text integration processes. Applied Cognitive Psychology 22 (3), 303-318. 2008.
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Martin, B., Mitrovic, A., Koedinger, K.R. & Mathan, S. (2011). Evaluating and improving adaptive educational systems with learning curves. UMUAI 21:3, 249–28.
  
Pinkwart, Niels; Aleven, Vincent; Ashley, Kevin; Lynch, Collin. Weakness Detection and Feedback Principles in an Intelligent Tutoring System for Legal Argumentation. (article is in German). 2006.
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Matlen, B. & Klahr, D. (2012). Sequential Effects of High and Low Instructional Guidance on Children's Acquisition and Transfer of Experimentation Skills. Instructional Science, June 2012.
  
Popescu, Octav; Aleven, Vincent; Koedinger, Kenneth. Logic-Based Natural Language Understanding for Cognitive Tutors. Natural Language Engineering. Pages 1-15. 2005.
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Matsuda, N. & VanLehn, K. (2004). GRAMY: A geometry theorem prover capable of construction. Journal of Automated Reasoning, 32(1), 3-33.  
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Blocked versus Interleaved Practice with Multiple Graphical Representations of Fractions in an Intelligent Tutoring System. Under review.
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Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W. W., Stylianides, G. & Koedinger, K.R. (in press). Cognitive anatomy of tutor learning: Lessons learned with SimStudent.  Journal of Educational Psychology.
  
Resnick, Lauren. Making accountability really count. Educational Measurement: Issues and Practice, 25(1), 33-37. 2006.
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Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., & Koedinger, K. R.  (2013). Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment. International Journal of Artificial Intelligence in Education, 23, 1-21. DOI 10.1007/s40593-013-0009-1
  
Resnick, Lauren; Zurawsky, Chris. Getting Back on Course: Fixing Standards-Based Reform and Accountability. American Educator, 29(1), 8-46. 2005.
+
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W. W., Stylianides, G. J. & Koedinger, K.R. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163. doi: 10.1037/a0031955
  
Ritter, Steven. Authoring model-tracing tutors. Technology, Instruction, Cognition and Learning, 2(3), 231-247. 2005.
+
McCormick, D. E., & Vercellotti, M. L.  (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking.  TESOL Quarterly, 47 (2), 410-420.  
  
Ritter, Steven; Anderson, John; Koedinger, Kenneth; Corbett, Albert. The Cognitive Tutor: Applied research in mathematics education. Psychonomics Bulletin & Review, 14(2), pp. 249-255. 2007.
+
McLaren, B.M., DeLeeuw, K.E. & Mayer, R.E. (2011). A politeness effect in learning with web-based intelligent tutors. International Journal of Human Computer Studies, 69(1-2), 70-79. doi:10.1016/j.ijhcs.2010.09.001.
  
Roll, Ido; Aleven, Vincent; McLaren, Bruce; Koedinger, Kenneth. Designing for Metacognition - Applying Cognitive Tutor Principles to Metacognitive Tutoring. Metacognition and Learning, 2(2), 125-140. 2007.
+
McLaren, B.M., DeLeeuw, K.E. & Mayer, R.E.   (2011). Polite web-based intelligent tutors: Can they improve learning in classrooms?  Computers & Education, 56(3), 574-584.  doi: 10.1016/j.compedu.2010.09.019.
  
Roscoe, Rod; Chi, Michelene. Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574. 2007.
+
Meier, A., Spada, H. & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning.  
  
Roscoe, Rod; Chi, Michelene. Tutor learning: The role of explaining and responding to questions. Instructional Science, 36(4), 321-350. 2008.
+
Michaels, S., O'Connor, C. & Resnick, L. (2007). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education.  DOI 10.1007/S11217-007-9071-1.
  
Rose, Carolyn; Kumar, Rohit; Aleven, Vincent; Robinson, Allen; Wu, Chih. CycleTalk: Data Driven Design of Support for Simulation Based Learning. International Journal of Artificial Intelligence in Education, 16, 195-223. 2006.
+
Morett, L. & MacWhinney B. (2013). Syntactic transfer in English-speaking Spanish learners. Bilingualism: Language and Cognition. 16(1), 132-151.
  
Rose, Carolyn; VanLehn, Kurt. An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals. International Journal of Artificial Intelligence in Education, 15(4), 325-355. 2005.
+
Moss, J., Schunn, C. D., Schneider, W., McNamara, D. S. & VanLehn, K. (2011). The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension.  NeuroImage, 58(2), 675-686.  
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander; Schwonke, Rolf. Worked examples and tutored problem solving: redundant or synergistic formsof support. Topics in Cognitive Science, 1, 203-213. 2009.
+
Mostow, J. & Beck, J. (2006). Some useful tactics to modify, map and mine data from intelligent tutors. Natural Language Engineering, Cambridge University Press, 12(2), 195-208.
  
Schwarz, Baruch & Asterhan, Christa. E-moderation of synchronous discussions in educational settings: A nascent practice. Journal of the Learning Sciences. in press
+
Mu, J., Stegmann, K., Mayfield, E., Rosé, C. P. & Fischer, F.  (2012). The ACODEA Framework: Developing Segmentation and Classification Schemes for Fully Automatic Analysis of Online Discussions. International Journal of Computer Supported Collaborative Learning, 7(2), 285-305. DOI 10.1007/s11412-012-9147-y
  
Schwonke, Rolf; Renkl, Alexander; Krieg, Carmen; Wittwer, Jorg; Aleven, Vincent; Salden, Ron. The Worked-example Effect: Not an Artifact of Lousy Control Conditions. Computers in Human Behavior, 25, 258-266. 2009.
+
Muldner, K., Burleson, W., van de Sande, B. & VanLehn, K. (2010). An Analysis of Students’ Gaming Behaviors in an Intelligent Tutoring System: Predictors and Impacts. Journal of User Modeling and User Adapted Interaction, Special Issue on Educational Data Mining.  DOI: 10.1007/s11257-010-9086-0. Winner of 2011 James Chen Annual Award for Best UMUAI Paper.
  
Siok, Wai Ting; Niu, Zhendong; Jin, Zhen; Perfetti, Charles; Tan, Li Hai. A structural-functional basis for dyslexia in the cortex of Chinese readers. National Academy of Sciences, 105, 5561-5566. 2008.
+
Murray, R.C., VanLehn, K. & Mostow, J. (2004). Looking ahead to select tutorial actions: A decision-theoretic approach. International Journal of Artificial Intelligence and Education, 14, 235-278.  
  
Strand-Cary, Mari; Klahr, David. Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488-511. 2008.
+
Nelson, J., Liu, Y., Fiez, J. & Perfetti, C. (2009). Assimilation and accommodation patterns in ventral occipitotemporal cortex in learning a second writing system. Human Brain Mapping, 30(3), 810-820.
  
Tan, Li Hai; Spinks, John; Eden, Guinevere; Perfetti, Charles; Siok, Wai Ting. Reading depends on writing, in Chinese. PNAS, 102, 8781-8785. 2005.
+
Nelson, J.R., Balass, M. &  Perfetti, C. (2005). Differences between written and spoken input in learning new words. Written Language & Literacy, 8(2), 25-44.  
  
Tokowicz, Natasha; MacWhinney, Brian. Implicit and explicit measures of sensitivity to violations in second language grammar: An event-related potential investigation. Studies in Second Language Acquisition. Cambridge University Press. 27, Pages 173-204. 2005.
+
Nokes, T.J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36.
  
Tricomi, Elizabeth; Fiez, Julie. Feedback signals in the caudate reflect goal achievement on a declarative memory task. NeuroImage, 41(3), 1154-1167. 2008.
+
Nokes, T.J., Hausmann, R.G.M., VanLehn, K. & Gershman, S. (2011). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science, 39(5), 645-666. DOI 10.1007/s11251-010-9151-4. Springer Science and Business Media B.V. 2010.  
  
Triona, Lara; Klahr, David. Hands-on science: Does it matter what the student's hands are on in 'hands-on’ science. The Science Education Review, 6, 121-125. 2007.
+
Nokes-Malach, T. J., VanLehn, K., Belenky, D. M., Lichtenstein, M. & Cox, G.  (2012). Coordinating principles and examples through analogy and self-explanation.   European Journal of Psychology of Education. DOI 10.1007/s10212-012-0164-z
  
VanLehn, Kurt. The Behavior of Tutoring Systems, International Journal of Artificial Intelligence in Education. . 2006.
+
Nokes-Malach, T.J. & Mestre J. (2013). Toward a Model of Transfer as Sense-Making. Educational Psychologist, 48:3, 184-207.  
  
VanLehn, Kurt; Graesser, Arthur, Arthur; Jackson, G. Tanner; Jordan, Pamela; Olney, Andrew; Rose, Carolyn. When are tutorial dialogues more effective than reading. Cognitive Science 31(1), 3-62. . 2007.
+
Pardos, Z.A., Baker, R.S.J.d., Gowda, S.M. & Heffernan, N.T.  (2011). The Sum is Greater than the Parts: Ensembling Models of Student Knowledge in Educational Software. SIGKDD Explorations, 13 (2), 37-44.
  
VanLehn, Kurt; Lynch, Collin; Schulze, Kay. The Andes Physics Tutoring System: Lessons Learned. International Journal of Artificial Intelligence in Education, 15 (3). Pages 147-204. 2005.
+
Pavlik, P. (2006). Understanding and applying the dynamics of test practice and study practice. Instructional Science.
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. Integrating collaboration and cognitive tutoring data in evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning. in press.
+
Pavlik, P. (2013). Mining the Dynamics of Student Utility and Strategy Use during Vocabulary Learning. Journal of Educational Data Mining. Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, Volume 5, Issue 1.
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. CTRL: A Research Architecture for Providing Adaptive Collaborative Learning Support. User Modeling and User-Adapted Interaction. in press.
+
Pavlik, P. & Anderson, J.R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101-117.
  
Wang Min; Liu, Ying; Perfetti, Charles. The implicit and explicit learning of Chinese orthographic structure and function by alphabetic readers. Scientific Studies of Reading, 8(4), 357-379. 2004.
+
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383.
  
Wang, Min; Perfetti, Charles; Liu, Ying. Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88. 2005.
+
Perfetti, C. &  Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18(3), 193-210.
 +
 +
Perfetti, C. & Bolger, D.J. (2004). The brain might read that way. Scientific Studies of Reading, 8(3), 293-304.  
  
Yang, Chin-Lung; Perfetti, Charles. Contextual Constraints on the Comprehension of Relative Clause Sentences in Chinese: ERPs Evidence. Language and Linguistics, 7(3): 697-730. 2006.
+
Perfetti, C., Liu, Y., Fiez, J.A., Nelson, J., Bolger, D.J. & Tan, L. (2007). Reading in two writing systems: Accommodation and assimilation in the brain’s reading network. Bilingualism: Language and Cognition, 10(2). 131-146. Special issue on “Neurocognitive approaches to bilingualism: Asian languages”, P. Li (Ed.).
  
Yang, Chin-Lung; Perfetti, Charles; Schmalhofer, Franz. Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes. Written Language & Literacy, 8(2), 233-257. 2005.
+
Perfetti, C., Liu, Y., Tan, L.H. (2005). The Lexical Constituency Model: some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43-59.
  
Yang, Chin-Lung; Perfetti, Charles; Schmalhofer, Franz. ERP indicators of text integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory and Cognition. 2007 Jan Vol 33(1) 55-89. 2007.
+
Perfetti, C., Tan, L.H. & Siok, W.T. (2006). Brain-behavior relations in reading and dyslexia: Implications of Chinese results. Brain and Language.
 +
 +
Perfetti, C., Wlotko, E.W. & Hart, L.A. (2005). Word learning and individual differences in word learning reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31(6), 1281-1292.
  
== Conference Proceedings ==
+
Perfetti, C., Yang, C. & Schmalhofer, F. (2008). Comprehension skill and word-to-text integration processes. Applied Cognitive Psychology, 22 (3), 303-318.
  
Baker, Ryan; Barnes, Tiffany; Beck, Joseph. Educational Data Mining 2008: 1st International Conference on Educational Data Mining, Proceedings. Montreal, Quebec, Canada. June 2008. 2008.
+
Popescu, O., Aleven, V. & Koedinger, K.R. (2005). Logic-Based Natural Language Understanding for Cognitive Tutors. Natural Language Engineering. Pages 1-15. 
 +
 
 +
Porayska-Pomsta, K., Mavrikis, M., D'Mello, S., Conati, C., Baker, R.S.J.d.  (in press). Knowledge Elicitation Methods for Affect Modeling in Education. International Journal of Artificial Intelligence in Education.
 +
 
 +
Presson, E., Sagarra, N., MacWhinney, B. & Kowalski, J. (2013). Compositional production in Spanish second language conjugation. Bilingualism: Language and Cognition.
 +
 
 +
Presson, N. & MacWhinney, B.  (in press). Learning grammatical gender: The use of rules by novice learners.  Applied Psycholinguistics.
 +
 
 +
Prior, A. & MacWhinney, B. (2012). Beyond inhibition: A bilingual advantage in task switching. Bilingualism: Language and Cognition 13: 253-262.
 +
 
 +
Prior, A., Kroll, J. & MacWhinney, B.  (2012). Translation ambiguity but not word class predicts translation performance.  Bilingualism: Language and Cognition, 16 (special issue 2), 458-474.
 +
 
 +
Prior, A., MacWhinney, B. & Kroll, J.F. (2007). Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity.  Behavior Research Methods, 37, 134-140.
 +
 
 +
Prior, A., Wintner, S., MacWhinney, B. & Lavie, A. (2011). Translation ambiguity in and out of context. Applied Psycholinguistics, 32, 93-111.
 +
 
 +
Rau, M. A., Aleven, V., & Rummel, N. (2013). Interleaved practice in multi-dimensional learning tasks: which dimension should we interleave? Learning and Instruction, 23, 98-114.
 +
 
 +
Reed, S. K., Corbett, A., Hoffman, B., Wagner, A. & MacClaren, B. (2013). Effect of worked examples and Cognitive Tutor training on constructing equations. Instructional Science, 41, 1-24.
 +
 
 +
Reed, S. K., Stebick, S., Comey, B., & Carroll, D. (2012). Finding similarities and differences in the solutions of word problems. Journal of Educational Psychology, 104, 636-646.
 +
 
 +
Resnick, L. (2006). Making accountability really count. Educational Measurement: Issues and Practice, 25(1), 33-37.
 +
 
 +
Resnick, L. & Zurawsky, C. (2005). Getting Back on Course: Fixing Standards-Based Reform and Accountability. American Educator, 29(1), 8-46.
 +
 
 +
Ritter, S. (2005). Authoring model-tracing tutors. Technology, Instruction, Cognition and Learning, 2(3), 231-247.
 +
 
 +
Ritter, S., Anderson, J.R., Koedinger, K.R. & Corbett, A. (2007). The Cognitive Tutor: Applied research in mathematics education. Psychonomics Bulletin & Review, 14(2), pp. 249-255.
 +
 
 +
Rodrigo, M.M.T. & Baker, R.S.J.d.  (2011). Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation ProblemSolving Game. Research and Practice in Technology Enhanced Learning, 6(1), 43-66.
 +
 
 +
Rodrigo, M.M.T., Baker, R.S.J.d.  (in press). Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA. Teachers College Record.
 +
 
 +
Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S. & San Pedro, M.C.Z.  (2012). The Effects of an Interactive Software Agent on Student Affective Dynamics while Using an Intelligent Tutoring System. IEEE Transactions on Affective Computing, 3(2), 224-236.
 +
 
 +
Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S. & San Pedro, M.O.C.Z. (2011). The Effects of an Embodied Conversational Agent on Student Affective Dynamics while Using an Intelligent Tutoring System. IEEE Transactions on Affective Computin, 2(4), 18-37.
 +
 
 +
Roll, Aleven, McLaren, Koedinger (2011). Improving students' help-seeking skills using meta-cognitive feedback in an intelligent tutoring system. Learning and Instruction, 21(2), 267-280.
 +
 
 +
Roll, I., Aleven, V., McLaren, B. & Koedinger, K.R. (2007). Designing for Metacognition - Applying Cognitive Tutor Principles to Metacognitive Tutoring. Metacognition and Learning, 2(2), 125-140.
 +
 
 +
Roll, I., Holmes, N. G., Day, J., & Bonn, D.  (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710. doi:10.1007/s11251-012-9208-7
 +
 
 +
Roscoe, R.D. & Chi M.T.H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions.  Review of Educational Research, 77(4), 534-574.
 +
 
 +
Roscoe, R.D. & Chi M.T.H. (2008). Tutor learning: The role of explaining and responding to questions. Instructional Science, 36(4), 321-350.
 +
 
 +
Rosé, C.P. & VanLehn, K. (2005). An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals. International Journal of Artificial Intelligence in Education, 15(4), 325-355.
 +
 
 +
Rosé, C.P., Kumar, R., Aleven, V., Robinson, A. & Wu, C. (2006). CycleTalk: Data Driven Design of Support for Simulation Based Learning. International Journal of Artificial Intelligence in Education, 16, 195-223.
 +
 
 +
Rosé, C.P., Wang, Y.C., Cui, Y., Arguello, J., Stegmann, K. Weinberger, A. & Fischer, F. (2008). Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning. International Journal of Computer Supported Collaborative Learning, 3(3), 237-271.
 +
 
 +
Salden, R., Aleven, V., Renkl, A. & Schwonke, R. (2009). Worked examples and tutored problem solving: redundant or synergistic forms of support?  Topics in Cognitive Science, 1, 203-213.
 +
 
 +
Salden, R., Aleven, V., Schwonke, R. & Renkl, A. (2009). The Expertise Reversal Effect and Worked Examples in Tutored Problem Solving.  Instructional Science, 38, 289-307. DOI 10.1007/s11251-009-9107-8.
 +
 
 +
Salden, R., Koedinger, K.R., Renkl, A., Aleven, V., McLaren, B. (2010). Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving.  Educ Psychol Review, 22, 379-392.  DOI 10.1007/s10648-010-9143-6
 +
 
 +
Schwonke, R., Ertelt, A., Otieno, C., Aleven, V., Salden, R., & Renkl, A.  (2013). Metacognitive support promotes an effective use of instructional resources in intelligent tutoring. Learning and Instruction, 23, 136-150.
 +
 
 +
Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V. & Salden, R. (2009). The Worked-example Effect: Not an Artifact of Lousy Control Conditions. Computers in Human Behavior, 25, 258-266.
 +
 
 +
Schwonke, R., Renkl, A., Salden, R., & Aleven, V.  (2011). Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Computers in Human Bahavior, 27(1), 58-62.
 +
 
 +
Siler, S.A., Klahr, D., & Price, N (2012). Investigating the mechanisms of learning from a constrained preparation for future learning activity. Instructional Science. DOI: 10.1007/s11251-012-9224-7.
 +
 
 +
Siler, S.A. & VanLehn, K. (2009). Learning, interactional and motivational outcomes in one-to-one synchronous computer-mediated versus face-to-face tutoring.  International Journal of Artificial Intelligence in Education. 19(1),73-102.
 +
 
 +
Siler, S. A. & VanLehn, K. (2014). Investigating microadaption in one-to-one tutoring.  Journal of Experimental Education: Learning Instruction and Cognition, 00(0), 1-24.  DOI: 10.1080/00220973.2014.907224
 +
 
 +
Siok, W.T., Niu, Z., Jin, Z. & Perfetti, C. Tan (2008). A structural-functional basis for dyslexia in the cortex of Chinese readers. Proceedings of the National Academy of Sciences, 105, 5561-5566.
 +
 
 +
Strand-Cary, Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488-511.
 +
 
 +
Tan, L.H., Spinks, J.A., Eden, G.F., Perfetti, C. & Siok, W.T. (2005). Reading depends on writing, in Chinese. PNAS, 102, 8781-8785.
 +
 
 +
Tokowicz, N. & MacWhinney, B. (2005). Implicit and explicit measures of sensitivity to violations in second language grammar: An event-related potential investigation. Studies in Second Language Acquisition,  27: 173-204.
 +
 +
Tricomi, E. & Fiez, J.A. (2008). Feedback signals in the caudate reflect goal achievement on a declarative memory task. NeuroImage, 41(3), 1154-1167.
 +
 
 +
Triona, L.M. & Klahr, D. (2007). Hands-on science: Does it matter what the student's hands are on in 'hands-on’ science?  The Science Education Review, 6, 121-125.
 +
 
 +
Tsovaltzi, D., Rummel, N., McLaren, B., Pinkwart, N., Scheuer, O., Harrer, A. & Braun, I.  (2010). Extending a Virtual Chemistry Laboratory with a Collaboration Script to Promote Conceptual Learning. International Journal of Technology Enhanced Learning  (IJTEL), 2(1-2), 91-110.
 +
 
 +
VanLehn, K. (2006). The Behavior of Tutoring Systems, International Journal of Artificial Intelligence in Education. 16(3), 227-265.
 +
 
 +
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and other tutoring systems.  Educational Psychologist, 46, 4, 197-221.
 +
 
 +
VanLehn, K., Graesser, A., Jackson, Jordan, P., Olney, A. & Rosé, C.P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science 31(1), 3-62.
 +
 
 +
VanLehn, K., Lynch, C., Schulze, K., Shapiro, J., Shelby, R., Taylor, L., Treacy, D., Weinstein, A. & Wintersgill, M. (2005). The Andes Physics Tutoring System: Lessons Learned. International Journal of Artificial Intelligence in Education, 15 (3). Pages 147-204. 
 +
 
 +
Vercellotti, M.L. & De Jong, N. (in press). Use and Accuracy of Verb Complements in English L2 Speech. Dutch Journal of Applied Linguistics.
 +
 
 +
Vercellotti, M.L., Juffs, A. (in press). The development of lexical variety and the use of trigrams in spoken ESL. Special issue of Second Language Research, 2015.
 +
 
 +
Waalkens, M., Aleven, V., & Taatgen, N.  (2013). Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems. Computers & Education, 60(1), 159–171.
 +
 
 +
Walker, E., Rummel, N., Koedinger, K.R. (2009). CTRL: A Research Framework for Providing Adaptive Collaborative Learning Support. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 19(5), 387-431.
 +
 
 +
Walker, E., Rummel, N., Koedinger, K.R. (2009). Integrating collaboration and cognitive tutoring data in evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning, 4(3), 221-251.
 +
 
 +
Walkington, C. (in press). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Article invited to special issue of Journal of Educational Psychology.
 +
 
 +
Walkington, C., Petrosino, A., & Sherman, M.  (2013). Supporting algebraic reasoning through personalized story scenarios: How situational understanding mediates performance and strategies. Mathematical Thinking and Learning, 15(2), 89-120. DOI: 10.1080/10986065.2013.770717
 +
 
 +
Walkington, C., Sherman, M. & Petrosino, A. (2012). "Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation.  Journal of Mathematical Behavior 31, 174-195.
 +
Wang, H. C., Rosé, C. P. & Chang, C. Y.  (2011). Agent-based Dynamic Support for Learning from Collaborative Brainstorming in Scientific Inquiry, International Journal of Computer Supported Collaborative Learning 6(3), pp 371-396.
 +
 
 +
Wang, M., Liu, Y. & Perfetti, C. (2004). The implicit and explicit learning of Chinese orthographic structure and function by alphabetic readers. Scientific Studies of Reading, 8(4), 357-379.
 +
 
 +
Wang, M., Perfetti, C. & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88.
 +
 
 +
Winne, P.H. & Baker, R.S.J.d.  (2013). The Potentials of Educational Data Mining for Researching Metacognition, Motivation, and Self-Regulated Learning. Journal of Educational Data Mining, 5 (1), 1-8.
 +
 
 +
Yang, C.L. & Perfetti, C. (2006). Contextual Constraints on the Comprehension of Relative Clause Sentences in Chinese: ERPs Evidence. Language and Linguistics, 7(3): 697-730.
 +
 
 +
Yang, C.L., Perfetti, C. & Schmalhofer, F. (2007). ERP indicators of text integration across sentence boundaries.  Journal of Experimental Psychology: Learning, Memory and Cognition. Vol 33(1) 55-89.
 +
 
 +
Yang, C.L., Perfetti, C. & Schmalhofer, F. (2005). Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes. Written Language & Literacy, 8(2), 233-257.
 +
 
 +
Yang, Perfetti, C., Liu, Y. (2010). Sentence integration processes: An ERP study of Chinese sentence comprehension with relative clauses. Brain & Language, 112, 85-100.
 +
 
 +
Yoshimura, Y. & MacWhinney, B.  (2010). Honorifics: A socio-cultural verb agreement cue in Japanese sentence processing.  Applied Psycholinguistics 31: 551-569.
 +
 
 +
Yoshimura, Y. & MacWhinney, B.  (2010). The use of pronominal case in English sentence interpretation. Applied Psycholinguistics 31: 619-633.
  
 
== Conference Papers ==
 
== Conference Papers ==
  
Ai, Hua; Litman, Diane. Knowledge Consistent User Simulations for Dialog Systems. Interspeech, Antwerp, Belgium, August 2007. 2007.
+
Adamson, D. & Rosé, C. (2012). Coordinating Multi-dimensional Support in CollaborativeConversational Agents (2012).  In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 346-351.  
 +
 +
Adamson, D., Bhartiya, D., Gurjal, B., Kedia, R., Singh, A. & Rosé, C.P. (2013). Automatically Generating Discussion Questions.  Proceedings of AI in Education (AIED).
 +
 +
Adamson, D., Jang, H., Ashe, C., Yaron, D.& Rosé, C. P.  (2013). Intensification of Group Knowledge Exchange with Academically Productive Talk Agents. Proceedings of Computer Supported Collaborative Learning.  
  
Aleven, Vincent; Ashley, Kevin. Toward supporting hypoThesis formation and testing in an interpretive domain. 12th International Conference on Artificial Intelligence in Education. P 732-734. 2005.
+
Agarwal, N., Reddy, R. S., GVR, K., Rosé, C. P. (2011).  A Multi-document Summarization System for Scientific Articles, in Companion Proceedings of the Annual Meeting of the Association for Computational Linguistics (demo).  
 +
Ai, H. & Litman, D.J. (2007). Knowledge Consistent User Simulations for Dialog Systems. Proceedings of Interspeech, Antwerp, Belgium, August 2007.
  
Aleven, Vincent; McLaren, Bruce; Roll, Ido; Koedinger, Kenneth. Toward Tutoring Help Seeking: Applying Cognitive Modeling to Meta-Cognitive Skills; In the Proceedings of the Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004. pp 227-239. 2004.
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Aleahmad, T., Koedinger, K., & Zimmerman, J.  (2012). Computer Support for Studying at the Right Times.  Paper presented at AERA 2012, Vancouver, British Columbia, Canada.
  
Aleven, Vincent; McLaren, Bruce; Roll, Ido; Koedinger, Kenneth. Exploring meta-cognitive tutoring by the Help Tutor: An Interactive Event. 12th International Conference on Artificial Intelligence in Education. 2005.
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Aleven, V. & Ashley, K. (2005). Toward supporting hypothesis formation and testing in an interpretive domain Proceedings of the 12th International Conference on Artificial Intelligence in Education. 732-734.
  
Aleven, Vincent; McLaren, Bruce; Ryu, Eunjeong; Baker, Ryan; Koedinger, Kenneth. The Help Tutor: Does Metacognitive Feedback Improve Students' Help-Seeking Actions, Skills and Learning?;Roll, I. Proceedings of the 8th International Conference on Intelligent Tutoring SystemsLecture Notes in Computer Science: Intelligent Tutoring Systems, Volume 4053/2006, 360-369. Springer Berlin. 2006.
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Aleven, A., Roll, I., McLaren, B. & Koedinger, K. (2012). Assessing Self-Regulated Learning: A (Meta)Cognitive Modeling ApproachPresentation in "Integrating Different Approaches to Investigating Self-Regulated Learning" Symposium, AERA 2012, Vancouver, British Columbia, Canada.
  
Aleven, Vincent; McLaren, Bruce; Sewall, Jonathan; Koedinger, Kenneth. The Cognitive Tutor Authoring Tools (CTAT): Preliminary evaluation of efficiency gains. M. Ikeda, K.D. Ashley, Kevin, & T-W. Chan (Eds), 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Lecture Notes in Computer Science, 4053 (pp. 61-70). Berlin: Springer. 2006.
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Aleven, V. & Roll, I. (2009). Analyzing patterns of help-seeking behavior using cognitive modeling and tree diagrams. Presentation in symposium, "Understanding the Complex Nature of Self-Regulatory Processes During Learning with Computer-based Learning Environments". AERA, 2009.
  
Aleven, Vincent; Pinkwart, Niels; Ashley, Kevin; Lynch, Collin. Supporting Self-explanation of Argument Transcripts: Specific v. Generic Prompts . Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006. 2006.
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Aleven, V. & Rosé, C.P. (2005). Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development  Proceedings of the 12th International Conference on Artificial Intelligence in Education. 735-737.
  
Aleven, Vincent; Roll, Ido; McLaren, Bruce; Ryu, Eunjeong; Koedinger, Kenneth. An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. 12th International Conference on Artificial Intelligence in Education. 2005. Pp 17-24. 2005.
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Aleven, V., McLaren, B., Roll, I. & Koedinger, K.R. (2005). Exploring meta-cognitive tutoring by the Help Tutor: An Interactive Event. Proceedings of the 12th International Conference on Artificial Intelligence in Education.  
  
Aleven, Vincent; Rose, Carolyn. Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development. 12th International Conference on Artificial Intelligence in Education. P 735-737. 2005.
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Aleven, V., McLaren, B., Roll, I., & Koedinger, K.R. (2004). Toward Tutoring Help Seeking: Applying Cognitive Modeling to Meta-Cognitive Skills; In the Proceedings of the Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004. pp 227-239.
  
Aleven, Vincent; Sewall, Jonathan; McLaren, Bruce; Koedinger, Kenneth. Rapid Authoring of Intelligent Tutors for Real-World and Experimental Use. Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson, & W. Didderen (Eds.), 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 847-851). Los Alamitos, CA: IEEE Computer Society. 2006.
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Aleven, V., McLaren, B., Ryu, E., Baker, R.S.J.d. & Koedinger, K.R. (2006). The Help Tutor: Does Metacognitive Feedback Improve Students' Help-Seeking Actions, Skills and Learning?  8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan, 360-369.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Evaluation of Multimodal Input for Entering Mathematical Equations on the Computer, ACM Conference on Human  Factors in Computing Systems (CHI’2005), Portland, OR, 6 April 2005, p. . 2005.
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Aleven, V., McLaren, B., Sewall, J. & Koedinger, K.R. (2006). The Cognitive Tutor Authoring Tools (CTAT): Preliminary evaluation of efficiency gains.  In M. Ikeda, K.D. Ashley, & T-W. Chan (Eds), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Lecture Notes in Computer Science, 4053 (pp. 61-70). Berlin: Springer.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Towards the Application of a Handwriting Interface for Mathematics Learning. IEEE Conference on Multimedia and Exp(ICME’2006), Toronto, Canada, July 2006. 2006.
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Aleven, V., Myers, E., Easterday, Ogan, A. (2010). Toward a framework for the analysis and design of educational games. The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Benefits of handwritten input for students learning algebra equation solving. International Conference on Artificial Intelligence in Education (AIED, 2007). 2007.
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Aleven, V., Pinkwart, N., Ashley, K. & Lynch, C. (2006). Supporting Self-explanation of Argument Transcripts: Specific v. Generic Prompts . Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Adapting Handwriting Recognition for Applications in Algebra Learning. ACM Workshop on Educational Multimedia and Multimedia Education (EMME’2007), Augsburg, Germany, Sep 2007, pp. 47-56. 2007.
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Aleven, V., Roll, I., McLaren, B., Ryu, E.J. & Koedinger, K.R. (2005). An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005.  17-24.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Toward Next-Generation, Intelligent Tutors: Adding Natural Handwriting Input. IEEE Multimedia 15(3), pp. 64-68. 2008.
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Aleven, V., Sewall, J., McLaren, B. & Koedinger, K.R. (2006). Rapid Authoring of Intelligent Tutors for Real-World and Experimental Use. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson, & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006) (pp. 847-851). Los Alamitos, CA: IEEE Computer Society.  
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Steps toward enhancing robust learning through worked examples and handwriting-based input. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Anthony, L., Yang, J. & Koedinger, K.R. (2005). Evaluation of Multimodal Input for Entering Mathematical Equations on the Computer, ACM Conference on Human  Factors in Computing Systems (CHI’2005), Portland, OR, 6 April 2005, p.1184-1187.
  
Arguello, Jaime; Rose, Carolyn. InfoMagnets: Making Sense of Corpus Data. Companion Proceedings for the N. American Chapter of the Association for Computational Linguistics. 2006.
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Anthony, L., Yang, J. & Koedinger, K.R. (2009). Interspersing annotated worked examples in algebra problem solving. Presented as part of "In Vivo Experimentation on Worked Examples Across Domains" Symposium at EARLI 2009
  
Arguello, Jaime; Rose, Carolyn. Topic Segmentation of Dialogue. NAACL Workshop on Analyzing Conversations in Text and Speech. 2006.
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Anthony, L., Yang, J. & Koedinger, K.R. (2006). Towards the Application of a Handwriting Interface for Mathematics Learning, with IEEE Conference on Multimedia and Exp(ICME’2006), Toronto, Canada, July 2006.
  
Arguello, Jaime; Rose, Carolyn. Museli: A Multi-source Evidence Integration Approach to Topic Segmentation of Spontaneous Dialogue. North American Chapter of the Association for Computational Linguistics (short paper). 2006.
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Anthony, L., Yang, J. & Koedinger, K.R. (2007). Benefits of handwritten input for students learning algebra equation solving. In Proceedings of the International Conference on Artificial Intelligence in Education (AIED, 2007).
  
Asterhan, C. S. C., Butera, F., Nokes, T., Darnon, C., Schwarz, B. B., Butler, R., Levin, J., Belenky, D., & Gadgil, S. (in press). Motivation and affect in peer argumentation and socio-cognitive conflict. Proceedings of the 2010 International Conference of the Learning Sciences – ICLS 2010. In press
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Anthony, L., Yang, J. & Koedinger, K.R. (2007). Adapting Handwriting Recognition for Applications in Algebra Learning. Proceedings of ACM Workshop on Educational Multimedia and Multimedia Education (EMME’2007), Augsburg, Germany, Sep 2007, pp. 47-56.
  
Asterhan, Christa & Eisenmann, Tammy. Online and face-to-face discussions in the classroom: A study on the experiences of 'active' and 'silent' students. In C. O'Malley, D. Suthers, P. Reimann & A. Dimitracopoulou (Eds), Computer-Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 132-136). 2009
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Anthony, L., Yang, J. & Koedinger, K.R. (2008). Steps toward enhancing robust learning through worked examples and handwriting-based input.  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Asterhan, Christa, Schwarz, Baruch & Butler, Ruth (2009). Inhibitors and facilitators of peer interaction that supports conceptual learning: The role of achievement goal orientations. In: N. A. Taatgen & H. van Rijn (Eds), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1633-1638). Mahaw, NJ: Erlbaum. 2009
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Anthony, L., Yang, J. & Koedinger, K.R. (2008). Toward Next-Generation, Intelligent Tutors: Adding Natural Handwriting Input. IEEE Multimedia 15(3), pp. 64-68.
  
Baker, Ryan. Is Gaming the System State-or Trait. . On-Line Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80. 2007.
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Arguelle, J. & Rosé, C.P. (2006). InfoMagnets: Making Sense of Corpus Data.  Companion Proceedings for the N. American Chapter of the Association for Computational Linguistics.
  
Baker, Ryan. Modeling and understanding students’ off-task behavior in intelligent tutoring systems. SIGCHI conference on Human Factors in Computing Systems. ACM Publishers. 2007.
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Arguelle, J. & Rosé, C.P. (2006). Museli: A Multi-source Evidence Integration Approach to Topic Segmentation of Spontaneous Dialogue, North American Chapter of the Association for Computational Linguistics (short paper).
  
Baker, Ryan. Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task. 2nd International Conference on Educational Data Mining (EDM 2009), Cordoba, Spain, July 1-3, 2009. to appear.
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Arguelle, J. & Rosé, C.P. (2006). Topic Segmentation of Dialogue. Proceedings of the NAACL Workshop on Analyzing Conversations in Text and Speech.
  
Baker, Ryan; Aleven, Vincent. Help abuse and proper use: How helpful is on-demand help when it is used properly?. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Asterhan, C.S.C., Butera, F., Nokes, T., Darnon, C., Schwarz, B. B., Butler, R., Levin, J., Belenky, D., & Gadgil, S(2010). Motivation and affect in peer argumentation and socio-cognitive conflict. Proceedings of the 2010 International Conference of the Learning Sciences – ICLS 2010.
  
Baker, Ryan; Corbett, Albert; Aleven, Vincent. Improving Contextual Models of Guessing and Slipping with a Truncated Training Set. 1st International Conference on Educational Data Mining, 2008, 67-76. 2008.
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Asterhan, C.S.C., Butler, R., & Schwarz, B. B.  (2010). On Competitive and Co-constructive dialectical Argumentation. Proceedings of the 2010 International Conference of the Learning Sciences, Vol 2, 213-215.
  
Baker, Ryan; Corbett, Albert; Aleven, Vincent. More accurate student modeling through contextual estimation of slip and guess probabilities in Bayesian Knowledge Tracing. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 406-415. 2008.
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Asterhan, C.S.C. & Resnick, L. (2010). Structured dialogue and its effect on learning and development: A meta-review of the evidence. Paper presented at the 3rd annual inter-Science of Learning Centers (iSLC) conference. Boston University, Boston, MA.
  
Baker, Ryan; Corbett, Albert; Koedinger, Kenneth; Evenson, Shelley; Roll, Ido; Wagner, Angela; Naim, Meghan; Raspat, Jay; Baker, Ryan; Beck, Joseph. Adapting to When Students Game an Intelligent Tutoring System. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 392-401. 2006.
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Asterhan, C.S.C., Schwarz, B.B., Butera, F. Darnon, C., Nokes, T.J., Levine, J.M., Belenky, D.M., Gadgil, S. Resnick, L.B., & Sinatra, G. (2010). Motivation and affect in peer argumentation and socio-cognitive conflict.  In S. Goldman and J. Pellegrino (Eds.), Proceedings of the International Conference for the Learning Sciences ICLS - 2010, Volume 2, 211-218. ISLS, USA.  
  
Baker, Ryan; Corbett, Albert; Koedinger, Kenneth; Roll, Ido. Detecting When Students Game The System, Across Tutor Subjects and Classroom Cohorts. 10th International Conference on User Modeling. 2005.
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Baker, R.S.J.d. (2012). Education Technology, Teacher Knowledge, and Classroom Impact: Frameworks and Approaches to Research. Symposium Discussant at AERA 2012, Vancouver, British Columbia, Canada.
  
Baker, Ryan; Corbett, Albert; Koedinger, Kenneth; Roll, Ido. Generalizing Detection of Gaming the System Across a Tutoring Curriculum. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 402.-411. 2006.
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Baker, R.S.J.d. (2007). Modeling and understanding students’ off-task behavior in intelligent tutoring systems.  Proceedings of the SIGCHI conference on Human Factors in Computing Systems. ACM Publishers.
  
Baker, Ryan; Corbett,Albert; Wagner, Angela. Human Classification of Low-Fidelity Replays of Student Actions. Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan. Pages 29-36. 2006.
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Baker, R.S.J.d. (2007). Is Gaming the System State-or Trait?  On-Line Proceedings of the Workshop on Data Mining for User Modeling at the 11th International Conference on User Modeling 2007, 76-80.
  
Baker, Ryan; deCarvalho, Adriana . Labeling Student Behavior Faster and More Precisely with Text Replays. 1st International Conference on Educational Data Mining, 2008, 38-47. 2008.
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Baker, R.S.J.d. (2009). Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task. Proceedings of the 2nd International Conference on Educational Data Mining (EDM 2009), 11-20.
  
Baker, Ryan; deCarvalho, Adriana; Raspat, Jay; Aleven, Vincent; Corbett, Albert; Koedinger, Kenneth. Educational Software Features that Encourage and Discourage "Gaming the System". 14th International Conference on Artificial intelligence in Education (AIED), July 6-10, 2009, Brighton, England. 2009.
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Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A., Koedinger, K.R. (2010). Using Taxonomies and Educational Data Mining to Understand How Educational Software Design Impacts Gaming the System. "Factors That Impact Student Engagement and Learning Behaviors in ILEs" symposium presentation at American Educational Research Association.
  
Baker, Ryan; Rodrigo, Mercedes; Heffernan, Neil; Corbett, Albert; Roll,I do; Aleven, Vincent; Koedinger, Kenneth. Gaming the System:  Evidence from data mining and human observation on affect, attitudes and learning. Abstract in Symposium: Learners Challenging ID – Unobtrusive Views on the Use of Instructional Interventions in CBE. (AERA 2008). 2008.
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Baker, R.S.J.D, Gowda, S., Corbett, A. & Ocumpaugh, J. (2012). Towards Automatically Detecting Whether Student Learning is Shallow. In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 444-453.
  
Baker, Ryan; Roll, Ido; Corbett, Albert; Koedinger, Kenneth. Do Performance Goals Lead Students to Game the System?  Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005. Pp57-64. 2005.
 
  
Balass, Michal; Nelson, Jessica; Perfetti, Charles. Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation.   Second Annual Meeting of Inter-Science of Learning Center Student and Post-doctoral Conference, Seattle, WA.   . 2009.
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Baker, R.S.J.d. & Gowda, S.M(2010). An Analysis of the Differences in the Frequency of Students' Disengagement in Urban, Rural, and Suburban High Schools. Proceedings of the 3rd International Conference on Educational Data Mining, 11-20.
  
Bauer, Aaron; Koedinger, Kenneth. Developing a Note Taking Tool from the Ground Up. Ed-Media 2005. AACE Press, 4181-4186. 2006.
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Baker, R.S.J.d., Aleven, V. (2008). Help abuse and proper use:  How helpful is on-demand help when it is used properly?  Paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Bauer, Aaron; Koedinger, Kenneth. Pasting and Encoding: Note-taking in Online Courses. IEEE International Conference on Advanced Learning Technologies (ICALT) 2006, pps 789-793. 2006.
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Baker, R.S.J.d., Aleven, V., Koedinger, K.R., Rodrigo, M.T., Heffernan, N., Corbett, A., Roll, I. (2008). Gaming the System: Evidence from Data Mining and Human Observation on Affect, Attitudes, and Learning. Presentation at Technology, Instruction, Cognition, and Learning Symposium. (invited presentation)
  
Bauer, Aaron; Koedinger, Kenneth. Selection-based note-taking applications. ACM Symposium on Human Factors in Computing Systems 2007. 2007.
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Baker, R.S.J.d., Corbett, A. & Wagner, A. (2006). Human Classification of Low-Fidelity Replays of Student Actions. Proceedings of the Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan. Pages 29-36.
  
Beck, Joseph. Using learning decomposition to analyze student fluency development. Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan. Pages 21-28.. 2006.
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Baker, R.S.J.d., Corbett, A. & Aleven, V. (2009). Determining when an error is actually a slip. Presentation in "Educational Data Mining: Seeing How Students Really Err" Symposium at the 13th Biennial Conference of the European Association for Research on Learning and Instruction.
  
Beck, Joseph. Does learner control affect learning. 13th International Conference on Artificial Intelligence in Education (AIED 2007). 2007.
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Baker, R.S.J.d., Corbett, A., Aleven, V. (2008). More accurate student modeling through contextual estimation of slip and guess probabilities in Bayesian Knowledge Tracing. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 406-415.
  
Beck, Joseph. Difficulties in inferring student knowledge from observations (and why you should care). Workshop on Educational Data Mining (AIED 2007). 21-30. 2007.
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Baker, R.S.J.d., Corbett, A., Aleven, V. (2008). Improving Contextual Models of Guessing and Slipping with a Truncated Training Set. Proceedings of the 1st International Conference on Educational Data Mining, 2008, 67-76.
  
Beck, Joseph; Chang, Kai-min; Mostow, Jack; Corbett, Albert. Does help help?  A comparison of three evaluation frameworks. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Baker, R.S.J.d., Corbett, A., Koedinger, K.R. & Roll, I. (2005).  Detecting When Students Game The System, Across Tutor Subjects and Classroom Cohorts 10th International Conference on User Modeling.
  
Beck, Joseph; Mostow, Jack. How who should practice: Using learning decomposition to evaluate the efficacy of different types of…. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Baker, R.S.J.d., Corbett, A., Koedinger, K.R., & Roll, I. (2006). Generalizing Detection of Gaming the System Across a Tutoring Curriculum ; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 402.-411.
  
Belenky, Daniel; Nokes, Timothy. Motivation and Transfer: The role of achievement goals in preparation for future learning. 31st Annual Meeting of the Cognitive Science Society, 2009. to appear.
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Baker, R.S.J.d., Corbett, A., Koedinger, K.R., Evenson, S., Roll, I., Wagner, A., Naim, M., Raspat, J., Baker, D.J. & Beck, J.  (2006). Adapting to When Students Game an Intelligent Tutoring System. In M. Ikeda, K. Ashley, & T-W. Chan (Eds.).  ITS 2006, LNCS 4053, pp 392-401. Springer-Verlag Berlin Heidelberg 2006.
  
Blessing, Stephen; Gilbert, Stephen; Oureda, Steven; Ritter, Steven. Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems. 13th International Conference on Artificial Intelligence in Education. 2007.
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Baker, R.S.J.d., Corbett, A.T., Gowda, S.M. (in press). Affective states, and disengaged behaviors within an ITS. Proceedings of the 16th International Conference on Artificial Intelligence and Education, 31-40.
  
Blessing, Stephen; Gilbert, Stephen; Ritter, Steven. Developing an authoring system for cognitive models within commercial-quality ITSsNineteenth International FLAIRS Conference, pp. 497-502. 2006.
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Baker, R.S.J.d., Corbett, A.T., Gowda, S.M., Wagner, A.Z., MacLaren, B.M., Kauffman, L.R., Mitchell, A.P. & Giguere, S(2010). Contextual Slip and Prediction of Student Performance After Use of an Intelligent Tutor. Proceedings of the 18th Annual Conference on User Modeling, Adaptation, and Personalization, 52-63.
  
Bolger, Donald; Yang, Chin-Lung; Perfetti, Charles. Learning the meanings of words from contexts and definitions: ERP evidence. 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008). 2008.
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Baker, R.S.J.d., de Carvalho, A.M.J.A. (2008). Labeling Student Behavior Faster and More Precisely with Text Replays. Proceedings of the 1st International Conference on Educational Data Mining, 2008, 38-47.
  
Booth, Julie. Improving Algebra Learning in Real World Classrooms with Worked Examples and Self-Explanation. Presidential Symposium entitled The New Learning Sciences at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA. 2009.
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Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A. & Koedinger, K.R. (2009). Educational Software Features that Encourage and Discourage "Gaming the System". Proceedings of the 14th International Conference on Artificial intelligence in Education (AIED), Frontiers in Artificial Intelligence and Applications, Vol. 200.  IOS Press: Amsterdam, The Netherlands, 475-482.
  
Booth, Julie; Koedinger, Kenneth. Key misconceptions in algebraic problem solving. B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society. 2008.
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Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A., Koedinger, K.R., Cocea, M. & Hershkovitz, A. (2010). Educational Data Mining Methods For Studying Student Behaviors Minute by Minute Across an Entire School Year. Symposium presentation at International Conference of the Learning Sciences.
  
Booth, Julie; Koedinger, Kenneth. Facilitating the Diagrammatic Advantage for Algebraic Word Problems. AERA, 2009. 2009.
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Baker, R.S.J.d., Goldstein, A. B. & Heffernan, N.T. (2010). Detecting the Moment of Learning. Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 6094, 2010, 25-34. (People's Choice Award for Best Oral Presentation; Finalist for Best Paper Award).
  
Booth, Julie; Koedinger, Kenneth; Siegler, Robert. The effect of prior conceptual knowledge on procedural performance and learning in algebra. D.S. McNamara & J.G. Trafton (Eds.), 29th Annual Cognitive Science Society (pp. 137-142). Austin, TX: Cognitive Science Society. [Abstract]. 2007.
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Baker, R.S.J.d., Gowda, S. & Corbett, A. (2011). Automatically detecting a student's preparation for future learning: help use is key. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero, and J. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).
  
Booth, Julie; Siegler, Robert. The Role of internal representations of magnitude in numerical estimation. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007. 2007.
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Baker, R.S.J.D., Gowda, S., Wixon, M., Kalka, J., Wagner, A., Salvi, A., Aleven, A., Kusbit, G., Ocumpaugh, J. & Rossie, L. (2012). Sensor-free automated detection of affect in a Cognitive Tutor for Algebra. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., and Stamper, J. (Eds.) Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012), 126-133.
  
Borek; McLaren, Bruce; Karabinos, Michael; Yaron, David. How Much Assistance is Helpful to Students in Discovery Learning? One Step Toward Answering This Question. Submitted to the Fourth European Conference on Technology Enhanced Learning "Learning in the Synergy of Multiple Disciplines" (EC-TEL 2009), September 29-October 2, 2009, Nice, France. submitted.
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Baker, R.S.J.d., Gowda, S.M. & Corbett, A.T. (2011). Towards predicting future transfer of learning.  In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 22-30. Springer-Verlag Berlin Heidelberg.
  
Brown, Jonathan; Eskenazi, Maxine. Student Text And Curriculum Modelling For Reader-Specific Document Retrieval. IASTED International Conference on Human-Computer Interaction. 2005. 2005.
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Baker, R.S.J.d., Isotani, S. & de Carvalho, A.M.J.A. (2011). Minera�¡ç�ão de Dados Educacionais: Oportunidades para o Brasil. Revista Brasileira de Inform��ática na Educa�ção.
  
Brown, Jonathan; Eskenazi, Maxine. Using Simulated Students for the Assessment of Authentic Document Retrieval. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan. P 685-688. 2006.
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Baker, R.S.J.d. & Koedinger, K.R. (2008). Educational Data Mining: Opportunities for the International Internet Classroom. Presentation at AAAI Fall Symposium: Education Informatics: Steps Towards the International Internet Classroom.
  
Brown; Frishkoff, Gwen; Eskenazi, Maxine. Automatic question  generation for vocabulary assessment. Human Language Technology, HLT/EMNLP 2005. Vancouver, B.C. 2005.
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Baker, R.S.J.d., Mitrovic, A. & Mathews, M. (2010). Detecting Gaming the System in Constraint-Based Tutors. User Modeling, Adaptation, and Personalization; Lecture Notes in Computer Science 2010, Vol 6075/2010, 267-278.
  
Butcher, Kirsten; Aleven, Vincent. Integrating visual and verbal knowledge during classroom learning with computer tutors. D.S. McNamara & J.G. Trafton (Eds.), 29th Annual Meeting of the Cognitive Science Society, (pp. 137-142). 2007.
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Baker, R.S.J.d., Moore, G., Wagner, A., Kalka, J., Karabinos, M., Ashe, C. & Yaron, D. (2011). The Dynamics Between Student Affect and Behavior Occuring Outside of Educational Software. Proceedings of the 4th bi-annual International Conference on Affective Computing and Intelligent Interaction.
  
Butcher, Kirsten; Aleven, Vincent. Diagram Interaction during Intelligent Tutoring in Geometry: Support for Knowledge Retention and Deep Transfer. B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), 30th Annual Conference of the Cognitive Science Society (pp. 1736-1741). Austin, TX: Cognitive Science Society. 2008.
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Baker, R.S.J.d., Pardos, Z., Gowda, S., Nooraei, B. & Heffernan, N. (2011). Ensembling predictions of student knowledge within intelligent tutoring systems.  In J. Konstan, R. Conejo, J.L. Marzo & N. Oliver (Eds.). User Modeling, Adaptation and Personalization: 19th International Conference, UMAP 2011.  Lecture Notes in Computer Science, Vol. 6787, 13-24. Springer-Verlag Berlin Heidelberg.
  
Butcher, Kirsten; Aleven, Vincent. Learning from visual-verbal sources in intelligent tutoring. Inter-Science of Learning Center (iSLC) Conference, Carnegie Mellon University, Pittsburgh, PA. 2008.
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Baker, R.S.J.d., Rodrigo, M.T., Heffernan, N., Corbett, A., Roll, I., Aleven, V., Koedinger, K.R. (2008). Gaming the System:  Evidence from data mining and human observation on affect, attitudes and learning. Abstract in Symposium: Learners Challenging ID – Unobtrusive Views on the Use of Instructional Interventions in CBE. (AERA 2008).
  
Butcher, Kirsten; Aleven, Vincent. Visual self-explanation during intelligent tutoring. More than attentional focus? European Association for Research on Learning and Instruction, 2009. to appear.
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Baker, R.S.J.d., Roll, I., Corbett, A. & Koedinger, K.R. (2005). Do Performance Goals Lead Students to Game the System?  Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005. 57-64.
  
Butcher, Kirsten; Chi, Michelene. How can diagrams scaffold text comprehension. EARLI SIG2 Meeting, University of Nottingham. 2006.
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Balass, M., Nelson, J.R. & Perfetti, C. (2009). Learning ESL Vocabulary with Context and Definitions:  Order Effects and Self-Generation.  Paper presented at the Second Annual Meeting of Inter-Science of Learning Center Student and Post-doctoral Conference, Seattle, WA.
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Bauer, A. & Koedinger, K.R. (2006). Developing a Note Taking Tool from the Ground Up. Ed-Media 2005. AACE Press, 4181-4186.  
  
Callan, Jamie; Eskenazi, Maxine; Perfetti, Charles. Progress in Providing Reader-Specific lexical Practice for Inproved Reading Comprehension. IES Research Conference. June 15-16 2006, Washington DC. 2006.
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Bauer, A. & Koedinger, K.R. (2006). Pasting and Encoding: Note-taking in Online Courses. IEEE International Conference on Advanced Learning Technologies (ICALT) 2006, pps 789-793.
  
Cen, Hao; Koedinger, Kenneth; Junker, Brian. Automating Cognitive Model Improvement by A*Search and Logistic Regression. AAAI Workshop on Educational Data Mining. 2005. 2005.
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Bauer, A. & Koedinger, K.R. (2007). Selection-based note-taking applications. ACM Symposium on Human Factors in Computing Systems 2007.  
  
Cen, Hao; Koedinger, Kenneth; Junker, Brian. Learning Factors Analysis – A General Method for Cognitive Model Evaluation and Improvement. Ikeda et al (Eds.). 8th International Conference on Intelligent Tutoring Systems (ITS-2006), p 164-175. Springer: Berlin/Heidelberg. 2006.
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Beck, J. (2006). Using learning decomposition to analyze student fluency development. Proceedings of the Workshop on Educational Data Mining at the 8th International Conference on Intelligent Tutoring Systems (ITS 2006). Jhongli, Taiwan. Pages 21-28.
  
Cen, Hao; Koedinger, Kenneth; Junker, Brian. Is over practice necessary? – Improving learning efficiency with the Cognitive Tutor through educational data mining. R. Luckin et al (Eds.). 13th International Conference on Artificial Intelligence in Education (AIED 2007), pp. 511-518. IOS Press. 2007.
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Beck, J. (2007). Does learner control affect learning? Paper presented at the 13th International Conference on Artificial Intelligence in Education (AIED 2007).
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Beck, J. (2007). Difficulties in inferring student knowledge from observations (and why you should care). Proceedings of Workshop on Educational Data Mining (AIED 2007). 21-30.
  
Cen, Hao; Koedinger, Kenneth; Junker, Brian. Comparing two IRT models for cognitive model evaluation. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Beck, J., Chang, J., Mostow, J. & Corbett, A. (2008). Does help help?  A comparison of three evaluation frameworks. Paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Chang, Kai-min; Beck, Joseph; Mostow, Jack; Corbett, Albert. A Bayes Net Toolkit for Student Modeling in Intelligent Tutoring Systems. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 104-113. 2006.
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Beck, J. & Mostow, J. (2008). How who should practice: Using learning decomposition to evaluate the efficacy of different types of practice for different types of students. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Chi, Michelene. Teaching a stand-alone module: Emergence for understanding science concepts. Paper in Symposium: Complex Systems and the Cognitive Sciences: Potential for Pervasive Theoretical and Research Implications? (CogSci 2007). 2007.
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Belenky, D.M. & Nokes, T.J.  (2010). Optimizing learning environments: An individual differences approach to learning and transfer. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 459-464.  Austin, TX: Cognitive Science Society.
  
Chi, Min; Jordan, Pamela; VanLehn, Kurt; Litman, Diane. To Elicit Or To Tell: Does It Matter. 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK, July 2009. to appear.
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Belenky, D.M. & Nokes, T.J. (2009). Motivation and Transfer: The role of achievement goals in preparation for future learning. Proceedings of the 31st Annual Meeting of the Cognitive Science Society, 2009, 1163-1168.
  
Chi, Min; VanLehn, Kurt. The impact of explicit strategy instruction on problem-solving behaviors across intelligent tutoring systems. D. McNamara & G. Trafton (Eds.) 29th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum. 2007.
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Belenky, D.M. & Nokes-Malach, T. J. (2012). Task-based versus course-level achievement goals: An experimental investigation of mastery-approach goals and knowledge transfer. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.
  
Chi, Min; VanLehn, Kurt. Domain-specific and domain-independent interactive behaviors in Andes. R. Luckin & K. Koedinger, Kenneth (Eds.), Artificial Intelligence in Education. Amsterdam, Netherlands: IOS Press. 2007.
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Belenky, D.M. & Nokes-Malach, T.J. (2012). How Mastery-Approach Goal Motivations Interact With Discovery by Contrasting Cases to Facilitate Transfer. Paper presented at "On the Design, Implementation, and Outcomes of Using Contrasts in Learning" Symposim at AERA 2012.
  
Chi, Min; VanLehn, Kurt. Porting an intelligent tutoring system across domains. R. Luckin & K. Koedinger, Kenneth (Eds.), Artificial Intelligence in Education. Amsterdam, Netherlands: IOS Press. 2007.
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Bernacki, M.L., Nokes-Malach, T.J. & Aleven, V. (2012). Investigating Stability and Change in Unit-Level Achievement Goals and Their Effects on Math Learning With Intelligent Tutors.  Presentation in "SIG Motivation in Education" Roundtable Session. AERA 2012, Vancouver, British Columbia, Canada.
  
Chi, Min; VanLehn, Kurt. Accelerated future learning via explicit instruction of a problem solving strategy. R. Luckin, K. R. Koedinger, Kenneth & J. Greer (Eds.) Artificial Intelligence in Education. pp. 409-416. Amsterdam, Netherlands: IOS Press. 2007.
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Bhide, A., Gadgil, S., Zelinsky, C.M, & Perfetti, C. (2013). Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals. Paper presented at the Society for the Scientific Study of Reading Conference in Hong Kong, July 2013.
  
Chi, Min; VanLehn, Kurt. Eliminating the gap between the high and low students through meta-cognitive strategy instruction. Lecture Notes in Computer Science: Vol 5091. 9th International Conference on Intelligent Tutoring Systems, 2008. Heidelberg: Springer Berlin, 603-614. 2008.
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Blessing, S. B., Gilbert, S.G., Oureda, S. & Ritter, S.  (2007). Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems. Proceedings of the 13th International Conference on Artificial Intelligence in Education.
  
Cocea, Mihaela; Hershkovitz, Arnon; Baker, Ryan. The Impact of Off-Task Behavior and Gaming on Learning: Immediate or Aggregate. 14th International Conference on Artificial Intelligence in Education (AIED), July 6-10, 2009, Brighton, England. to appear.
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Blessing, S.B., Gilbert, S.G. & Ritter, S. (2006). Developing an authoring system for cognitive models within commercial-quality ITSs. In Proceedings of the Nineteenth International FLAIRS Conference, pp. 497-502.
  
Collins-Thompson, Kevyn; Callan, Jamie. Automatic and human scoring of word definition resopnses. Human Language Technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL-HLT), Rochester, NY. (April, 2007). 2007.
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Bolger, D.J., Yang, C.L., Balass, M. & Perfetti, C. (2008). Learning the meanings of words from contexts and definitions: ERP evidence. Paper presented at the 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008).
  
Connelly, John; Katz, Sandra. Toward more robust learning of physics via reflective dialogue extensions. To appear ED-MEDIA 2009. to appear.
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Booth, J. (2012). Investigating Motivational Predictors of Traditional and Example-Based Algebra Learning. Proceedings of AERA 2013. (poster presentation)
  
Corbett, Albert; Wagner, Angela; Lesgold, Sharon; Ulrich, Harry; Stevens, Scott. Analyzing Algebra Example Solutions. International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN, USA. p. 99. 2006.
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Booth, J. (2013). Worked Examples: Who Do They Work For? Proceedings of AERA 2013
  
Craig, Scotty; VanLehn, Kurt; Chi, Michelene . Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes. K. McFerrin et al. (Eds.) Society for Information Technology & Teacher Education International Conference 2008 (1065-1068). Chesapeake, VA: AACE. 2008.
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Booth, J. (2009). Improving Algebra Learning in Real World Classrooms with Worked Examples and Self-Explanation. Paper presented in the Presidential Symposium entitled The New Learning Sciences at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA.
  
Craig, Scotty; VanLehn, Kurt; Gadgil, Soniya; Chi, Michelene. Learning from collaboratively observing videos during problem solving with Andes. R. Luckin, K. R. Koedinger, Kenneth & J. Greer (Eds.) Artificial Intelligence in Education. pp. 554-556. Amsterdam, Netherlands: IOS Press. 2007.
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Booth, J. & Koedinger, K.R. (2009). Facilitating the Diagrammatic Advantage for Algebraic Word Problems. Paper presented at AERA, 2009.
  
Cui; Kumar, Rohit; Rose, Carolyn; Koedinger, Kenneth. Story generation to accelerate math problem authoring for practice and assessment. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Booth, J., Koedinger, K.R. & McLaughlin, E. (2012). Improving Math Learning with Worked Examples.  Presented at ‘Cognition in the Classroom: Bringing Research-Based Principles to Middle School Math’ Invited Symposium. SREE 2012.
  
Cui; Rose, Carolyn. An Authoring tool that facilitates the rapid development of dialogue agents for intelligent tutoring. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Booth, J.L. & Koedinger, K.R. (2012). Worked Examples and Self-Explanation.  Paper presented at "Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment" Symposium at AERA 2012.
  
Davenport, Jodi; Karabinos, Michael; Yaron, David. Exploring the ways in which coordinating different representations of chemical processes influences conceptual learning in introductory chemistry. Nineteenth Biennial Conference on Chemical Education in West Lafayette, Indiana. July 31, 2006. P 104. 2005.
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Booth, J. & Siegler, R. (2007). The Role of internal representations of magnitude in numerical estimation. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007.
  
Davenport, Jodi; Klahr, David; Koedinger, Kenneth. The influence of diagrams on chemistry learning. 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), August 2007. 2007.
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Booth, J. & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.
  
Davenport, Jodi; McEldoon, Katherine; Klahr, David. Depicting invisible processes: The influence of molecular-level diagrams in Chemistry instruction. 29th Annual meeting of the Cognitive Science Society, p. 1737, August 2007. 2007.
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Booth, J. & Koedinger, K.R. (2010). Facilitating Low-Achieving Students’ Diagram Use in Algebraic Story Problems. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 1649-1654. Austin, TX: Cognitive Science Society.
  
Davenport, Jodi; Yaron, David; Karabinos, Michael; Greeno, James. Conceptual development in chemical equilibrium. Research in Chemical Education Symposium at the 20th Biannual Conference on Chemical Education, Bloomington, IN (July 2008). 2008.
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Booth, J., Koedinger, K.R. & Siegler, R. (2007). The effect of prior conceptual knowledge on procedural performance and learning in algebra. In D.S. McNamara & J.G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 137-142). Austin, TX: Cognitive Science Society. [Abstract]
  
Davenport, Jodi; Yaron, David; Karabinos, Michael; Klahr, David; Koedinger, Kenneth. Chemical equilibrium: an evaluation of a new type of instruction. Gordon Conference for Chemistry Education Research and Practice, 2007. 2007.
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Booth, J.L., Paré-Blagoev, J. & Koedinger, K.R. (2010). Transforming equation-solving assignments to improve algebra learning: A collaboration with the SERP-MSAN Partnership. Paper presented at the annual meeting of the American Educational Research Association
  
Davenport, Jodi; Yaron, David; Klahr, David; Koedinger, Kenneth. When do diagrams enhance learning? A framework for designing relevant representations. 2008 International Conference of the Learning Sciences, Utrecht, Netherlands, June 2008. 2008.
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Borek, A., McLaren, B., Karabinos, M. & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? Proceedings of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009), Learning in the Synergy of Multiple Disciplines.  Lecture Notes in Computer Science: Springer Berlin/Heidelberg, 5794, 391-404.
  
Davenport, Jodi; Yaron, David; Klahr, David; Koedinger, Kenneth. When do diagrams enhance science learning. First Annual Inter-Science of Learning Center Conference in Pittsburgh, PA, February 2008. 2008.
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Brown, J. & Eskenazi, M. (2005). Student Text And Curriculum Modelling For Reader-Specific Document Retrieval. Proceedings of IASTED International Conference on Human-Computer Interaction. 2005.
  
de Jong, Nel; Halderman; Ross. The effect of formulaic sequences training on fluency development in an ESL classroom. American Association for Applied Linguistics Conference, Denver, CO, March 2009. 2009.
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Brown, J. & Eskenazi, M. (2006). Using Simulated Students for the Assessment of Authentic Document Retrieval; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan. P 685-688.
  
de Jong, Nel; McCormick, Dawn; O'Neill, M. Christine; Bradin Siskin,Claire. Self-correction and fluency in ESL speaking development. American Association for Applied Linguistics (AAAL)Conference, April 2007 in Costa Mesa, CA. 2007.
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Brown, J., Frishkoff, G. & Eskenazi, M. (2005). Automatic question  generation for vocabulary assessment.  Proceedings of Human Language Technology, HLT/EMNLP 2005. Vancouver, B.C
  
Diziol, Dejana; Rummel, Nikol; Kahrimanis; Guevara; Holz; Spada, Hans; Fiotakis. Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins, (Eds.), International perspectives of the learning sciences: Cre8ing a learning world. Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3 (pp. 348-349). International Society of the Learning Sciences, Inc. ISSN 1573-4552. 2008.
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Brunskill, E. (2011). Estimating prerequisite structure from noisy data. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero, and J. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).  
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans. Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung [Supporting computer-mediated collaborative learning in mathematics by structuring the problem-solving process and offering adaptive support]. 11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]. Berlin, Germany. 2007.
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Brunskill, E. (2012). Student Variability and Automated Instructional Policies. Paper presented at Microsoft Research at University of Washington (MSR/UW) Summer Institute on Crowdsourcing Personalized Online Education, July 2012
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans. Erwerb von prozeduralem und konzeptuellem Wissen in Mathematik – Wo ist kooperatives Lernen hilfreich? [Acquisition of procedural and conceptual knowledge in mathematics – When is cooperative learning beneficial?] Paper presented at the 71st conference of the "Arbeitsgemeinschaft für Empirische Pädagogische Forschung (AEPF)" [Consortium for empirical educational research]. Kiel. 2008.
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Brunskill, E. & Russell, S. (2011). Partially observable sequential decision making for problem selection in an intelligent tutoring system. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero, and J. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans. Procedural and Conceptual Knowledge Acquisition in Algebra – When Does Collaboration Make a Difference? Paper submitted to 13th European Conference for Research on Learning and Instruction (EARLI) 2009. Amsterdam, The Netherlands. to appear.
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Butcher, K.(2010). How diagram interaction supports learning: Evidence from think alouds during intelligent tutoring. Diagrammatic Representation and Inference: Lecture Notes in Computer Science, 2010, Volume 6170/2010, 295-297. Springer
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans. Procedural and Conceptual Knowledge Acquisition in Mathematics: Where is Collaboration Helpful. Computer-Supported Collaborative Learning (CSCL) Conference 2009, Rhodes, Greece. to appear.
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Butcher, K. & Aleven, V. (2007). Integrating visual and verbal knowledge during classroom learning with computer tutors. In D.S. McNamara & J.G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society, (pp. 137-142).
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans; McLaren, Bruce. Promoting learning in mathematics: script support for collaborative problem solving with the Cognitive Tutor Algebra. C.A. Chinn, G. Erkins & S. Puntambekar (Eds.), Mice minds and society: Conference on Computer Supported Collaborative Learning (CSCL-07), 8(1), 39-41. 2007.
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Butcher, K. & Aleven, V. (2009). Visual self-explanation during intelligent tutoring: More than attentional focus? Presented as part of "In Vivo Experimentation on Self-Explanation Across Domains" Symposium at European Association for Research on Learning and Instruction, (EARLI 2009). Amsterdam, the Netherlands.
  
Donmez, Pinar; Carbonell; Rose, Carolyn. TurboCharging: A New Cascaded Ensemble Learning Method. Submitted to International Conference on Machine Learning. 2005.
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Butcher, K. & Chi, M.T.H. (2006). How can diagrams scaffold text comprehension.  EARLI SIG2 Meeting, University of Nottingham.
  
Donmez, Pinar; Rose, Carolyn, Carolyn; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank. Supporting CSCL with Automatic Corpus Analysis Technology, Proceedings of Computer Supported Collaborative Learning, 2005, pages 1-10. (nominated for best paper award). 2005.
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Butcher, K. & Aleven, V. (2008). Diagram Interaction during Intelligent Tutoring in Geometry: Support for Knowledge Retention and Deep Transfer.  In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1736-1741). Austin, TX: Cognitive Science Society.  
  
Evans, Karen; Karabinos, Michael; Leinhardt, Gaea; Yaron, David. “Chemistry in the field and chemistry in the classroom: A disconnect. ” First-Year Undergraduate Chemistry Education International Conference, Urbana-Champagne, IL, May 2005. 2005.
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Butcher, K. & Aleven, V. (2008). Learning from visual-verbal sources in intelligent tutoring. Paper presented at the Inter-Science of Learning Center (iSLC) Conference, Carnegie Mellon University, Pittsburgh, PA.
  
Evans, Karen; Yaron, David; Leinhardt, Gaea. Learning stoichiometry: A comparison of text and multimedia formats. 20th Biannual Conference on Chemical Education, Bloomington, IN (July 2008). 2008.
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Butcher, K. & Aleven, V. (2010). Learning during intelligent tutoring: When do integrated visual-verbal representations improve student outcomes? In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2888-2893. Austin, TX: Cogn
  
Feenstra, Laurens; Aleven, Vincent; Rummel, Nikol; & Taatgen, Nils. Multiple interactive representations for fractions learning. I10th international conference on intelligent tutoring systems (ITS), 221-3. 2010.
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Callan, J., Eskenazi, M. & Perfetti, C. (2006). Progress in Providing Reader-Specific lexical Practice for Inproved Reading Comprehension. IES Research Conference. June 15-16 2006, Washington DC
  
Feng, Mingyu; Beck, Joseph; Heffernan, Neil; Koedinger, Kenneth. Can an Intelligent Tutoring System Predict Math Proficiency as Well as a Standardized Test?  1st International Conference on Educational Data Mining, 2008. [full paper]. 2008.
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Cao, F., Vu, M., Chan, H., Lawrence, J., Harris, L., Guan, Q., Xu, Y., & Perfetti, C. A.  (2010). Writing helps reading in English learners of Chinese: An fMRI study. Society for Neuroscience, San Diego, CA.
  
Feng, Mingyu; Heffernan, Neil. Informing Teachers Live about Student Learning: Reporting in Assistment System. 12th Annual Conference on Artificial Intelligence in Education Workshop on Usage Analysis in Learning Systems. 2005. Amsterdam. P25-32. 2005.
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Carlson, R., Genin, K., Rau, M. & Scheines, R. (2013). Student Profiling from Tutoring System Log Data: When do Multiple Graphical Representations Matter?  In D’Mello, S. K., Calvo, R. A., and Olney, A. (eds.) Proceedings of the 6th International Conference on Educational Data Mining. EDM 2013, 12-19.
  
Feng, Mingyu; Heffernan, Neil; Koedinger, Kenneth. Looking for Sources of Error in Predicting Student’s Knowledge. AAAI 2005 workshop on Educational Data Mining. 2005. 2005.
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Carlson, R., Keiser, V., Matsuda, N., Rosé, C. P. & Koedinger, K. (2012). Building a Conversational SimStudent. In S.A. Cerri, W. J. Clancey, G. Papadourakis & K. Panourgia (Eds). Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 563-569.
  
Feng, Mingyu; Heffernan, Neil; Koedinger, Kenneth. Predicting State Test Scores Better with Intelligent Tutoring Systems: Developing Metrics to Measure Assistance Required. In the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 31-40. 2006.
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Cen, H., Koedinger, K.R. & Junker, B. (2005). Automating Cognitive Model Improvement by A*Search and Logistic Regression. Proceedings of AAAI Workshop on Educational Data Mining. 2005.  
  
Fiez, Julie. Educational neuroscience: Time for a bridge? In J Geake & U Goswami (Organizers) Challenges and Opportunities for Educational Neuroscience. Workshop sponsored by the National Science Foundation, Washington, D.C. 2007.
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Cen, H., Koedinger, K.R. & Junker, B. (2006). Learning Factors Analysis – A General Method for Cognitive Model Evaluation and Improvement. In Ikeda et al (Eds.).  Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), p 164-175. Springer: Berlin/Heidelberg.
  
Forbes-Riley, Kate; Litman, Diane. Adapting to Student Uncertainty Improves Tutoring Dialogues. 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK, July 2009. to appear.
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Cen, H., Koedinger, K.R. & Junker, B. (2007). Is over practice necessary? – Improving learning efficiency with the Cognitive Tutor through educational data mining. In R. Luckin et al (Eds.).  Proceedings of 13th International Conference on Artificial Intelligence in Education (AIED 2007), pp. 511-518. IOS Press.
  
"Forbes-Riley, Kate; Litman, Diane; Purandare, Amruta; Rotaru, Mihai; Tetreault, Joel. Comparing Linguistic Features for Modeling Learning in Computer Dialogue Tutoring. 13th International Conference on Artificial Intelligence in Education (AIED), Los Angeles, CA, July, 2007.
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Cen, H., Koedinger, K.R. & Junker, B. (2008). Comparing two IRT models for cognitive model evaluation. Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
. 2007."
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Chan, H. L., Guan, Q., Liu, Y., Perfetti, C. & Wu, S. M.  (2010). Pinyin plus writing: An integrated approach to learning Chinese characters. Paper session presented at Research in Reading Chinese and Related Asian Languages (RRC), Toronto, Canada.  
  
Forbes-Riley, Kate; Litman, Diane; Rotaru, Mihai. Responding to student uncertainty during computer tutoring:  An Experimental evaluation. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Chang, K., Beck, J., Mostow, J. & Corbett, A. (2006). A Bayes Net Toolkit for Student Modeling in Intelligent Tutoring Systems; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 104-113
  
Forbes-Riley, Kate; Litman, Diane; Silliman, Scott; Purandare, Amruta. Uncertainty Corpus: Resource to Study User Affect in Complex Spoken Dialogue Systems. 6th Language Resources and Evaluation Conference (LREC 2008), Marrakech, Morocco, (May-June 2008). 2008.
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Chase, C.C. & Shemwell, J.T. (2012). Learning Scientific Principles With Contrasting Cases: Key Ingredients ofEffective Contrast-Focused Instruction.  Paper presented at "On the Design, Implementation, and Outcomes of Using Contrasts in Learning" Symposim at AERA 2012.
  
Forbes-Riley, Kate; Rotaru, Mihai; Litman, Diane; Tetreault, Joel. Exploring affect-context dependencies for adaptive system development. Human Language technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL-HLT), 41-44, Rochester, NY. (April, 2007). 2007.
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Chen G., Michaels, S. & O’Connor, C. (2011). Coding and analysis of classroom dialogue. Paper presented at the Social and Communicative Factors Thrust Workshop, Pittsburgh Science of Learning Center. Pittsburgh, PA, USA.
  
Frishkoff, Gwen. Neural correlates of vocabulary acquisition: Evidence from dense-array EEG. 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.
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Chen, G. & Resnick, L. B. (2011). How accountable talk works in the classroom: Analyzing young children’s learning of science. Paper presented at the 9th International Conference on Computer Supported Collaborative Learning (CSCL 2011). Hong Kong: International Society of the Learning Sciences.
  
Frishkoff, Gwen. ERP measures of word learning: Separation of N3, MFN, and N4 semantic components, Paper presented at the 47th Annual Meeting of the Society for Psychophysiological Research. Savannah, Georgia, October 19, 2007. 2007.
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Chi, M. & VanLehn, K. (2007). Domain-specific and domain-independent interactive behaviors in Andes. In R. Luckin & K. Koedinger, K.R. (Eds.), Artificial Intelligence in Education. Amsterdam, Netherlands: IOS Press.
  
Frishkoff, Gwen; Levin, Lori; Pavlik, Phillip; Idemaru, Kaori; de Jong, Nel. A model-based approach to second-language learning of grammatical constructions. B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), 30th Annual Conference of the Cognitive Science Society (pp. 1665-1670). Austin, TX: Cognitive Science Society. 2008.
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Chi, M. & VanLehn, K. (2007). Porting an intelligent tutoring system across domains. In R. Luckin & K. Koedinger, K.R. (Eds.), Artificial Intelligence in Education. Amsterdam, Netherlands: IOS Press.
  
Frishkoff, Gwen; Pavlik, Phillip; Levin, Lori; de Jong, Nel. Providing optimal support for robust learning of syntactic constructions in ESL. Annual Meeting of the Cognitive Science Society, 2008. 2008.
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Chi, M. & VanLehn, K. (2007). The impact of explicit strategy instruction on problem-solving behaviors across intelligent tutoring systems. In D. McNamara & G. Trafton (Eds.) Proceedings of the 29th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
  
Frishkoff, Gwen; Perfetti, Charles. Partial word knowledge and measures of Incremental word learning: Brain and behavioral experiments with adults and children (Ages 9 - 11). 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.
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Chi, M. & VanLehn, K. (2007). Accelerated future learning via explicit instruction of a problem solving strategy.  In R. Luckin, K. R. Koedinger, K.R. & J. Greer (Eds.)  Artificial Intelligence in Education.  pp. 409-416.  Amsterdam, Netherlands: IOS Press.
  
Frishkoff, Gwen; Perfetti, Charles. ERP Evidence for stages of meaning acquisition in the development of the print lexicon. 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008). 2008.
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Chi, M. & VanLehn, K. (2008). Eliminating the gap between the high and low students through meta-cognitive strategy instruction. Lecture Notes in Computer Science: Vol 5091.  Proceedings of the 9th International Conference on Intelligent Tutoring Systems, 2008. Heidelberg: Springer Berlin,  603-614.
  
Frishkoff, Gwen; Perfetti, Charles; Collins-Thomjpson, Kevyn; Callan, Jamie. Effects of Misleading Contexts on Word Learning: How Malapropisms May Affect the Development of Stable and Robust Word Representations. American Educational Research Association (2006). 2006.
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Chi, M. & VanLehn, K., Litman, D.J. (2010). Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning To Induce Pedagogical Tutorial Tactics. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6094/2010, 224-234.
  
Gadgil, Soniya; Nokes, Timothy. Analogical scaffolding in collaborative learning. 31st Annual Meeting of the Cognitive Science Society, 2009. to appear.
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Chi, M., Jordan, P., VanLehn, K. & Litman, D.J. (2009). To Elicit Or To Tell: Does It Matter? Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED 2009), 197-204.
  
Greeno, James; MacWhinney, Brian. Learning as Perspective Taking: Conceptual Alignment in the Classroom, International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN, USA, p. 930. 2006.
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Chi, M., Koedinger, K., Gordon, G., Jordan, P. & VanLehn, K. (2011). Instructional factors analysis: A Cognitive model for multiple instructional interventions. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero, and J. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).
  
Guo, Yu; Heffernan, Neil; Beck, Joseph. Trying to reduce bottom-out hinting: Will telling students how many hits they have left help. . 2008.
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Chi, M., VanLehn & Litman, D.J. (2010). The More the Merrier? Examining Three Interaction Hypotheses. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2870-2876.  Austin, TX: Cognitive Science Society.
  
Gweon, Gahgene; Arguello, Jaime; Pai, Carol; Carey, Regan; Zaiss, Zachary; Rose, Carolyn. Towards a Prototyping Tool for Behavior Oriented Authoring of Conversational Agents for Educational A. Second Workshop for Building Educational Applications using NLP. Associationl for Computational Linguistics 2005. 2005.
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Chi, M., VanLehn, K., Litman, D.J., & Jordan, P. (2010). Inducing Effective Pedagogical Strategies Using Learning Context Features. User Modeling, Adaptation, and Personalization; Lecture Notes in Computer Science 2010, Vol 6075/2010, 147-158. Springer.
  
Gweon, Gahgene; Rose, Carolyn; Albright, Emil; Cui, Yue. Evaluating the Effect of Feedback from a CSCL Problem Solving Environment on Learning, Interaction, and Perceived Interdependence. Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University. 2007.
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Chi, M.T.H. (2007). Teaching a stand-alone module: Emergence for understanding science concepts. Paper in Symposium: Complex Systems and the Cognitive Sciences: Potential for Pervasive Theoretical and Research Implications? (CogSci 2007).
  
Gweon, Gahgene; Rose, Carolyn; Wittwer, Joerg; Nueckles, Matthias. Supporting Efficient and Reliable Content Analysis Using Automatic Text Processing Technology. Interact ’05 (short paper) Pp 1112. 2005.
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Clarke, S.  (2012). The Right to Speak. In L.B. Resnick, C.A. Asterhan & S.N. Clarke (Eds.) Socializing Intelligence through Academic Talk and Dialogue. Washington, D.C.: American Educational Research Association.
  
Gweon, Gahgene; Rose, Carolyn; Zaiss, Zachary; Carey, Regan. Providing Support for Adaptive Scripting in an On-Line Collaborative Learning Environment, Proceedings of CHI 06: ACM conference on human factors in computer systems. New York: ACM Press. (nominated for a best paper award). 2006.
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Clarke, S.N. & Chen, G. (2012). The Structure of Productive Classroom Discussion. Paper presented at the annual meeting of the British Educational Research Association, Manchester, United Kingdom.  
  
Harrer, Andreas; McLaren, Bruce; Walker, Erin; Bollen, Lars; Sewall, Jonathan. Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions. 12th International Conference on Artificial Intelligence in Education; Amsterdam, the Netherlands in July 2005. 2005.
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Clarke, S., Chen, G., Stainton, K., Katz, S., Greeno, J., Resnick, L., Howley, H., Adamson, D. & Rosé, C. P.  (2013). The Impact of CSCL Beyond the Online Environment. Proceedings of Computer Supported Collaborative Learning.
  
Harrer, Andreas; Pinkwart, Niels; McLaren, Bruce; Scheuer, Oliver. How Do We Get the Pieces to Work Together? A New Software Architecture to Support Interoperability between Educational Software Tools. B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds), 9th International Conference on Intelligent Tutoring Systems (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 715-718). Berlin: Springer. 2008.
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Clarke, S.N., Resnick, L.B., Rosé, C.P., Chen, G., Stainton, C., Katz, S., Dyke, G., Adamson, D., Howley, I., Greeno, J., Spiegel, S., & Granger, R. (2012) (2012). Towards Discursive Instruction: From I-R-E to Accountable Talk. Paper presented at the LearnLab’s Annual Learning Science Workshop on Use of Technology Toward Enhancing Achievement and Equity in the 21st Century, Pittsburgh, PA.
  
Hausmann, Robert. Why do elaborative dialogs lead to effective problem solving and deep learning? In R. Sun & N. Miyake (Eds.), 28th Annual Meeting of the Cognitive Science Society (pp.1465-1469). Alpha, NJ: Sheridan Printing. 2006.
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Cocea, M., Hershkovitz, A. & Baker, R.S.J.d. (2009). The Impact of Off-Task and Gaming Behaviors on Learning: Immediate or Aggregate?  Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED), 507-514.
  
Hausmann, Robert. An analysis of generative dialogue patterns across interactive learning environments: Explanation, elaboration, and co-construction. Intelligent Tutoring in Serious Games Workshop, hosted by the Institute for Creative Technologies at USC, Marina del Rey, CA. 2007.
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Collins-Thompson, K. & Callan, J. (2007). Automatic and human scoring of word definition resopnses. In Proceedings of Human Language Technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL-HLT), Rochester, NY. (April, 2007)
  
Hausmann, Robert; Nokes, Timothy. Harnessing What You Know: Models of Transfer in Introductory Physics. Full paper submitted to the Second International Conference on Educational Data Mining (EDM 2009), Cordoba, Spain. submitted.
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Connelly, J. & Katz, S. (2009). Toward more robust learning of physics via reflective dialogue extensions. Proceedings of World Convernece on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA 2009). Chesapeake: VA: AACE, 1946-1951.
  
Hausmann, Robert; Nokes, Timothy; VanLehn, Kurt; Gershman, Sophia. The design of Self-explanation prompts: The fit hypoThesis. 31st Annual Meeting of the Cognitive Science Society. to appear.
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Connelly, J. & Katz, S. (2009). Toward more robust learning of physics via reflective dialogue extensions. Proceedings of ED-MEDIA 2009.
  
Hausmann, Robert; Nokes, Timothy; VanLehn, Kurt; Gershman, Sophia. Revising models or filling gaps? The impact of prompting on self-explanation and robust learning. Symposium accepted to the 13th Biennial European Association for Research on Learning and Instruction Conference (EARLI). Amsterdam, Netherlands, 2009. to appear.
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Corbett, A., Reed, S., Hoffman, R., McLaren, B. & Wagner, A. (2010). Interleaving worked examples and Cognitive Tutor support for algebraic modeling of problem situations. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2882-2888. Austin, TX: Cognitive Science Society.
  
Hausmann, Robert; Nokes, Timothy; VanLehn, Kurt; van de Sande, Brett. Integrating Multiple Sources of Data to Evaluate Learning in Intelligent Tutoring Systems. The International Conference on Artificial Intelligence in Education (AIED2009). submitted.
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Corbett, A., Wagner, A., Lesgold, A., Ulrich, H. & Stevens, S.  (2006). Analyzing Algebra Example Solutions.  International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN, USA. p. 99
  
Hausmann, Robert; van de Sande, Brett. An Analysis of Student Learning Using the Andes Intelligent Tutor Homework System. summer meeting of the American Association of Physics Teachers, Greensboro, NC. August 2007. 2007.
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Craig, S., VanLehn, K. & Chi, M. (2008). Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes. In K. McFerrin et al. (Eds.)  Proceedings of  Society for Information Technology & Teacher Education International Conference 2008 (1065-1068).  Chesapeake, VA: AACE.  
  
Hausmann, Robert; van de Sande, Brett; van de Sande, Carla; VanLehn, Kurt. Productive Dialogue During Collaborative Problem Solving. P.A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Conference for the Learning Sciences -- ICLS 2008 (Vol. 1, pp. 327-334). The Netherlands: ISLS. 2008.
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Craig, S., VanLehn, K., Gadgil, S. & Chi, M. (2007). Learning from collaboratively observing videos during problem solving with Andes. In R. Luckin, K. R. Koedinger, K.R. & J. Greer (Eds.) Artificial Intelligence in Education. pp. 554-556. Amsterdam, Netherlands: IOS Press.
  
Hausmann, Robert; van de Sande, Brett; VanLehn, Kurt. Trialog:  How peer collaboration helps remediate errors in an ITS. 21st International FLAIRS Conference, (pp. 415-420), Menlo Park: CA, AAAI Press. 2008.
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Cui, Y., Kumar, R., Rosé, C.P. & Koedinger, K.R. (2008). Story generation to accelerate math problem authoring for practice and assessment.  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Hausmann, Robert; van de Sande, Brett; VanLehn, Kurt. Shall we explain?  Augmenting learning from intelligent tutoring systems and peer collaboration. B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (eds). Intelligent Tutoring Systems: 9th International Conference, ITS2008, pp. 636-645. Amsterdam: IOS Press. 2008.
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Cui, Y. & Rosé, C.P. (2008). An Authoring tool that facilitates the rapid development of dialogue agents for intelligent tutoring.  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Hausmann, Robert; van de Sande, Brett; VanLehn, Kurt. Are self-explaining and coached problem solving more effective when done by pairs of students than alone? In B. C. Love, K. McRae & V. M. Sloutsky (Eds.), 30th Annual Conference of the Cognitive Science Society. (pp. 2369-2374). Austin, TX: Cognitive Science Society. 2008.
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Davenport, J., Karabinos, M. & Yaron, D. (2005). Exploring the ways in which coordinating different representations of chemical processes influences conceptual learning in introductory chemistry. Nineteenth Biennial Conference on Chemical Education in West Lafayette, Indiana. July 31, 2006. P 104.
  
Hausmann, Robert; VanLehn, Kurt. Self-explaining in the Classroom:  Learning Curve Evidence. 29th Annual Conference of the Cognitive Science Society. 2007. Pages 1067-1072. Austin, TX: Cognitive Science Society. 2007.
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Davenport, J., Klahr, D. & Koedinger, K.R. (2007). The influence of diagrams on chemistry learning. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), August 2007
  
Hausmann, Robert; VanLehn, Kurt. Explaining self-explaining: A contrast between content and generation. R. Luckin, K.R. Koedinger, Kenneth & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (Vol 158, pp. 417-424). Amsterdam: IOS Press. [Best Paper Award]. 2007.
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Davenport, J. L., Leinhardt, G., Greeno, J., Koedinger, K., Klahr, D., Karabinos, M., & Yaron, D. J. (2014). Evidence-Based Approaches to Improving Chemical Equilibrium Instruction. Journal of Chemical Education, 91(10), 1517-1525.
  
Heffernan, Neil; Koedinger, Kenneth. The Assistment Builder: A Rapid Development Tool for ITS. 12th Annual Conference on Artificial Intelligence in Education 2005 Workshop on Adaptative Systems for Web Based Education: Tools and Reusability. 2005. 2005.
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Davenport, J., McEldoon, K. & Klahr, D. (2007). Depicting invisible processes: The influence of molecular-level diagrams in Chemistry instruction. Proceedings of  the 29th Annual meeting of the Cognitive Science Society, p. 1737, August 2007
  
Heilman, Michael; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine. Classroom success of an intelligent tutoring system for lexical practice and reading comprehension. 9th International Conference on Spoken Language Processing (ICSLP). 2006.
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Davenport, J., Rafferty, A., Timms, M., Yaron, D. & Karabinos, M. (2012). ChemVLab+: Evaluating a Virtual Lab Tutor for High School Chemistry (short paper), ICLS2012, Volume 2, 381-385.
  
Heilman, Michael; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine. Combining lexical and grammatical features to improve readability measures for first and second language texts. Human Language Technology Conference. Rochester, NY, (2007). 2007.
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Davenport, J., Yaron, D., Karabinos, M. & Greeno, J. (2008). Conceptual development in chemical equilibrium.  Paper presented in Research in Chemical Education Symposium at the 20th Biannual Conference on Chemical Education, Bloomington, IN (July 2008).  
  
Heilman, Michael; Collins-Thompson, Kevyn; Eskenazi, Maxine. An Analysis of Statistical Models and Features for Reading Difficulty Prediction. The 3rd Workshop on Innovative Use of NLP for Building Educational Applications. Annual Meeting of the Association for Computational Linguistics, 2008. 2008.
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Davenport, J., Yaron, D., Karabinos, M., Klahr, D. & Koedinger, K.R. (2007). Chemical equilibrium: an evaluation of a new type of instruction.  Gordon, G. Conference for Chemistry Education Research and Practice, 2007.
  
Heilman, Michael; Eskenazi, Maxine. Language Learning: Challenges for Intelligent Tutoring Systems. Workshop of Intelligent Tutoring Systems for Ill-Defined Domains. 8th International Conference on Intelligent Tutoring Systems. June 2006, pp 20-28. 2006.
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Davenport, J., Yaron, D., Klahr, D. & Koedinger, K.R. (2008). When do diagrams enhance learning? A framework for designing relevant representations. Proceedings of the 2008 International Conference of the Learning Sciences, Utrecht, Netherlands, June 2008.
  
Heilman, Michael; Eskenazi, Maxine. Application of automatic thesaurus extraction for computer generation of vocabulary questions. SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007). 2007.
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Davenport, J., Yaron, D., Klahr, D. & Koedinger, K.R. (2008). When do diagrams enhance science learning? Presented at the First Annual Inter-Science of Learning Center Conference in Pittsburgh, PA, February 2008.
  
Heilman, Michael; Feeney. An automatic measure of reader engagement and attention. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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De Jong, N. (2012). Does time pressure help or hinder oral fluency? In N. de Jong, K. Juffermans, M. Keijzer, & L. Rasier (Eds.), Papers of the Anéla 2012 Applied Linguistics Conference (pp. 43-52). Delft: Eburon.
  
Heilman, Michael; Juffs, Alan; Eskenazi, Maxine. Choosing reading passages for vocabulary learning by topic to increase intrinsic motivation. 13th International Conference on Artificial Intelligence in Education. Marina del Rey, CA., 2007. 2007.
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De Jong, N. (2012). Technieken voor het oefenen van vloeiend spreken. Workshop given at the LES Conference, November 10, 2012, Amsterdam. [English translation of the title: Techniques for practicing fluent speaking; this is a conference for teachers of Dutch as a second language and other professionals in the field.]
  
Heilman, Michael; Zhao; Pino, Juan; Eskenazi, Maxine. Retrieval of Reading Materials for Vocabulary and Reading Practice. The 3rd Workshop on Innovative Use of NLP for Building Educational Applications. Annual Meeting of the Association for Computational Linguistics: Human Language Technologies, Columbus OH, 2008. 2008.
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De Jong, N. & Halderman, L. (2009). The role of vocabulary and grammar knowledge in second-language oral fluency: A correlational study. Paper presented at the Second Language Research Forum, East Lansing, MI, October 2009.
  
Heiner, Cecily; Beck, Joseph; Mostow, Jack. Automated Vocabulary Instruction in a Reading Tutor. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. 2006.
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De Jong, N. & Halderman, L. (2009). Training formulaic sequences has mixed short-term effects on L2 oral fluency. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.
  
Hensler, Brooke; Beck, Joseph. Are all questions created equal? Factors that influence cloze question difficulty. Thirteenth Annual Meeting Society for the Scientific Study of Reading. July 5-8, 2006. Vancouver, Canada. 2006.
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De Jong, N. & Poelmans, P(2011). Accuracy and complexity in second language speech: Do specific measures make the difference? Presentation at the EuroSLA conference, Stockholm, September 2011.
  
Hu, Wenze; Wu, Sue-Mei; Zhang, Zheng-sheng; Cai, Jie. Bridging between classical and modern Chinese. American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting, 2007. 2007.
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De Jong, N. & Vercellotti, M. L. (2011). Norming picture story prompts for second language production research: Fluency, linguistic items, and speakers’ perception. Paper presented at the American Association for Applied Linguistics conference 2011, Chicago, IL, March 2011.
  
Jones, Christopher. French Online and the Open Learning Initiative. Kentucky Foreign Language Conference, April 2007, Lexington, Kentucky. 2007.
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De Jong, N., Halderman, L. & Ross, M. (2009). The effect of formulaic sequences training on fluency development in an ESL classroom. Paper presented at the American Association for Applied Linguistics Conference, Denver, CO, March 2009.
  
Jones, Christopher; Queuniet, Sophie. French Online and the French LearnLab: Instruction and Research. European Computer Assisted Language Learning 2006. 2006.
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De Jong, N., McCormick, D., O'Neill, C. & Bradin Siskin, C. (2007). Self-correction and fluency in ESL speaking development. Paper presented at the American Association for Applied Linguistics (AAAL)Conference, April 2007 in Costa Mesa, CA.  
  
Jones, Christopher; Siskin,Claire. Building the New French Online: The Challenges of shared infrastructure. CALICO (Computer-Assisted Language Instruction Consortium), May 2007, Texas State University, San Marcos. 2007.
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Dela Rosa, K. & Eskenazi, M. (2011). Impact of Word Sense Disambiguation on Ordering Dictionary Definitions in Vocabulary Learning Tutors, FLAIRS 2011.
  
Jordan, Pamela. Using Student Explanations as Models for Adapting Tutorial Dialogue. 17th International FLAIRS Conference. P905-910. 2004.
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Dela Rosa, K. & Eskenazi, M. (2011). Self-Assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 296-303.  Springer-Verlag Berlin Heidelberg.
  
Jordan, Pamela. Topic initiative in a simulated peer dialogue agent. 13th International Conference on Artificial Intelligence in Education, (AIED), Marina del Ray, CA (July, 2007). 2007.
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Dela Rosa, K. & Eskenazi, M. (2011). Effect of Word Complexity on L2 Vocabulary Learning.  Proceedings of the 49th annual meeting of the Association for Computational Linguistics: Human Language Technologies' 6th Workshop on Innovative Use of NLP for Building Educational Applications (ACL-HLT: BEA 2011).
  
Jordan, Pamela; Albacete, Patricia; VanLehn, Kurt. Taking Control of Redundancy in Scripted Tutorial Dialogue. Int. Conference on Artificial Intelligence in Education, pp. 314 - 321. 2005.
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Dela Rosa, K., Parent, G. & Eskenazi, M. (2010). Multimodal learning of words: A study on the use of speech synthesis to reinforce written text in L2 language learning
  
Jordan, Pamela; Hall, Brian; Ringenberg, Michael; Cui, Yue; Rose, Carolyn. Tools for authoring a dialogue agent that participates in learning studies. 13th International Conference on Artificial Intelligence in Education. Marina del Rey, CA. (July 2007). 2007.
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Dela Rosa, K., Parent, G. & Eskenazi, M. (2010). M.Multimodal learning of words: A study on the use of speech synthesis to reinforce written text in L2 language learning. Proceedings of the ISCA Workshop on Speech and Language Technology in Education. (SLaTE 2010).
  
Jordan, Pamela; Litman, Diane. Minimal feedback during tutorial dialogue. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Dickison, D., Ritter, S., Nixon, T., Harris, T. K., Towle, B., Murray, R. C. & Hausmann, R.G.M. (2010). Predicting the Effects of Skill Model Changes on Student Progress.  Intelligent Tutoring Systems Lecture Notes in Computer Science, 2010, Volume 6095/2010, 300-302, DOI: 10.1007/978-3-642-13437-1_51
  
Jordan, Pamela; Litman, Diane; Lipschultz, Michael; Drummond, Joanna. Evidence of Misunderstandings in Tutorial Dialogue and their Impact on Learning. 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK, July 2009. to appear.
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Diziol, D., Rummel, N. & Spada, H. (2007). Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung [Supporting computer-mediated collaborative learning in mathematics by structuring the problem-solving process and offering adaptive support]. Paper presented at the 11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]. Berlin, Germany.
  
Jordan, Pamela; Makatchev, Maxim; Pappuswamy, Umarani; VanLehn, Kurt; Albacete. A natural language tutorial dialogue system for physics. G. Sutcliffe & R. Goebel (Eds.), 19th International FLAIRS Conference. Menlo Park, CA: AAAI Press. P 521-526. 2006.
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Diziol, D., Rummel, N. & Spada, H. (2009). Procedural and Conceptual Knowledge Acquisition in Mathematics: Where is Collaboration Helpful? In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices - CSCL2009 Conference Proceedings. International Society of the Learning Sciences, Inc., Volume 1, 178-187.
  
Jordan, Pamela; Makatchev, Maxim; VanLehn, Kurt. Combining Competing Language Understanding Approaches in an Intelligent Tutoring System. Intelligent Tutoring Systems Conference, vol 3220, pp 346-357. 2004.
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Diziol, D., Rummel, N. & Spada, H. (2009). Procedural and Conceptual Knowledge Acquisition in Algebra – When Does Collaboration Make a Difference? 13th European Conference for Research on Learning and Instruction (EARLI) 2009. Amsterdam, The Netherlands.
  
Jordan, Pamela; Ringenberg, Michael; Hall, Brian. Rapidly Developing Dialogue Systems that Support Learning Studies. Workshop Proceedings on Teaching With Robots, Agents, and NLPat, 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan. 2006.
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Diziol, D., Rummel, N., Kahrimanis, Guevara, Holz, Spada, H., Fiotakis (2008). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins, (Eds.), International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3 (pp. 348-349). International Society of the Learning Sciences, Inc. ISSN 1573-4552.
  
Jordan, Pamela; VanLehn, Kurt. Discourse Processing for Explanatory Essays in Tutorial Applications. 3rd SIGdial Workshop on Discourse and Dialogue, Vol. 2, from the Annual Meeting of the ACL, pp 74-83. 2006.
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Diziol, D., Rummel, N., Spada, H. (2008). Erwerb von prozeduralem und konzeptuellem Wissen in Mathematik – Wo ist kooperatives Lernen hilfreich? [Acquisition of procedural and conceptual knowledge in mathematics – When is cooperative learning beneficial?] Paper presented at the 71st conference of the "Arbeitsgemeinschaft für Empirische Pädagogische Forschung (AEPF)" [Consortium for empirical educational research]. Kiel.
  
Juffs, Alan; Eskenazi, Maxine; Heilman, Michael; Wilson, Lois; Friedline, Benjamin. Activity theory and computer assisted learning of English vocabulary. American Association for Applied Linguistics, 2007. 2007.
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Diziol, D., Rummel, N., Spada, H. & McLaren, B. (2007). Promoting learning in mathematics: script support for collaborative problem solving with the Cognitive Tutor Algebra. In C.A. Chinn, G. Erkins & S. Puntambekar (Eds.), Mice minds and society: Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07), 8(1), 39-41.
  
Juffs, Alan; Eskenazi, Maxine; Wilson, Lois; Pelletreau, Timothy; Sanders, James; Callan, Jamie; Brown, Jonathan. Promoting robust learning of vocabulary through computer assisted language learning. Joint conference of AAAL and ACLA/CAAL 2006, Montreal, June 2006. 2006.
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Diziol, D., Rummel, N., Spada, H., & Haug, S. (2010). Learning in mathematics: Effects of procedural and conceptual instruction on the quality of student interaction. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol 2 (pp. 370-371). International Society of the Learning Sciences: Chicago IL.
  
Juffs, Alan; Rodriguez. Working memory capacity in context: differential effects on comprehension of relative clauses and binding. Second Language Research Forum. University of Illinois, Champaign Urbana. October 13, 2007. 2007.
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Doddannara, L.S., Gowda, S.M., Baker, R.S.J.d., Gowda, S.M. & de Carvalho, A.M.J.A. (2013). Exploring the relationships between design, students’ affective states, and disengaged behaviors within an ITS. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 31-40. Springer-Verlag Berlin Heidelberg.
  
Juffs, Alan; Wilson, Lois; Eskenazi, Maxine; Heilman, Michael. Robust learning of vocabulary in classrooms and in CALL. American Association of Applied Linguistics, Washington, DC. 2008.
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Donmez, P., Rosé, C.P., Stegmann, K., Weingberger,  A. & Fischer, F. (2005). Supporting CSCL with Automatic Corpus Analysis Technology, Proceedings of Computer Supported Collaborative Learning 2005, 1-10. (nominated for best paper award)
  
Kao, Yvonne; Roll, Ido; Koedinger, Kenneth. Source of difficulty in multi-step geometry area problems. 29th Annual Meeting of the Cognitive Science Society, 2007. 2007.
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Duffy, B., Carney, J., & Stamper, J. (2013). A Case Study on the Gamification of Traditional Courseware, presented as part of the Industry and Innovation Track at AIED 2013.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013.  Springer-Verlag Berlin Heidelberg.
  
Kao, Yvonne; Roll, Ido; Koedinger, Kenneth. Sources of difficulty in multi-step geometry area problems. 29th Annual Meeting of the Cognitive Science Society. (CogSci 2007). 2007.
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Dyke, G., Goggins, G., Mayfield, E. & Rosé, C. P. (2013). Comparison of Network Heuristics for Understanding Small Groups in Synchronous Collaborative Learning.  Proceedings of Learning Analytics and Knowledge.
  
Kao, Yvonne; Roll, Ido; Koedinger, Kenneth. The composition effect in geometry area problems. Twenty-Ninth Meeting of the Cognitive Science Society, CogSci 2007. 2007.
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Dyke, G., Howley, I., Adamson, D. & Rosé, C. (2012). Towards Academically ProductiveTalk Supported by Conversational Agents (2012). In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 531-540.
  
Katz, Sandra; Connelly, John; Wilson, Christine. When should dialogues in a scaffolded learning environment take place? In P. Kommers & G. Richards (Eds.), EdMedia 2005 (pp. 2850-2855). Norfolk: VA: AACE. 2005.
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Dyke, G., Kumar, R., Ai, H. & Rosé, C. (2012). Challenging Assumptions: using sliding window visualizations to reveal time‐based irregularities in CSCL processes.  ICLS2012, Vol 1, 363-370. Best Paper Nominee.
  
Katz, Sandra; Connelly, John; Wilson, Christine. Out of the lab and into the classroom: An evaluation of reflective dialogue in Andes. K. Koedinger, Kenneth & R. Luckin (Eds). Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work (pp. 425-432). Amsterdom: IOS Press. 2007.
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Dyke, G., Mayfield, E., Howley, I., Adamson, D. & Rosé, C. P. (2013). Analysis of Discourse and the Importance of Time. 1st International Workshop on Discourse-Centric Learning Analytics (invited paper).
  
Koedinger, Kenneth. Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory. AAAI 2006. 2006.
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Easterday, M.W. (2010). An intelligent debater for teaching argumentation. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6095/2010, 218-220.
  
Koedinger, Kenneth. Enabling technologies from the Pittsburgh Science of Learning Center. 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.
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Easterday, M.W., Aleven, V., Scheines, R., & Carver, S. M. (2011). Using tutors to improve educational games. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 63-71. Springer-Verlag Berlin Heidelberg.
  
Koedinger, Kenneth. Achieving robust learning through cognitive analysis and advanced technology. Gordon Conference for Chemistry Education Research and Practice, 2007. 2007.
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Easterday, M.W., Kanarek, J. & Harrell, M. (2011). Design requirements of argument mapping software for teaching deliberation.  Conference on Online Deliberation.
  
Koedinger, Kenneth; Aleven, Vincent; Baker, Ryan. In vivo experiments on whether tutoring meta-cognition yields robust learning. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007. 2007.
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Eskenazi, M, Lin, Y. & Saz, O. (2013). Tools for non-native readers: the case for translation and simplification. Proceedings of Natural Language Processing for Improving Textual Accessibility (NLP4ITA) Workshop conducted at Language Resources and Evaluation Conference (LREC) 2013.
  
Koedinger, Kenneth; Aleven, Vincent; Baker, Ryan. In vivo experiments on whether tutoring meta-cognition yields robust learning. 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.
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Evans, K.L., Karabinos, M., Leinhardt, G. & Yaron, D. (2005). Chemistry in the field and chemistry in the classroom: A disconnect? First-Year Undergraduate Chemistry Education International Conference, Urbana-Champagne, IL, May 2005.
  
Koedinger, Kenneth; Aleven, Vincent; Baker, Ryan; Roll,Ido. Toward understanding when tutoring meta-cognition enhances domain learning. Workshop on Metacognition and SRL. (AIED 2007). 2007.
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Evans, K.L., Yaron, D. & Leinhardt, G. (2008). Learning stoichiometry:  A comparison of text and multimedia formats. Paper presented at the 20th Biannual Conference on Chemical Education, Bloomington, IN (July 2008).  
  
Koedinger, Kenneth; Aleven, Vincent; Heffernan, Neil; MacLaren; Hockenberry, Matthew. Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration;. the Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004. 2004.
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"Falakmasir, M., Ashley, K. & Schunn, C. (2013). Using Argument Diagramming to Improve Peer Grading of Writing Assignments. Proceedings of the 1st Workshop on Massive Open Online Courses at the 16th Annual Conference on
  
Koedinger, Kenneth; Baker, Ryan. Comparing Knowledge Representations and Methods for Creating Cognitive Models in Advanced Learning and Tutorial Systems. American Educational Research Association (2006). 2006.
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Artificial Intelligence in Education (2013). Memphis, TN. http://www.moocshop.org"
  
Koedinger, Kenneth; Cunningham, Kyle; Skogsholm, Alida; Leber, Brett. An open repository and analysis tools for fine-grained, longitudinal learner data. 1st International Conference on Educational Data Mining, 2008. [full paper], 157-166. 2008.
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Falakmasir, M.H., Pardos, Z.A., Gordon, G.J. & Brusilovsky, P. (2013). A Spectral Learning Approach to Knowledge Tracing.  In D’Mello, S. K., Calvo, R. A., and Olney, A. (eds.). Proceedings of the 6th International Conference on Educational Data Mining. EDM 2013, 28-34.
  
Koedinger, Kenneth; Pavlik, Phillip; McLaren, Bruce; Aleven, Vincent. Is it Better to Give than to Receive? The Assistance Dilemma as a Fundamental Unsolved Problem in the Cognitive Science of Learning and Instruction. B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), 30th Annual Conference of the Cognitive Science Society (pp. 2155-2160). Austin, TX: Cognitive Science Society. 2008.
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Fancsali, S., Nixon, T., Vuong, A. & Ritter, S. (2013). Simulated Students, Mastery Learning, and Improved Learning Curves for Real-World Cognitive Tutors. Paper presented at AIED Workshop on Simulated Learners in conjunction with AIED 2013, July 9, 2013, Memphis, Tennessee.
  
Kulkarni, Anagha; Callan, Jamie. Dictionary Definitions based Homograph Identification using a Generative Hierarchical Model. ACL-08: HLT, Short Papers (Companion Volume), 85-88, Columbus, OH, June 2008. Association for Computational Linguistics. 2008.
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Fancsali, S.E., Nixon, T. & Ritter, S. (2013). Optimal and Worst-Case Performance of Mastery Learning Assessment with Bayesian Knowledge Tracing.  Proceedings of EDM 2013, 35-42.
  
Kulkarni, Anagha; Callan, Jamie; Eskenazi, Maxine. Dictionary definitions:  The Likes and the unlikes. SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007). 2007.
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Feeney, C.M. & Heilman, M. (2008). Automatically Generating and Validating Reading-Check Questions. Proceedings of the Ninth International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science.  Springer Berlin/Heidelberg, Volume 5091/2008, 659-661.
  
Kulkarni, Anagha; Heilman, Michael; Eskenazi, Maxine; Callan, Jamie. Word Sense Disambiguation for Vocabulary Learning. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Feenstra, L., Aleven, V., Rummel, N. & Taatgen, N. (2010). Multiple interactive representations for fractions learning. 10th International Conference on Intelligent Tutoring systems (ITS), 221-3.
  
Kumar, Rohit; Gweon, Gahgene; Joshi; Cui; Rose, Carolyn. Supporting students working together on math with social dialogue. SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007). 2007.
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Feenstra, L., Aleven, V., Rummel, N., Rau, M. & Taatgen, N. (2011). Thinking with your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 453-455. Springer-Verlag Berlin Heidelberg.
  
Kumar, Rohit; Rose, Carolyn; Aleven, Vincent; Iglesias, Ana; Robinson, Allen. Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. . 2006.
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Feng, M. & Heffernan, N. (2005). Informing Teachers Live about Student Learning: Reporting in Assistment System. 12th Annual Conference on Artificial Intelligence in Education Workshop on Usage Analysis in Learning Systems. 2005. Amsterdam. P25-32.
  
Kumar, Rohit; Rose, Carolyn; Wang, Hao-Chuan; Joshi; Robinson. Tutorial Dialogue as adaptive collaborative learning support. AIED 2007 (nominated for a best paper award from one reviewer). 2007.
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Feng, M., Beck, J., Heffernan, N. & Koedinger, K.R. (2008). Can an Intelligent Tutoring System Predict Math Proficiency as Well as a Standardized Test?  1st International Conference on Educational Data Mining, 2008. [full paper].
  
Lane, H. Chad; VanLehn, Kurt. A dialogue-based tutoring system for beginning programming. V. Barr & Z. Markov (Eds.), Seventeenth International Florida Artificial Intelligence Research Society Conference (FLAIRS) (pp. 449-454). Menlo Park, CA: AAAI Press. 2004.
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Feng, M., Heffernan, N. & Koedinger, K.R. (2005). Looking for Sources of Error in Predicting Student’s Knowledge. Proceedings of AAAI 2005 workshop on Educational Data Mining. 2005.  
  
Lane, H. Chad; VanLehn, Kurt. Intention-based scoring: An approach to measuring success at solving the composition problem. W. Dann, P. T. Tymann, & D. Baldwin (Eds.), 36th ACM Technical Symposium on Computer Science Education (SIGCSE).: ACM Press. P373-374. 2005.
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Feng, M., Heffernan, N. & Koedinger, K.R. (2006). Predicting State Test Scores Better with Intelligent Tutoring Systems: Developing Metrics to Measure Assistance Required; In the Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 31-40.
  
Lee, Jong-Ki; Lee, Jang-Hyung. The effect of learning management system quality and self-regulated learning strategy on effectiveness of an e-Learning. E-Learning Conference, 2006, page 8. 2006.
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Fiez, J.A. (2007). Educational neuroscience: Time for a bridge? In J Geake & U Goswami (Organizers) Challenges and Opportunities for Educational Neuroscience. Workshop sponsored by the National Science Foundation, Washington, D.C.
  
Li, Junlei; Klahr, David; Jabbour, Amanda. When the Rubber Meets the Road -- Putting Research-based Methods to Test in Urban Classrooms. International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN, USA. P. 418. 2006.
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Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A. & Cassell, J. (2013). The effects of culturally congruent educational technologies on student achievement.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 493-502.  Springer-Verlag Berlin Heidelberg.
  
Litman, Diane; Rose, Carolyn; Forbes-Riley, Kate. Spoken versus typed human and computer dialogue tutoring. J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring Systems: 7th International Conference (pp. 368-379). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K. 2004.
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Forbes-Riley, K. & Litman, D.J. (2009). Adapting to Student Uncertainty Improves Tutoring Dialogues. Proceedings of the 2009 Conference on Artificial intelligence in Education: Building Learning Systems that Care: From Knowledge Representation To Affective Modelling.  V. Dimitrova, R. Mizoguchi, B. du Boulay, and A. Graesser, Eds. Frontiers in Artificial Intelligence and Applications, vol. 200. IOS Press, Amsterdam, The Netherlands, 33-40.
  
Liu, Ying. Chinese ESL Readers’ On-line Inferences in Text Processing. American Association for Applied Linguistics Conference, March, 2009. 2009.
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Forbes-Riley, K., Litman, D.J. & Rotaru. M. (2008). Responding to student uncertainty during computer tutoring:  An Experimental evaluation.  Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Liu, Ying; Massaro; Chen; Chan; Perfetti, Charles. Using visual speech for training Chinese pronounciation: An in-vivo experiment. SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007). 2007.
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Forbes-Riley, K., Litman, D.J., Purandare, A., Rotaru, M. & Tetreault, J. (2007). Comparing Linguistic Features for Modeling Learning in Computer Dialogue Tutoring. Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED), Los Angeles, CA, July, 2007.
  
Liu, Ying; Wang, Min; Perfetti, Charles; Brubaker, Brian; Wu, Sue-mei; MacWhinney, Brian. Learning a tonal language by attending to the tone. 13th annual meeting of Society for the Scientific Study of Reading, Vancouver, July 5-8, 2006. 2006.
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Forbes-Riley, K., Litman, D.J., Silliman, S. &  Purandare, A. (2008). Uncertainty Corpus: Resource to Study User Affect in Complex Spoken Dialogue Systems. Proceedings of the 6th Language Resources and Evaluation Conference (LREC 2008), Marrakech, Morocco, (May-June 2008).
  
Liu, Ying; Wang, Min; Perfetti, Charles; Brubaker, Brian; Wu, Sue-mei; MacWhinney, Brian. Learning a tonal language by attending to the tone: An in-vivo experiment. 12th Biennial Conference for Research on Learning and Instruction, EARLI 2007, Aug 2007. Budapest, Hungary. Symposium title: Understanding robust learning via in vivo experimentation. 2007.
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Forbes-Riley, K., Rotaru, M., Litman, D.J. & Tetreault, J. (2007). Exploring affect-context dependencies for adaptive system development. In Proceedings of Human Language technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL-HLT), 41-44, Rochester, NY. (April, 2007)
  
Lloyd; Heffernan, Neil; Ruiz. Predicting student engagement in intelligent tutoring systems using teacher expert knowledge. Workshop on Educational Data Mining (AIED 2007) 40-49. 2007.
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Friedline, B. & Juffs, A. (2010). L1 influences on the development of L2 morphosyntactic features. Pennsylvania Association of Applied Linguistics Consortium (PAALC) Graduate Research Symposium. State College: Pennsylvania State University. January 2010.
  
Lu, Chan. The Effects of Word Knowledge Depth and Proficiency Level on Word Association for Learners of Chinese as a Second Language. The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), 2006. 2006.
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Frishkoff, G. (2007). ERP measures of word learning: Separation of N3, MFN, and N4 semantic components, Paper presented at the 47th Annual Meeting of the Society for Psychophysiological Research. Savannah, Georgia, October 19, 2007.
  
Lynch, Collin; Ashley, Kevin; Aleven, Vincent; Pinkwart, Niels. Defining Ill-Defined Domains; A literature survey. Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006. 2006.
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Frishkoff, G. (2007). Neural correlates of vocabulary acquisition: Evidence from dense-array EEG. Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
  
Lynch, Collin; Ashley, Kevin; Pinkwart, Niels; Aleven, Vincent. Argument diagramming as focusing device: does it scaffold reading. Workshop on Applications in Ill-Defined Domains (AIED 2007). 2007.
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Frishkoff, G. & Perfetti, C. (2007). Partial word knowledge and measures of Incremental word learning: Brain and behavioral experiments with adults and children (Ages 9 - 11).  Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
  
Lynch, Collin; Ashley, Kevin; Pinkwart, Niels; Aleven, Vincent. Argument graph classification with Genetic Programming and C4. 5. 1st International Conference on Educational Data Mining, 2008. [full paper]. 2008.
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Frishkoff, G., Levin, L., Pavlik, P., Idemaru, K. & De Jong, N. (2008). A model-based approach to second-language learning of grammatical constructions. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1665-1670). Austin, TX: Cognitive Science Society.
  
MacWhinney, Brian. Item-based Constructions and the Logical Problem. Second Workshop on Psychocomputational Models of Human Language Acquisition. 2005. Pages 53-68. 2005.
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Frishkoff, G., Pavlik, P., Levin, de Jong (2008). Providing optimal support for robust learning of syntactic constructions in ESL. Paper presented at the Annual Meeting of the Cognitive Science Society, 2008.
  
Makatchev, Maxim; Jordan, Pamela; Pappuswamy, Umarani; VanLehn, Kurt. Abductive proofs as models of qualitative reasoning. J. de Kleer & K. Forbus (Eds.), Workshop on Qualitative Reasoning (pp. 11-18). Evanston, IL . 2004.
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Frishkoff, G., Perfetti, C. (2008). ERP Evidence for stages of meaning acquisition in the development of the print lexicon. Paper presented at the 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008).
  
Makatchev, Maxim; Jordan, Pamela; Pappuswamy, Umarani; VanLehn, Kurt. Abductive proofs as models of students’ reasoning about qualitative physics. Sixth International Conference on Cognitive Modeling (pp. 166-171). Mahwah, NJ: Erlbaum. 2004.
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Frishkoff, G., Perfetti, C., Collins-Thompson, K. & Callan, J. (2006). Effects of Misleading Contexts on Word Learning: How Malapropisms May Affect the Development of Stable and Robust Word Representations. American Educational Research Association (2006).
  
Makatchev, Maxim; Jordan, Pamela; VanLehn, Kurt. Modeling student’s reasoning about qualitative physics: Heuristics for abductive proof search. J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring Systems: 7th International Conference (pp. 699-709). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K. 2004.
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Gadgil, S. & Nokes, T.J. (2009). Analogical scaffolding in collaborative learning. Proceedings of the 31st Annual Meeting of the Cognitive Science Society, 2009, 3115-3120.
  
Makatchev, Maxim; Jordan, Pamela; VanLehn, KurtMixed language processing in the Why2-Atlas tutoring system. Workshop on Mixed Language Explanations in Learning Environments, AIED2005. Amsterdam, Netherlands. 2005.
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Gadgil, S., Nokes, T. J., Pathcan, M., Belenky, D. & Jang, J(2010). Collaborative facilitation through error-detection: A classroom experiment. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 2583-2588. Austin, TX: Cognitive Science Society.
  
Makatchev, Maxim; VanLehn, Kurt. Analyzing completeness and correctness of utterances using an ATMS. G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp. 403-410). Amsterdam, Netherlands: IOS Press. 2005.
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Gholson, B., Graesser, A. & Craig, S. (2007). The Transfer of Deep-Level Reasoning Questions and Their Effects on Science Learning. IES AERA Symposium: What Conditions Support Transfer of Knowledge?  New Research in Mathematics and Science Education.
  
Makatchev, Maxim; VanLehn, Kurt. Combining Bayesian networks and formal reasoning for semantic classification of student utterances. 13th International Conference on Artificial Intelligence in Education (AIED-07). 2007.
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Gianfortoni, P., Adamson, D. & Rosé, C. P.  (2011). Modeling Stylistic Variation in Social Media with Stretchy Patters, in Proceedings of First Workshop on Algorithms and Resources for Modeling of Dialects and Language Varieties
  
Makatchev, Maxim; VanLehn, Kurt; Jordan, Pamela; Pappuswamy, Umarani. Representation and reasoning for deeper natural language understanding in a physics tutoring system. G. Sutcliffe & R. Goebel (Eds.), 19th International FLAIRS conference. Menlo Park, CA: AAAI Press, 682-687. 2006.
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Gobert, J.D., Baker, R.S.J.d., Azevedo, R., Roll, I. & van Joolingen W. (2010). Symposium on qualitative, quantitative, and data mining methods for analyzing log data to characterize students' learning strategies and behaviors. In Proceedings of the International Conference of the Learning Sciences 2010.  
  
Martin, Brent; Koedinger, Kenneth; Mitrovic, Antonija; Mathan, Santosh. On Using Learning Curves to Evaluate ITS . 12th International Conference on Artificial Intelligence in Education. 2005. 2005.
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Gobert, J.D. & Koedinger, K. (2012). Using Model-tracing to Conduct Performance Assessment of Students’ Science Inquiry Skill at Conducting Experiments Within a Microworld. Presentation in Symposium "The Future of Assessment: Measuring Science Reasoning and Inquiry Skills Using Simulations and Immersive Environments" conducted at ICLS 2012.
  
Massaro, Dominic; Liu, Ying; Chen, Trevor; Perfetti, Charles. A Multilingual Embodied Conversational Agent for Tutoring Speech and Language Learning. 9th International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP), September, Pittsburgh, PA. 825-828. 2006.
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Gobert, J., Raziuddin, J. & Koedinger, K.R. (2013). Auto-scoring discovery and confirmation bias in interpreting data during science inquiry in a microworld.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of the 16th International Conference on Artificial Intelligence in Education, 770-773.
  
Mathan; Koedinger, Kenneth. Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring. American Educational Research Association. 2006.
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Goguadze, G., Sosnovsky, S., Isotani, S. & McLaren, B.M. (2011). Evaluating a Bayesian student model of decimal misconceptions. In M. Pechenizky, T. Calders, C. Conati, S. Ventura, C. Romero & J.C. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).  
  
Matsuda, Noboru; Cohen, William; Koedinger, Kenneth. Applying Programming by Demonstration in an Intelligent Authoring Tool for Cognitive Tutors. AAAI Workshop on Human Comprehensible Machine Learning (Technical Report WS-05-04). 2005. Pages 1-8. 2005.
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Goldin, I., Koedinger, K.R. & Aleven, V. (2012). Learner Differences in Hint Processing. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., and Stamper, J. (Eds.) Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012).
  
Matsuda, Noboru; Cohen, William; Koedinger, Kenneth. An Intelligent Authoring System with Programming by Demonstration. the Japan National Conference on Information and Systems in Education, Kanazawa, Japan. 2005.
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Goldin, I.M. & Carlson, R. (2013). Learner Differences and Hint Content.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 522-531. Springer-Verlag Berlin Heidelberg.
  
Matsuda, Noboru; Cohen, William; Lacerda, Gustavo; Koedinger, Kenneth. Predicting students’ performance with SimStudent that learns cognitive skills from observation. 13th International Conference on Artificial Intelligence in Education (AIED-07). 2007.
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Goldin, I.M., Koedinger, K.R., & Aleven, V. (2013). Hints: You can't have just one.  Proceedings of EDM 2013, 232-235.
  
Matsuda, Noboru; Cohen, William; Sewall, Jonathan; Lacerda, Gustavo; Koedinger, Kenneth. Evaluating a simulated student using real students’ data for training and testing. International Conference on User Modeling, Corfu, Greece, 2007. 2007.
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Gonzalez Sanchez, J., Chavez Echeagaray, M. E., VanLehn, K. & Burleson, W.  (2011). From behavioral descriptions to a pattern-based model for intelligent tutoring systems.   In Proceedings of the 18th International Conference on Pattern Languages of Programs (PLoP). ACM Press.
  
Matsuda, Noboru; Cohen, William; Sewall, Jonathan; Lacerda, Gustavo; Koedinger, Kenneth. Why tutored problem solving may be better than example study. B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (Eds.), International Conference on Intelligent Tutoring Systems (pp. 111-121). Heidelberg, Berlin: Springer. 2008.
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González-Brenes, J. P. & Mostow, J. (2012). Dynamic Cognitive Tracing: Towards Unified Discovery of Student and Cognitive Models. The 5th International Conference on Educational Data Mining (EDM 2012). Chania, Greece
  
Matsuda, Noboru; Lee, Andrew; Cohen, William; Koedinger, Kenneth. A Computational Model of How Learner Errors Arise from Weak Prior Knowledge. Annual Meeting of the Cognitive Science Society, 2009. to appear.
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González-Brenes, J. P. & Mostow, J. (2012). Topical Hidden Markov Models for Skill Discovery in Tutorial Data. In NIPS 2012 Workshop on Personalizing Education With Machine Learning, Lake Tahoe, California.
  
Matsuda, Noboru; VanLehn, Kurt. Advanced geometry tutor: An intelligent tutor that teaches proof-writing with construction. G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp.443-450). Amsterdam: IOS Press. 2005.
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González-Brenes, J. P. & Mostow, J. (2013). What and When do Students Learn? Fully Data-Driven Joint Estimation of Cognitive and Student Models. The 6th International Conference on Educational Data Mining (EDM 2013). Memphis, TN.
  
Matsuda, Noboru; VanLehn, Kurt. Advanced Geometry Tutor: An Intelligent Tutoring System for Proof-Writing with Construction. Japan National Conference on Information and Systems in Education. 2005. 2005.
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Gowda, S., Pardos, Z. & Baker, R.S.J.D. (2012). Content learning analysis using the moment-by-moment learning detector (2012). In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 434-443.
  
McCormick, Dawn; O'Neill, M. Christine; Siskin, Claire Bradin. Serving three mistresses in CALL: Students, teachers, researchers. CALICO Symposium, Honolulu. 2006.
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Gowda, S.M., Rowe, J.P., Baker, R.S.J.d., Chi, M. & Koedinger, K.R. (2011). Improving models of slipping, guessing, and momement-by-moment learning with estimates of skill difficulty. In M. Pechenizky, T. Calders, C. Conati, S. Ventura, C. Romero & J.C. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).  
  
McCormick, Dawn; Vercellotti, Mary Lou. To Err is Human, to Self-correct Divine: Examining Classroom Recorded Speaking Activity Data to Support ESL Self-correction as Noticing. American Association for Applied Linguistics Conference, March 2009. 2009.
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Gowda, S.M., Rowe, J.P., Baker, R.S.J.d., Chi, M., Koedinger, K.R. (2011). Improving Models of Slipping, Guessing, and Moment-by-Moment Learning with Estimates of Skill Difficulty. Proceedings of the 4th International Conference on Educational Data Mining, 199-208.  
  
McLaren, Bruce; Bollen, Lars; Walker, Erin; Harrer, Andreas; Sewall, Jonathan. Cognitive Tutoring of Collaboration: Developmental and Empirical Steps Towards Realization. Computer Supported Collaborative Learning Conference. 2005. 2005.
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Guo, Heffernan, N., Beck, J. (2008). Trying to reduce bottom-out hinting: Will telling students how many hits they have left help?  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
McLaren, Bruce; Koedinger, Kenneth; Schneider, Michael; Harrer, Andreas; Bollen, Lars. Toward Cognitive Tutoring in a Collaborative, Web-Based Environment. the Workshop on Adaptive Hypermedia and Collaborative Web-Based Systems (AHCW-04), Munich, Germany, July 2004. 2004.
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Gweon, G., Agarwal, P., Udani, M., Raj, B. & Rosé, C. P. (2011). The Automatic Assessment of Knowledge Integration Processes in Project Teams. Proceedings of Computer Supported Collaborative Learning CSCL 2011. [Best Student Paper Award].
  
McLaren, Bruce; Koedinger, Kenneth; Schneider, Michael; Harrer, Andreas; Bollen, Lars. Bootstrapping Novice Data: Semi-Automated Tutor Authoring Using Student Log Files. Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes, Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004. 2004.
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Gweon, G., Arguello, J., Pai, C., Carey, R., Zaiss, Z. & Rosé, C.P. (2005). Towards a Prototyping Tool for Behavior Oriented Authoring of Conversational Agents for Educational A. Proceedings of the Second Workshop for Building Educational Applications using NLP. Association for Computational Linguistics 2005.
  
McLaren, Bruce; Lim, Sung-Joo; Gagnon, France; Yaron, David; Koedinger, Kenneth. Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based IntelligentTutor. M. Ikeda, K.D. Ashley, Kevin, & T-W. Chan (Eds), 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Lecture Notes in Computer Science, 4053 (pp. 318-328). Berlin: Springer. (Finalist for the Best Paper Award). 2006.
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Gweon, G., Jain, M., McDonough, J., Ray, B. & Rosé, C. (2012). Predicting Idea Co‐Construction in Speech Data using Insights from Sociolinguistics.  Proceedings of ICLS2012, Vol 1, 435-442.
  
McLaren, Bruce; Lim, Sung-Joo; Yaron, David; Koedinger, Kenneth. Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab? In R. Luckin, K.R. Koedinger, Kenneth, & J. Greer (Eds). 13th International Conference on Artificial Intelligence in Education (AIED 2007), IOS Press, (p. 443-440). 2007.
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Gweon, G., Kane, A., Rosé, C. P. (2011). Facilitating knowledge transfer between groups through idea co-construction processes. In Proceedings of INGroup ‘11 
  
McLaren, Bruce; Lim; Koedinger, Kenneth. When and How Often Should Problem Solutions be given to Students? New Results and a Summary of the Current State of Research. B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society. 2008.
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Gweon, G., Rosé, C.P., Albright, E. & Cu, Y. (2007). Evaluating the Effect of Feedback from a CSCL Problem Solving Environment on Learning, Interaction, and Perceived Interdependence.  Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University.
  
"McLaren, Bruce; Lim; Koedinger, Kenneth. When is assistance helpful to learning?  Results in combining worked examples and intelligent tutoring. B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds), 9th International Conference on Intelligent Tutoring Systems (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 677-680). Berlin: Springer.
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Gweon, G., Rosé, C.P., Wittwer, J. & Nueckles, M. (2005). Supporting Efficient and Reliable Content Analysis Using Automatic Text Processing Technology, Proceedings of Interact ’05 (short paper) Pp 1112
  
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Gweon, G., Rosé, C.P., Zaiss, Z. & Carey. R. (2006). Providing Support for Adaptive Scripting in an On-Line Collaborative Learning Environment, Proceedings of CHI 06: ACM conference on human factors in computer systems. New York: ACM Press. (nominated for a best paper award)
  
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Harpstead, E., MacLellan, C.J., Koedinger, K.R., Aleven, V., Dow, S.P. & Myers, B.A. (2013). Investigating the Solution Space of an Open-Ended Educational Game Using Conceptual Feature Extraction.  Proceedings of EDM 2013, 51-58.
  
. 2008."
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Harrer, A., McLaren, B., Walker, E., Bollen, L. & Sewall, J. (2005). Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions.  12th International Conference on Artificial Intelligence in Education; Amsterdam, the Netherlands.  July 2005.
  
McLaren, Bruce; Roll, Ido; Aleven, Vincent; Koedinger, Kenneth. Modeling and tutoring help seeking with a cognitive tutor. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007. 2007.
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Harrer, A., Pinkwart, N., McLaren, B. & Scheuer, O. (2008). How Do We Get the Pieces to Work Together? A New Software Architecture to Support Interoperability between Educational Software Tools.  In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 715-718). Berlin: Springer.  
  
McLaren, Bruce; Rummel, Nikol; Pinkwart, Niels; Tsovaltzi, Dimitra; Harrer, Andreas; Scheuer, Oliver. Learning Chemistry through Collaboration: A Wizard-of-Oz Study of Adaptive Collaboration Supportthe Workshop on Intelligent Support for Exploratory Environments (ISSE 08) at the European Conference on Technology Enhanced Learning (EC-TEL 2008), Maastricht, the Netherlands, September 17, 2008. 2008.
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Hatfield, D. & Juffs, A.  (2013). Refugee Policy and Language Learning in Pittsburgh, PA. Low Educated Second Language and Literacy Acquisition (LESLLA) Symposium, 2013. San Francisco.  
  
McLaren, Bruce; Rummel, Nikol; Tsovaltzi, Dimitra; Braun, Isabel; Scheurer, Oliver; Harrer, Andreas; Pinkwart, Niels. The CoChemEx Project: Conceptual chemistry learning through experiment ation and adaptive collaboration. Workshop on ‘Emerging Technologies for Inquiry Based Learning in Science’, AIED, pp. 36-48. 2007.
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Hausmann, R.G.M. (2006). Why do elaborative dialogs lead to effective problem solving and deep learning? In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Meeting of the Cognitive Science Society (pp.1465-1469). Alpha, NJ:  Sheridan Printing.
  
McLaren, Bruce; Scheuer, Oliver; DeLaat, Maarten; Hever, Rakheli; DeGroot, Reuma; Rose, Carolyn. Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions. the 13th International Conference on Artificial Intelligence in Education (AIED 2007), IOS Press, (p. 141-147). 2007.
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Hausmann, R.G.M. (2007). An analysis of generative dialogue patterns across interactive learning environments: Explanation, elaboration, and co-construction. Paper presented at the Intelligent Tutoring in Serious Games Workshop, hosted by the Institute for Creative Technologies at USC, Marina del Rey, CA.
  
Mostow, Jack; Beck, Joseph. Refined micro-analysis of fluency gains in a Reading Tutor that listens: Wide reading beats rereading -- but not by much. Thirteenth Annual Meeting Society for the Scientific Study. 2006.
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Hausmann, R.G.M., Nokes, T.J., VanLehn, K. & Gershman, S(2009). The impact of prompting on self-explanation and robust learning. Symposium at European Association for Research on Learning and Instruction (EARLI, 2009).
  
Mostow, Jack; Beck, Joseph; Cen, Hao; Cuneo; Gouvea. An Educational Data Mining Tool to Browse Tutor-Student Interactions: Time Will Tell!. Workshop on Educational Data Mining at AAAI Conference. 2005. 2005.
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Hausmann, R.G.M. & van de Sande, B. (2007). An Analysis of Student Learning Using the Andes Intelligent Tutor Homework System. Paper presented at the summer meeting of the American Association of Physics Teachers, Greensboro, NC. August 2007.
  
Mostow, Jack; Zhang, Xiaonan. Analytic comparison of three methods to evaluate tutorial behaviors. 1st International Conference on Educational Data Mining, 2008. [full paper]. 2008.
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Hausmann, R.G.M. & VanLehn, K. (2007). Explaining self-explaining: A contrast between content and generation. In R. Luckin, K.R. Koedinger, K.R. & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (Vol 158, pp. 417-424).  Amsterdam: IOS Press. [Best Paper Award]
  
Murray, M. Charles; VanLehn, Kurt. Effects of dissuading unnecessary help requests while providing proactive help. G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp. 887-889). Amsterdam, Netherlands: IOS Press. 2005.
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Hausmann, R.G.M. & VanLehn, K. (2007). Self-explaining in the Classroom:  Learning Curve Evidence. Proceedings of the 29th Annual Conference of the Cognitive Science Society. 1067-1072. Austin, TX: Cognitive Science Society
  
Murray, R. Charles; Mostow, Jack. A Comparison of Decision-Theoretic, Fixed-Policy and Random Tutorial Action Selection. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p 114-123. 2006.
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Hausmann, R.G.M., Nokes, T.J., VanLehn, K. & Gershman, S.  (2009). Revising models or filling gaps? The impact of prompting on self-explanation and robust learning. Presented as part of "In Vivo Experimentation on Self-Explanations Across Domains" Symposium conducted at 13th Biennial European Association for Research on Learning and Instruction Conference (EARLI). Amsterdam, Netherlands, 2009.
  
Nokes, Timothy; Ross, Brian. Near-Miss versus surface-different comparisons in analogical learning and generalization. 29th Annual Meeting of the Cognitive Science Society. (CogScie 2007). 2007.
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Hausmann, R.G.M., Nokes, T.J., VanLehn, K. & Gershman, S.  (2009). The design of Self-explanation prompts: The fit hypothesis. Proceedings of the 31st Annual Meeting of the Cognitive Science Society, 2626-2631.
  
Nuzzo-Jones, Goss; Walonoski, Jason; Heffernan, Neil; Livak, Thomas. The eXtensible Tutor Architecture: A New Foundation for ITS. 12th Annual Conference on Artificial Intelligence in Education. 2005. 2005.
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Hausmann, R.G.M., van de Sande, B. & VanLehn, K. (2008). Are self-explaining and coached problem solving more effective when done by pairs of students than alone? In B. C. Love, K. McRae & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. (pp. 2369-2374).  Austin, TX: Cognitive Science Society.
  
Nwaigwe, Adaeze; Koedinger, Kenneth; VanLehn, Kurt; Hausmann, Robert; Weinstein, Anders. Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems. International Conference on Artificial Intelligence in Education 2007. 2007.
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Hausmann, R.G.M., van de Sande, B. & VanLehn, K. (2008). Trialog:  How peer collaboration helps remediate errors in an ITS. Proceedings of the 21st International FLAIRS Conference, (pp. 415-420), Menlo Park: CA, AAAI Press.
  
Ogan, Amy; Aleven, Vincent; Jones, Christopher. Improving Intercultural Competence by Predicting in French Film. G. Richards (Ed.), World Conference on E-Learning in Corporate, Government, Healthcar. 2005. Pages 3101-3106. 2005.
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Hausmann, R.G.M., van de Sande, B. & VanLehn, K. (2008). Shall we explain?  Augmenting learning from intelligent tutoring systems and peer collaboration.  In B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (eds).  Intelligent Tutoring Systems: 9th International Conference, ITS2008, pp. 636-645. Amsterdam: IOS Press.  
  
Ogan, Amy; Aleven, Vincent; Jones, Christopher. Culture in the Classroom: Challenges for Assessment in Ill-Defined Domains. Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006. 2006.
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Hausmann, R.G.M., van de Sande, B., van de Sande, C. & VanLehn, K. (2008). Productive Dialogue During Collaborative Problem Solving. In P.A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Proceedings of the International Conference for the Learning Sciences -- ICLS 2008 (Vol. 1, pp. 327-334).  The Netherlands: ISLS.  
  
Ogan, Amy; Aleven, Vincent; Jones, Christopher. Pause, predict and ponder: Use of narrative videos to improve cultural discussion and learning. M. Czerwinski, A.M. Lund & D.S. Tan (Eds), 2008 Conferecne on Human Factors in Computing Systems, CHI 2008, Florence Italy. 2008.
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Heilman, M. & Eskenazi, M. (2006). Language Learning: Challenges for Intelligent Tutoring Systems. Proceedings of the Workshop of Intelligent Tutoring Systems for Ill-Defined Domains. 8th International Conference on Intelligent Tutoring Systems. June 2006, pp 20-28.
  
Ogan, Amy; Jones, Christopher; Aleven, Vincent. Focusing attention on critical moments: Evaluation of a system for teaching intercultural competence. European Computer Assisted Language Learning. 2006.
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Heilman, M. & Eskenazi, M. (2007). Application of automatic thesaurus extraction for computer generation of vocabulary questions. Proceedings of the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
  
Ogan, Amy; Jones, Christopher; Aleven, Vincent. Intelligent Tutoring in a Cultural Discussion Forum. European Computer Assisted Language Learning (EuroCALL 2007) Ulster, Northern Ireland, September 2007. 2007.
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Heilman, M. & Feeney, C. (2008). Automatically generating and validating reading-check questions.  In B. Woolf et al (Eds.): ITS 2008, LNCS 5091. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS). Springer-Verlag Berlin Heidelberg, 659-661.
  
Ogan, Amy; Jones, Christopher; Aleven, Vincent; Walker, Erin; Wylie, Ruth; Jones, Christopher. A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. European Computer Assisted Language Learning 2006. 2006.
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Heilman, M., Collins-Thompson, K., Callan, J. & Eskenazi, M. (2006). Classroom success of an intelligent tutoring system for lexical practice and reading comprehension. Proceedings of the 9th International Conference on Spoken Language Processing (ICSLP)
  
Ogan, Amy; Walker, Erin; Aleven, Vincent; Jones, Christopher. Using a Peer Moderator to Support Collaborative Cultural Discussion. Appeared in the Culturally Aware Tutoring Systems Workshop at ITS 2008. 2008.
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Heilman, M., Collins-Thompson, K., Callan, J. & Eskenazi, M. (2007). Combining lexical and grammatical features to improve readability measures for first and second language texts. Proceedings of the Human Language Technology Conference. Rochester, NY, (2007).
  
Ogan, Amy; Walker, Erin; Jones, Christopher; Aleven, Vincent. Toward supporting collaborative discussion in an ill-defined domain. B.P. Woolf, E. Aimeur, R. Nkambou & S.P. Lajoie, (Eds.), 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). Springer Lecture Notes in Computer Science, 825-827. 2008.
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Heilman, M., Collins-Thompson, K., Eskenazi, M. (2008). An Analysis of Statistical Models and Features for Reading Difficulty Prediction. Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications.  Association for Computational Linguistics, 71-79.
  
Ogan, Amy; Wylie, Ruth; Walker, Erin. Defining the ill-defined: Modeling student behaviour in making aspectual distinctions. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. 2006.
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Heilman, M., Juffs, A. & Eskenazi, M. (2007). Choosing reading passages for vocabulary learning by topic to increase intrinsic motivation. Proceedings of the 13th International Conference on Artificial Intelligence in Education. Marina del Rey, CA., 2007
  
Ogan, Amy; Wylie, Ruth; Walker, Erin. The challenges in adapting traditional techniques for modeling student behaviors in ill-defined domains. Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. 2006.
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Heilman, M., Zhao, L., Pino, J. & Eskenazi, M. (2008). Retrieval of Reading Materials for Vocabulary and Reading Practice. The 3rd Workshop on Innovative Use of NLP for Building Educational Applications.  Annual Meeting of the Association for Computational Linguistics: Human Language Technologies, Columbus OH, 2008.  
  
Pappuswamy, Umarani; Bhembe, Dumiszewe; Jordan, Pamela; VanLehn, Kurt. A supervised clustering method for text classification. A. Gelbukh (Ed.), Computational Linguistics and Intelligent Text Processing: 6th International Conference, CICLing: Vol. 3406. (pp. 692-702). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K. 2005.
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Heiner, C., Beck, J. & Mostow, J. (2006). Automated Vocabulary Instruction in a Reading Tutor. In M, Ikeda, K. Ashley, & T-W. Chan (Eds.); ITS-2006, LNCS 4053, pp 741-743. Springer-Verlag Berlin Heidelberg 2006.
  
Pappuswamy, Umarani; Bhembe, Dumiszewe; Jordan, Pamela; VanLehn, Kurt. A multi-tier NL-knowledge clustering for classifying students’ essays. I. Russell & Z. Markov (Eds.), Eighteenth International Florida Artificial Intelligence Research Society Conference (FLAIRS05) (pp. 566-571). Menlo Park, CA: AAAI Press. 2005.
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Hershkovitz, A., Baker, R.S.J.d., Gowda, S.M. & Corbett, A.T. (2013). Predicting Future Learning Better Using Quantitative Analysis of Moment-by-Moment Learning. Proceedings of EDM 2013, 74-81.
  
Pappuswamy, Umarani; Jordan, Pamela; VanLehn, Kurt. Resolving Discourse Deictic Anaphors in Tutorial Dialogues. C. Sassen, A. Benz, & P. Kühnlein (Eds.), Constraints in Discourse (pp. 96-103). Dortmund University, Germany. 2005.
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Howley, I. & Rosé, C. P. (2010). Student Dispositions and Help-Seeking in Collaborative Learning. Proceedings of Intelligent Tutoring Systems, Young Researcher’s Track/Doctoral Consortium.
  
Pavlik, Phillip. Understanding the effectiveness of direct instruction methods. 24th Annual Meeting of the California Association for Behavior Analysis, Burlingame, CA. 2006.
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Howley, I. & Rosé, C. P.  (2010). Student Dispositions and Help-Seeking in Collaborative Learning. Young Researcher's Track paper presented at the Tenth International Conference on Intelligent Tutoring Systems (ITS), 2010.  
  
Pavlik, Phillip. Transfer effects in Chinese vocabulary learning. R. Sun (Ed.), Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 2579). Mahwah, NJ: Lawrence Erlbaum. 2006.
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Howley, I. & Rosé, C. P. (2011). Modeling the Rhetoric of Human-Computer Interaction. In J.A. Jacko (Ed.). Human-Computer Interaction: Interaction Techniques and Environments. Proceedings of the 14th International Conference, HCI International 2011, Vol. 6762/2011, 341-350.
  
Pavlik, Phillip. Understanding why practice should be fast and accurate. 33rd Annual Meeting of the Association for Behavior Analysis, San Diego, CA. (May, 2007). 2007.
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Howley, I., Adamson, D., Dyke, G., Mayfield, E., Beuth, J. & Rosé, C.P. (2012). Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-Efficacy. In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 551-556.
  
Pavlik, Phillip; Bolster, Thomas; Wu, Sue-Mei; Koedinger, Kenneth; MacWhinney, Brian. Using optimally selected drill practice to train basic facts. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Howley, I., Mayfield, E. & Rosé, C. P. (2011). Missing Something? Authority in Collaborative Learning. Proceedings of Computer Supported Collaborative Learning.
  
Pavlik, Phillip; Cen, Hao; Koedinger, Kenneth. Performance Factors Analysis - A New Alternative to Knowledge Tracing. 14th International Conference on Artificial intelligence in Education (AIED), July 6-10, 2009, Brighton, England. to appear.
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Hu, W., Wu, S., Zhang, A. & Cai, J. (2007). Bridging between classical and modern Chinese.  Panel participants at the American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting, 2007.
  
Pavlik, Phillip; Cen, Hao; Koedinger, Kenneth. Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models. 2nd International Conference on Educational Data Mining (EDM 2009), Cordoba, Spain, July 1-3, 2009. to appear.
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Hua, A., Sionti, M., Wang, Y.C. & Rosé, C.P. (2010). Finding Transactive Contributions in Whole Group Classroom Discussions. Proceedings of the International Conference of the Learning Sciences 2010.
  
Pavlik, Phillip; Cen, Hao; Wu, Lili; Koedinger, Kenneth. Using Item-type Performance Covariance to Improve the Skill Model of an Existing Tutor. R. S. J. d. Baker & J. E. Beck (Eds.), 1st Annual Educational Datamining Conference, 2008. [full paper], 77-86. 2008.
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Isotani, S., McLaren, B.M., & Altman, M. (2010). Towards Intelligent Tutoring with Erroneous Examples: A Taxonomy of Decimal Misconceptions. Proceedings of Intelligent Tutoring Systems (ITS), 346-348.
  
Pavlik, Phillip; Presson, Nora; Dozzi, Giancarlo; Wu, Sue-Mei; MacWhinney, Brian; Koedinger, Kenneth. The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. D.s. McNamara & J.G. Trafton (Eds.), 29th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 1379-1384. 2007.
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Jain, M., McDonogh, J., Gweon, G., Raj, B., Rosé, C. P.  (2012). An Unsupervised Dynamic Bayesian Network Approach to Measuring Speech Style Accommodation. In Proceedings of the European Association for Computational Linguistics (15% acceptance rate for oral presentations)
  
Pavlik, Phillip; Presson, Nora; Koedinger, Kenneth. Optimizing knowledge component learning using a dynamic structural model of practice. R. Lewis & T. Polk (Eds.), Eigth International Conference of Cognitive Modeling. Ann Arbor: University of Michigan, 47-52. 2007.
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Johnson, M.W., Eagle, M., Stamper, J. & Barnes, T. (2013). An Algorithm for Reducing the Complexity of Interaction Networks. Proceedings of EDM 2013, 248-251.
  
Perfetti, Charles. Instructional interventions based on theory-targeted learning: Examples from second language learning. Society for Research on Educational Effectiveness, SREE, Washington, D.C. February. 2009.
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Jones, C. (2007). French Online and the Open Learning Initiative. Kentucky Foreign Language Conference, April 2007, Lexington, Kentucky.
  
Pinkwart, Niels; Aleven, Vincent; Ashley, Kevin; Lynch, Collin. Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, 227-236. 2006.
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Jones, C. & Queuniet, S. C. (2006). French Online and the French LearnLab: Instruction and Research. European Computer Assisted Language Learning 2006.
  
Pinkwart, Niels; Ashley, Kevin; Aleven, Vincent; Lynch, Collin. Graph Grammars: An ITS Technology for diagram representations. 21st International FLAIRS Conference, May 15-17, 2008, Coconut Grove, Florida. 2008.
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Jones, C. & Siskin M. (2007). Building the New French Online: The Challenges of shared infrastructure. CALICO (Computer-Assisted Language Instruction Consortium), May 2007, Texas State University, San Marcos.  
  
Pinkwart, Niels; Lynch, Collin; Ashley, Kevin; Aleven, Vincent. Re-evaluating LARGO in the classroom:  Are diagrams better than text for teaching argumentation skill. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Jordan, P. (2004). Using Student Explanations as Models for Adapting Tutorial Dialogue. Proceedings of 17th International FLAIRS Conference. P905-910.
  
Pino, Juan; Eskenazi, Maxine. Measuring hint level in open cloze questions. FLAIRS 2009. 2009.
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Jordan, P. (2007). Topic initiative in a simulated peer dialogue agent. Proceedings of the 13th International Conference on Artificial Intelligence in Education, (AIED), Marina del Ray, CA (July, 2007).
  
Pino, Juan; Heilman, Michael; Eskenazi, Maxine. A Selection Strategy to Improve Cloze Question Quality. Workshop on Intelligent Tutoring Systems for Ill-Defined Domains. 9th International Conference on Intelligent Tutoring Systems, 22-34. 2008.
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Jordan, P. & Litman, D.J. (2008). Minimal feedback during tutorial dialogue.  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Prata, David; Baker, Ryan; Costa, Evandro; Rose, Carolyn; Cui, Yue. Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments. 2nd International Conference on Educational Data Mining (EDM 2009), Cordoba, Spain, July 1-3, 2009. to appear.
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Jordan, P. & VanLehn, K. (2006). Discourse Processing for Explanatory Essays in Tutorial Applications. Proceedings of the 3rd SIGdial Workshop on Discourse and Dialogue, Vol. 2, from the Annual Meeting of the ACL, pp 74-83
  
Presson, Nora. An adaptive tutor for explicit instruction of French grammatical gender cues. The Nature and Development of L2 French, Southampton, UK. 2008.
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Jordan, P., Albacete, VanLehn, K. (2005). Taking Control of Redundancy in Scripted Tutorial Dialogue. Proceedings of Int. Conference on Artificial Intelligence in Education, pp. 314 - 321.
  
Presson, Nora; MacWhinney, Brian. Explicitness and category breadth improve grammar learning and generalization.   Paper 7th International Symposium on Bilingualism, Utrecht, Netherlands. to appear.
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Jordan, P., Hall, B. Ringenberg, M., Cue, Y. & Rosé, C.P. (2007). Tools for authoring a dialogue agent that participates in learning studies. Proceedings of the 13th International Conference on Artificial Intelligence in Education. Marina del Rey, CA. (July 2007).
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Blocked versus Interleaved Practice With Multiple Representations in an Intelligent Tutoring System for Fractions. 10th International Conference of Intelligent Tutoring Systems (ITS), 413-422. 2010.
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Jordan, P., Litman, D.J., Lipschultz, M. & Drummond, J. (2009). Evidence of Misunderstandings in Tutorial Dialogue and their Impact on Learning. Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK, July 2009.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. 14th International Conference on Artificial intelligence in Education (AIED), 441-448. 2009.
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Jordan, P., Makatchev, M. & VanLehn, K. (2004). Combining Competing Language Understanding Approaches in an Intelligent Tutoring System. Proceedings of Intelligent Tutoring Systems Conference, vol 3220, pp 346-357.  
  
Razzaq, Leena; Feng, Mingyu; Nuzzo-Jones, Goss; Heffernan, Neil; Koedinger, Kenneth. Blending Assessment and Instructional Assisting. 12th Artificial Intelligence in Education (AIED) Confernce, 2005. Pages 555-562. 2005.
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Jordan, P., Makatchev, M., Pappuswamy, U., VanLehn, K. & Albacete, P. (2006). A natural language tutorial dialogue system for physics. In G. Sutcliffe & R. Goebel (Eds.), 19th International FLAIRS Conference. Menlo Park, CA: AAAI Press. P 521-526.
  
Reichle, Erik; Tokowicz, Natasha; Liu, Ying; Perfetti, Charles. Using ERP to Examine When the Eyes Move During Reading Thirteenth Annual Meeting Society for the Scientific Study of Reading. July 5-8, 2006. Vancouver, Canada. 2006.
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Jordan, P., Ringenberg, R. & Hall, B. (2006). Rapidly Developing Dialogue Systems that Support Learning Studies.  Workshop Proceedings on Teaching With Robots, Agents, and NLPat, 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan
  
Renkl, Alexander; Schwonke, Rolf; Wittwer, Jorg; Krieg; Aleven, Vincent; Salden, Ron. Faded worked-out examples in an intelligent tutoring system: Do they further improve learning? Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007. 2007.
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Juffs, A. (2012). Functional and Formal Approaches to SLA. Colloquium conducted at the 31st Second Language Research Forum Conference (SLRF). Pittsburgh, PA.  
  
Resnick, Lauren. How (Well Structured) Talk Builds the Mind. National Academies Eighth Olympiad of the Mind Symposium, Washington, DC. 2007.
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Juffs, A. & Rodriguez (2007). Working memory capacity in context: differential effects on comprehension of relative clauses and binding.  Second Language Research Forum. University of Illinois, Champaign Urbana. October 13, 2007.
  
Resnick, Lauren, Lauren; Leinhardt, Gaea; Petrosky, Anthony. Disciplinary literacy: Cognitive apprenticeship for secondary school teachers and students. 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.
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Juffs, A. & Rodriguez, G. A.  (2012). Processing relative clauses and working memory. Georgetown University Roundtable on Linguistics. March 9, 2012.
  
Ringenberg, Michael. A Student model based on Item Response Theory for a tutorial dialogue agent. AIED2007, Young Researchers Track. 2007.
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Juffs, A., Eskenazi, M., Heilman, M., Wilson, L. & Friedline, B. (2007). Activity theory and computer assisted learning of English vocabulary.  Proceedings of the American Association for Applied Linguistics, 2007.
  
Ringenberg, Michael; VanLehn, Kurt. Scaffolding Problem Solving with Annotated Worked-Out Examples to Promote Deep Learning. Intelligent Tutoring Systems: Eighth International Conference (ITS 2006), Jhongli, Taiwan. Springer-Verlag Lecture Notes in Computer Science. pages 625-634. 2006.
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Juffs, A., Eskenazi, M., Wilson, L., Pelletreau, T., Sanders, J., Callan, J. & Brown, J. (2006). Promoting robust learning of vocabulary through computer assisted language learning, Joint conference of AAAL and  ACLA/CAAL 2006, Montreal, June 2006.
  
Ringenberg, Michael; VanLehn, Kurt. Does solving ill-defined physics problems elicit more learning than conventional problem solving? In B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (Eds) Doctoral Consortium, Intelligent Tutoring Systems: 9th International Conference, ITS2008. 2008.
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Juffs, A., Petrich, J. & Han, N. (2013).  Tracking the development of lexical diversity in Intensive English Program Students in the US. American Association of Applied Linguistics. Houston, 2013.
  
Rodrigo, Mercedes; Anglo; Sugay, Norma; Baker, Ryan. Use of Unsupervised Clustering to Characterize Learner Behaviors and Affective States while Using an Intelligent Tutoring System. International Conference on Computers in Education, 49-56. 2008.
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Juffs, A., Petrich, J. & Han, N. (2013). Tracking the development of lexical diversity in Intensive English Program Students in the US.   American Association of Applied Linguistics. Dallas, TX, 2013.
  
Rodrigo, Mercedes; Baker, Ryan. Coarse-Grained Detection of Student Frustration in an Introductory Programming Course. Conference manuscript under review. submitted.
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Juffs, A., Wilson, L., Eskenazi, M. & Heilman, M. (2008). Robust learning of vocabulary in classrooms and in CALL. Paper presented at the American Association of Applied Linguistics, Washington, DC.
  
Rodrigo, Mercedes; Baker, Ryan; D'Mello, Sidney; Gonzalez, Celeste; Lagud, Maria; Lim, Sheryl; Macapanpan, Alexis; Pascua, Sheila; Santillano, Jerry; Sugay, Jessica; Tep, Sinath; Viehland, Norma. Comparing learners’ affect while using an intelligent tutoring system and a simulation problem solving game. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 40-49. 2008.
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Kallai, A. Y., Schunn, C. D., & Fiez J. A. (2011). Improving foundational number representations through simple arithmetical training. Paper presened at The Society for Research on Educational effectiveness (SREE) Fall 2011 Conference, Washington, D.C.
  
Rodrigo, Mercedes; Baker, Ryan; Jadud, Matthew; Amarra, Anna; Dy, Thomas; Espejo-Lahoz, Maria; Lim, Sheryl; Pascua, Sheila; Sugay, Jessica; Tabanao, Emily. Affective and Behavioral Predictors of Novice Programmer Achievement. Conference manuscript under review. submitted.
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Kao, Y., Roll, I. & Koedinger, K.R. (2007). The composition effect in geometry area problems. Proceedings of the Twenty-Ninth Meeting of the Cognitive Science Society, CogSci 2007, 1145-1150.
  
Rodrigo, Mercedes; Baker, Ryan; Lagud, Maria; Lim, Sheryl; Macapanpan, Alexis; Pascua, Sheila; Santillano, Jerry; Sevilla; Sugay, Norma; Tep; Viehland. Affect and Usage Choices in Simulation Problem Solving Environments. Artificial Intelligence in Education 2007, 145-152. 2007.
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Kao, Y., Roll, I. & Koedinger, K.R. (2007). Source of difficulty in multi-step geometry area problems. In D.S. McNamara & J.G. Trafton (Eds.).  Proceedings of the 29th Annual Meeting of the Cognitive Science Society, (1145-1150). Austin TX: Cognitive Science Society
  
Rodrigo, Mercedes; Rebolledo-Mendez; Baker, Ryan; duBoulay; Sugay, Norma; Lim, Sheryl; Espejo-Lahoz; Luckin. The Effects of Motivational Modeling on Affect in an Intelligent Tutoring System. International Conference on Computers in Education. 2008.
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Kao, Y.S. & Anderson, J.R. (2008). Contributions of spatial skills to geometry achievement. Paper presented at Conference on Research and Training in Spatial Intelligence, Evanston, IL
  
Roll, Ido; Aleven, Vincent; Koedinger, Kenneth. Promoting Effective Help-Seeking Behavior Through Declarative Instruction. International Conference on Intelligent Tutoring Systems (ITS), 2004. Pages 857-859. 2004.
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Kao, Y.S. & Anderson, J.R. (2009). Contributions of Spatial Skills to Geometry Achievement II. Paper presented at Conference on Research and Training in Spatial Intelligence, Evanston, IL.
  
Roll, Ido; Aleven, Vincent; Koedinger, Kenneth. Instruments and challenges in assessing help-seeking knowledge and behavior. Workshop on Metacognition and Self-regulated Learning in Educational Technologies in conjunction with the 9th International Conference on Intelligent Tutoring Systems (ITS) 2008. Montreal, Canada. 2008.
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Katz, S., Connelly, J. & Wilson, C. (2005). When should dialogues in a scaffolded learning environment take place? In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia 2005 (pp. 2850-2855). Norfolk: VA: AACE.  
  
Roll, Ido; Aleven, Vincent; McLaren, Bruce; Koedinger, Kenneth. Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. R. Luckin, K.R. Koedinger, Kenneth, & J. Greer (Eds), International Conference on Artificial Intelligence in Education 2007. IOS Press. (p. 203-210). 2007.
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Katz, S., Connelly, J. & Wilson, C. (2007). Out of the lab and into the classroom: An evaluation of reflective dialogue in Andes. In K. Koedinger, K.R. & R. Luckin (Eds). In Proceedings of Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work (pp. 425-432). Amsterdom: IOS Press.
  
Roll, Ido; Aleven, Vincent; McLaren, Bruce; Ryu, Eunjeong; Baker, Ryan; Koedinger, Kenneth. The Help Tutor: Does Metacognitive Feedback Improve Students’ Help-Seeking Actions, Skills and Learning?  In M. Ikeda, K.D. Ashley, Kevin, & T-W. Chan (Eds), 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Lecture Notes in Computer Science, 4053 (pp. 360-369). Berlin: Springer. 2006.
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King, S.O., Stein, M., Schunn, C.D. & Boston, M.D. (2012). Designing Educative Teacher Guides for Informal Learning. Paper presented as part of "Developing and Studying Educative Science and Mathematics Curriculum Materials" Symposium at AERA 2012.
  
Roll, Ido; Baker, Ryan; Aleven, Vincent; Koedinger, Kenneth. What goals do students have when choosing the actions they perform?  Proceedings of the Sixth International Conference on Cognitive Modeling. 2004, 380-381. Mahwah, NJ: Lawrence Erlbaum. 2004.
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Klahr, D. (2007). Learning & Development, Primary & Secondary Processes, Instruction & Learning. Invited Presidential Symposium, Cognitive Development Society Biennial Meeting. Santa Fe, NM. October, 2007.
  
Roll, Ido; Baker, Ryan; Aleven, Vincent; Koedinger, Kenneth. A Metacognitive ACT-R Model of Students' Learning Strategies in Intelligent Tutoring Systems. Seventh International Conference of Intelligent Tutoring Systems. 2004. Pages 854-856. Berlin: Springer-Verlag. 2004.
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Klahr, D. & Chen Z. (2007). Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children and Adults. Presentation at Symposium on Learning and Transfer: Application of Developmental Psychology Research to Educational Issues. SRCD 2007 Biennial Meeting. Boston, MA  March 2007
  
Roll, Ido; Baker, Ryan; Aleven, Vincent; McLaren, Bruce; Koedinger, Kenneth. Modeling Students’ Metacognitive Errors in Two Intelligent Tutoring Systems. L. Ardissono, P. Brna, & A. Mitrovic (Eds.), 10th International Conference on User Modeling (UM'2005) (pp. 379-388). Berlin: Springer-Verlag. 2005.
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Koedinger, K.R. (2009). Fostering Learning in the Networked World:  Presenting the 21st-Century Cyber Learning Opportunity and Challenge for the National Science Foundation. SIG-Advanced Technologies for Learning. AERA symposium, 2009.
  
Roll, Ido; Ryu, Eunjeong; Sewall, Jonathan; Leber, Brett; McLaren, Bruce; Aleven, Vincent; Koedinger, Kenneth. Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment. M. Ikeda, K.D. Ashley, Kevin, & T. W. Chan (Eds.). 8th International Conference on Intelligent Tutoring Systems, 738-740. Berlin: Springer Verlag. 2006.
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Koedinger, K.R. (2009). Using online tutoring systems for in vivo experimentation and educational data mining.  Presented as part of "Innovative Methodologies for Relevant Basic Research on Technology-Enhanced Learning in Classrooms" Symposium at EARLI 2009.
  
Roll,Ido; Aleven, Vincent; Koedinger, Kenneth. Designing structured invention tasks to prepare for future learning [abstract]. 30th annual conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. 2008.
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Koedinger, K.R. (2008). Confronting the Assistance Dilemma: Is it Better to Give Than to Receive? Learning and Instruction Symposium (AERA 2008).
  
Roll,Ido; Aleven, Vincent; Koedinger, Kenneth. Helping Students Know ‘Further’ – Increasing Flexibility of Students’ Knowledge Using Symbolic Invention Tasks. Submitted to the annual conference of the Cognitive Science Society, 2009. submitted.
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Koedinger, K.R, Pavlik, P., Stamper, J., Nixon, T. & Ritter S. (2011). Avoiding Problem Selection Thrashing with Conjunctive Knowledge Tracing. Proceedings of Educational Data Mining (EDM 2011).
  
Rose, Carolyn. Facilitating reliable content analysis of corpus data with automatic and semi-automatic text classification technology. EPFL switzerland. 2005.
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Koedinger, K.R. (2006). Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory. AAAI 2006.
  
Rose, Carolyn; Aleven, Vincent; Carey, Regan; Robinson, Allen. A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum  . 12th International Conference on Artificial Intelligence in Education. 2005. 2005.
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Koedinger, K.R. (2007). Enabling technologies from the Pittsburgh Science of Learning Center. Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
  
Rose, Carolyn; Donmez, Pinar. TagHelper: An application of text classification technology to automatic and semi-automatic modeling of collaborative learning interactions. AIED 2005 Workshop on Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent?. 2005.
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Koedinger, K.R. (2012). Crowdsourcing Cognitive Models for Assessment, Tutoring, and In-Game Support. Paper presented at Microsoft Research at University of Washington (MSR/UW) Summer Institute on Crowdsourcing Personalized Online Education, July 2012
  
Rose, Carolyn; Donmez, Pinar; Cohen, William; Koedinger, Kenneth; Heffernan, Neil. Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line Assessment. 12th International Conference on Artificial Intelligence in Education. 2005. 2005.
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Koedinger, K.R. & Baker, R.S.J.d. (2006). Comparing Knowledge Representations and Methods for Creating Cognitive Models in Advanced Learning and Tutorial Systems. American Educational Research Association (2006).
  
Rose, Carolyn; Pai, Carol; Arguello, Jaime. Enabling Non-linguists to Author Advanced Conversational Interfaces Easily, Proceedings of FLAIRS 05. . 2005.
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Koedinger, K.R. & McLaughlin, E.A.  (2010). Seeing language learning inside the math: Cognitive analysis yields transfer. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society. (pp. 471-476.) Austin, TX: Cognitive Science Society.
  
"Rotaru, Mihai; Litman, Diane. The Utility of a Graphical Representation of Discourse Structure in Spoken Dialogue Systems. 45th Annual Meeting of the Association for Computational Linguistics (ACL), June, 2007
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Koedinger, K.R., Aleven, V. & Baker, R.S.J.d. (2007). In vivo experiments on whether tutoring meta-cognition yields robust learning.  Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
  
. 2007."
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Koedinger, K.R., Aleven, V. & Baker, R.S.J.d. (2007). In vivo experiments on whether tutoring meta-cognition yields robust learning.  Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI).  Budapest, Hungary, August, 2007.
  
Rummel, Nikol; Diziol, Dejana; Spada, Hans. Förderung mathematischer Kompetenz durch kooperatives Lernen: Erweiterung eines intelligenten Tutorensystems [Promoting mathematical competency through collaborative learning: Extension of an intelligent tutoring system]. 5th Conference of the "Fachgruppe Medienpsychologie der Deutsche Gesellschaft für Psychologie" [German Psychological Association]. Dresden, Germany. 2007.
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Koedinger, K.R., Aleven, V., Baker, R.S.J.d. & Roll, I. (2007). Toward understanding when tutoring meta-cognition enhances domain learning.  Proceedings of Workshop on Metacognition and SRL. (AIED 2007).
  
Rummel, Nikol; Diziol, Dejana; Spada, Hans. Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Annual Conference of the American Educational Research Association (AERA) 2008. New York City, NY, USA. 2008.
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Koedinger, K.R., Aleven, V., Heffernan, N., McLaren, B. & Hockenberry, M. (2004). Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration;. In the Proceedings of the Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004.
  
Rummel, Nikol; Diziol, Dejana; Spada, Hans; McLaren, Bruce. Scripting collaborative problem solving with the Cognitive Tutor Algebra: A Way to promote learning in mathematics. 12th meeting of the European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007. 2007.
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Koedinger, K. R., Booth, J. L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342(6161), 935-937.
  
Rummel, Nikol; Diziol, Dejana; Spada, Hans; McLaren, Bruce; Walker, Erin; Koedinger, Kenneth. Flexible support for collaborative learning in the context of the Algebra I Cognitive Tutor. Workshop Seventh International Conference of the Learning Sciences (ICLS), Bloomington, IN, USA. 2006.
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Koedinger, K.R., Cunningham, Skogsholm, Leber (2008). An open repository and analysis tools for fine-grained, longitudinal learner data. Proceedings of the 1st International Conference on Educational Data Mining, 2008. [full paper], 157-166.
  
Rummel, Nikol; Hauser, Sabine; Spada, Hans. How does net-based interdisciplinary collaboration change with growing domain expertise? Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University. 2007.
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Koedinger, K.R., K. & Stamper, J.   (2010). A Data Driven Approach to the Discovery of Better Cognitive Models. In Baker, R.S.J.d., Merceron, A., Pavlik, P.I. Jr. (Eds.) Proceedings of the 3rd International Conference on Educational Data Mining (EDM 2010), 325-326.
  
Rummel, Nikol; Spada, Hans; Diziol, Dejana. Can collaborative extensions to the Algebra I Cognitive Tutor enhance robust learning? An in vivo experiment. Annual Conference of the American Educational Research Association (AERA-07). Chicago, IL, USA, April 2007. 2007.
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Koedinger, K.R., McLaughlin, E.A., & Stamper, J.C. (2012). Automated Student Model Improvement. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., and Stamper, J. (Eds.).  Proceedings of the 5th International Conference on Educational Data Mining. [Best Paper Award]
  
Rummel, Nikol; Spada, Hans; Diziol, Dejana. Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experiment:  Lessons learned. European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007. 2007.
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Koedinger, K.R., Pavlik, P., McLaren, B. & Aleven, V. (2008). Is it Better to Give than to Receive? The Assistance Dilemma as a Fundamental Unsolved Problem in the Cognitive Science of Learning and Instruction.  In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2155-2160). Austin, TX: Cognitive Science Society.
  
Rummel, Nikol; Spada, Hans; Hauser, Sabine. Learning to collaborate in a computer-mediated setting:  Observing a model beats learning from being scripted. Seventh International Conference of the Learning Sciences (ICLS). Bloomington, IN, USA., P. 634. 2006.
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Koedinger, K.R., Stamper, J., Mclaughlin, E. & Nixon, T. (2013). Using data-driven discovery of better student models to improve student learning.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 421-430.  Springer-Verlag Berlin Heidelberg.
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander; Schwonke, Rolf. Worked examples and tutored problem solving: Redundant or synergistic forms of support?. 30th Annual Meeting of the Cognitive Science Society, Washington DC, USA, July 2008, 589-594. 2008.
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Kulkarni, A. & Callan, J. (2008). Dictionary Definitions based Homograph Identification using a Generative Hierarchical Model. Proceedings of ACL-08: HLT, Short Papers (Companion Volume), 85-88, Columbus, OH, June 2008.  Association for Computational Linguistics.
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander; Schwonke, Rolf. Worked examples and the assistance dilemma. Abstract in Symposium: Confronting the Assistance Dilemma: Is it Better to Give Than Receive? (AERA 2008). 2008.
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Kulkarni, A., Callan, J. & Eskenazi, M. (2007). Dictionary definitions:  The Likes and the unlikes. Proceedings of the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander; Schwonke, Rolf; Wittwer, Jorg; Kreig, Carmen. Does Learning from Examples Improve Tutored Problem Solving? Proceedings of the 28th Annual Meeting of the Cognitive Science Society, p. 2602. Poster. 2007.
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Kulkarni, A., Heilman, M., Eskenazi, M. & Callan, J. (2008). Word Sense Disambiguation for Vocabulary LearningProceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), Lecture Notes in Computer Science, Vol 5091, pp 500-509. Springer-Verlag: Berlin, Heidelberg.
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander; Wittwer, Jorg. Does Learning from Examples Improve Tutored Problem Solving. 14th Biannual Conference of the European Association for Research on Learning and Instruction (EARLI), August 28-September 1, 2007, Budapest, Hungary. 2006.
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Kulkarni, R., Tushar, S., Trivedi, G., Wen, M., Zheng, Z., & Rosé, C. P. (2012). Supporting Collaboration in Wikipedia between Language Communities,  Proceedings of the 4th ACM International Conference on Intercultural Collaboration
  
Salden, Ron; Koedinger, Kenneth; Aleven, Vincent; McLaren, Bruce. Does Cognitive Load Theory Account for Beneficial Effects of Worked Examples in Tutored Problem Solving? Proceedings of the 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009. 2009.
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Kumar, R. & Rosé, C. P.  (2011). Comparing Triggering Policies for Social Behaviors. Proceedings of SIGDIAL 2011.
  
Schwarz, B. B., Asterhan, C. S. C., Wang, C., Chiu, M. M., Ching, C. C., Walker, E. Koedinger, K., Rummel, N., & Baker, M. Adaptive human guidance of computer-mediated group work. To appear in the Proceedings of the 2010 International Conference of the Learning Sciences – ICLS 2010. in press
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Kumar, R., Beuth, J. & Rosé, C. P. (2011). Conversational Strategies that Support Idea Generation Productivity in Groups. Proceedings of Computer Supported Collaborative Learning
  
Schwarz, Baruch Asterhan, Christa & Gil, Julia. Human guidance of synchronous e-discussions: The effects of different moderation scripts on peer argumentation. In C. O'Malley, D. Suthers, P. Reimann & A. Dimitracopoulou (Eds), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 497-506). 2009
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Kumar, R., Gweon, G., Joshi, M., Cui, Y. & Rosé, C.P. (2007). Supporting students working together on math with social dialogue.  Paper presented at the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
  
Schwonke, Rolf; Ertelt, Anna; Renkl, Alexander; Aleven, Vincent; Salden, Ron. Reducing extraneous demands in learning from tutored problem solving and embedded worked examples. 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009. 2009.
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Kumar, R., Rosé, C.P., Aleven, V., Iglesias, A., & Robinson, A. (2006). Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. p666-674.
  
Schwonke, Rolf; Wittwer, Jorg; Aleven, Vincent; Salden, Ron; Krieg, Carmen; Renkl, Alexander. Can tutored problem solving benefit from faded worked-out examples?. European Cognitive Science Conference, Delphi, Greece, May, 2007, (pp.59-64). 2007.
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Kumar, R., Rosé, C.P., Wang, Y., Joshi, M. & Robinson, A. (2007). Tutorial Dialogue as adaptive collaborative learning support, AIED 2007 (nominated for a best paper award).
  
Shih, Benjamin; Koedinger, Kenneth; Scheines, Richard. A Response time model for bottom-out hints as worked examples. 1st International Conference on Educational Data Mining, 2008. [full paper]. 2008.
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Lane, H.C. & VanLehn, K. (2004). A dialogue-based tutoring system for beginning programming. In V. Barr & Z. Markov (Eds.), Proceedings of the Seventeenth International Florida Artificial Intelligence Research Society Conference (FLAIRS) (pp. 449-454). Menlo Park, CA: AAAI Press.  
  
Singh, Ajit; Gordon, Geoffrey. Relational learning via collective matrix factorization. 14th Intl. Conf. on Knowledge Discovery and Data Mining (KDD), 2008. 2008.
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Lane, H.C. & VanLehn, K. (2005). Intention-based scoring: An approach to measuring success at solving the composition problem. In W. Dann, P. T. Tymann, & D. Baldwin (Eds.), Proceedings of the 36th ACM Technical Symposium on Computer Science Education (SIGCSE).: ACM Press. P373-374
  
Siskin, Claire. Revolution Templates for Language Learning (Courseware Showcase). CALICO Symposium, Honolulu. 2006.
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Lange, K.E., Booth, J.L., Koedinger, K.R., & Jones Newton, K. (2012). Differentiating Between Correct and Incorrect Examples for Improving Student Learning in Algebra. Poster presented at  AERA 2013.
  
Siskin, Claire. Revolution for Non-Programmers, or Yes, There Is Life After HyperCard!. NEALLT Conference, Philadelphia. 2006.
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Lau, M., Stein, M, Reynolds, B., Schunn, C.D., Ruppel, R., Cox, C. & Bender, S. (2012). Educative or Not: How Teachers’ Framing of Activities Impacts Their Learning From Curricular Materials. Paper presented as part of "Developing and Studying Educative Science and Mathematics Curriculum Materials" Symposium at AERA 2012.
  
Siskin, Claire. Misconceptions, myths, and metaphors in CALL research. TESOL: CALL IS Acadmeic Session. 2006.
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Lee, D.M., Rodrigo, M.M., Baker, R.S.J.d., Sugay, J. & Coronel, A.  (2011). Exploring the Relationship Between Novice Programmer Confusion and Achievement. Proceedings of the 4th bi-annual International Conference on Affective Computing and Intelligent Interaction.
  
Siskin, Claire. Revolution for low-cost data collection in CALL. Computer Assisted Language Instruction Consortium Conference (CALICO). 2007.
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Lee, J.I. & Brunskill, E. (2012). The Impact on Individualizing Student Models on Necessary Practice Opportunities. In Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M., and Stamper, J. (Eds.) Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012).
  
Siskin, Claire; Asay, Devin. Rapid Creation of Internet-based Multimedia Applications without Brower Hassles. CALICO Symposium, Honolulu. 2006.
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Lee, J-K. & Lee, J-H. (2006). The effect of learning management system quality and self-regulated learning strategy on effectiveness of an e-Learning. E-Learning Conference, 2006, page 8.
  
Tsovaltzi, Dimitra; McLaren, Bruce; Rummel, Nikol; Scheuer, Oliver; Harrer, Andreas; Pinkwart, Niels; Braun, Isabel. Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning. B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds), 9th International Conference on Intelligent Tutoring Systems  (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 709-711). Berlin: Springer. 2008.
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Li, J., Klahr, D. & Jabbour, A. (2006). When the Rubber Meets the Road -- Putting Research-based Methods to Test in Urban Classrooms. International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN, USA. P. 418.
  
Tsovaltzi, Dimitra; McLaren, Bruce; Rummel, Nikol; Scheuer, Oliver; Harrer, Andreas; Pinkwart, Niels; Braun, Isabel. CoChemEx: Supporting conceptual chemistry learning via computer-mediated collaboration scripts. P. Dillenbourg and M. Specht (Eds.), Third European Conference on Technology Enhanced Learning (EC-TEL 2008), Lecture Notes in Computer Science 5192 (pp. 437-448). Berlin: Springer. 2008.
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Li, N., Cohen, W. & Koedinger, K(2013). Discovering Student Models with a Clustering Algorithm Using Problem Content. Proceedings of EDM 2013, 98-105.
  
Tunç-Pekkan, Zelha;  Zeylikman, Lyubov; Aleven, Vincent; Rummel, Nikol. Fifth Graders’ Conception of Fractions on Numberline Representations. The annual meeting of North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, Ohio. 2010.
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Li, N., Cohen, W., & Koedinger, K.R., K.  (2010). A computational model of accelerated future learning through feature recognition. In V. Aleven, J. Kay & J. Mostow (Eds.). Proceedings of the Tenth International Conference on Intelligent Tutoring Systems (ITS). LNCS Volume 6095, 368-370. Springer.
  
Tunc-Pekkan, Zelha; Rau, Martina; Aleven, Vincent; Rummel, Nikol. External Representations and Fractional Knowledge. Third Annual inter-Science of Learning Center (iSLC) Conference For Students and Postdoctoral Fellows at the Science of Learning Centers, Boston, MA. 2010.
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Li, N., Cohen, W., Koedinger, K.R., K., & Matsuda, N.  (2010). Towards a computational model of why some students learn faster than others. Proceedings of the AAAI 2010 Fall Symposium on the Cognitive and Metacognitive Educational Systems. Arlington, VA.  
  
Turner, Terence; Macasek, Michael; Nuzzo-Jones, Goss; Heffernan, Neil; Koedinger, Kenneth. The Assistment Builder: A Rapid Development Tool for ITS. 12th International Conference on Artificial Intelligence in Education. 2005. 2005.
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Li, N., Cohen, W.W. & Koedinger, K.R. (2012).  Efficient Cross-Domain Learning of ComplexSkills.  In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 493-498.
  
van de Sande, Brett; Hausmann, Robert. An Analysis of Student Learning Using the Andes Homework System. AAPT Summer Meeting, Greensboro, NC, July 2007. 2007.
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Li, N., Cohen, W.W. & Koedinger, K.R. (2012). Problem Order Implications for LearningTransfer. In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012,  Springer 2012, 185-194.
  
van de Sande, Brett; Hausmann, Robert. Does an intelligent tutor homework system encourage beneficial collaboration. Central Pennsylvania Section of the American Association of Physics Teachers (CPS/AAPT), April, 2008, Lock Haven University of Pennsylvania, Lock Haven, PA. 2008.
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Li, N., Khandelwal, A., Phan, T., Touretzky, D.S., Cohen, W.W., & Koedinger, K.R. (2013). Creating an Educational Robot by Embedding a Learning Agent in the Physical World. Proceedings of the 44th ACM technical Symposium on Computer Science Dducation.  759-760, SIGCSE 2013. (abstract).
  
van de Sande, Brett; Hausmann, Robert. Does an intelligent tutor homework system encourage beneficial collaboration. joint Spring Meeting of the Ohio Section of the American Physical Society (OS/APS) and the Western Pennsylvania American Association of Physics Teachers (WPA/AAPT), March 2008, Youngstown State University, Ohio. 2008.
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Li, N., Matsuda, N., Cohen, W.W. & Koedinger, K. (2011). A Machine learning approach for automatic student model discovery. In M. Pechenizky, T. Calders, C. Conati, S. Ventura, C. Romero & J.C. Stamper (Eds.) Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011).  
  
van de Sande, Brett; Hausmann, Robert. Does an intelligent tutor homework system encourage beneficial collaboration?. the winter meeting of the American Association of Physics Teachers (AAPT), Baltimore, MD. 2008.
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Li, N., Stampfer, E., Cohen, & Koedinger, K.R. (2013). General and efficient cognitive model discovery using a simulated student.  In M. Knauff, N. Sebanz, M. Pauen & I wachsmuth (Eds.).  Proceedings of the 35th Annual Conference of the Cognitive Science Society.  Cognitive Science Society: Austin, TX., 894-899.  
  
van de Sande, Brett; Shelby; Treacy, Don; VanLehn, Kurt; Wintersgill, Mary. Andes: An Intelligent Tutor for Introductory Physics Homework. AAPT Summer Meeting, Syracuse NY. 2006.
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Li, N., Tian, Y., Cohen, W.W., & Koedinger, K.R. (2013). Integrating Perceptual Learning with External World Knowledge in a Simulated Student. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 400-410. Springer-Verlag Berlin Heidelberg.
  
van de Sande, Brett; VanLehn, Kurt; Hausmann, Robert; Treacy, Don; Shelby. Andes: An Intelligent Homework System for Introductory Physics. winter meeting of the American Association of Physics Teachers, Seattle, WA. 2007.
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Litman, D. (2011). Spoken dialogue for intelligent tutoring systems: Responding to not only what students say, but how they say it. Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference. University of Pittsburgh, September 22-25, 2011.
  
VanLehn, Kurt. Explaining the assistance/load/difficulty duality in terms of meta-cognitive learning strategies. Abstract in Symposium: Confronting the Asssistance Dilemma: Is it Better to Give Than Receive? (AERA 2008). 2008.
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Litman, D.J., Rosé, C.P., Forbes-Riley, K., VanLehn, K., Bhembe, D. & Silliman, S. (2004). Spoken versus typed human and computer dialogue tutoring. In J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring Systems: 7th International Conference  (pp. 368-379). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K
  
VanLehn, Kurt; Bhembe, Dumiszewe; Min Chi; Lynch, Collin; Schulze, Kay; Shelby, Robert; Taylor, Linwood. Implicit versus explicit learning of strategies in a non-procedural cognitive skill. J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring Systems: 7th International Conference (pp. 521-530). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K. 2004.
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Liu, Y. (2009). Chinese ESL Readers’ On-line Inferences in Text Processing. Paper presented at the American Association for Applied Linguistics Conference, March, 2009.
  
VanLehn, Kurt; Jordan, Pamela. When is tutorial dialogue more effective than less interactive instruction. Abstract in Symposium: Intelligent Tutoring Systems: What Do We Do Next? (AERA, 2008). 2008.
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Liu, Y., Massaro, D.W., Chen, T.H., Chan, D. & Perfetti, C. (2007). Using visual speech for training Chinese pronounciation: An in-vivo experiment.  Proceedings of the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
  
VanLehn, Kurt; Jordan, Pamela; Litman, Diane. Developing pedagogically effective tutorial dialogue tactics: Experiments and a testbed. SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007). 2007.
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Liu, Y., Wang, M., Perfetti, C., Brubaker, B., Wu, S. & MacWhinney, B. (2006). Learning a tonal language by attending to the tone. 13th annual meeting of Society for the Scientific Study of Reading, Vancouver, July 5-8, 2006.
  
VanLehn, Kurt; Lynch, Collin; Schulze, Kay; Shapiro, Jay; Shelby, Robert; Taylor, Linwood; Treacy, Don; Weinstein, Anders; Wintersgill, Mary. The Andes physics tutoring system: Five years of evaluations. G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education. (pp. 678-685) Amsterdam, Netherlands: IOS Press. Winner of a Best Paper Award of this conference. 2005.
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Liu, Y., Wang, M., Perfetti, C., Brubaker, B., Wu, S. & MacWhinney, B. (2007). Learning a tonal language by attending to the tone: An in-vivo experiment. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction, EARLI 2007, Aug 2007. Budapest, Hungary. Symposium title: Understanding robust learning via in vivo experimentation.
  
Walker, Erin. Mutual Peer Tutoring: A Collaborative Addition to the Cognitive Tutor: Algebra-1. C-K. Looi et al. (Eds.). 12th International Conference on Artificial Intelligence in Education, p. 979. IOS Press, 2005. 2005.
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Liu, Z., Pataranutaporn, V., Ocumpaugh, J., & Baker, R.S.J.d. (2013). Sequences of Frustration and Confusion, and Learning. Proceedings of EDM 2013, 113-120.
  
Walker, Erin; Koedinger, Kenneth; McLaren, Bruce; Rummel, Nikol. Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation. M. Ikeda, K.D. Ashley, Kevin, & T-W. Chan (Eds), 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Lecture Notes in Computer Science, 4053 (pp. 207-216). Berlin: Springer. 2006.
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Lloyd, N.M., Heffernan, N. & Ruiz, C. (2007). Predicting student engagement in intelligent tutoring systems using teacher expert knowledge.  Proceedings of Workshop on Educational Data Mining (AIED 2007) 40-49.
  
Walker, Erin; McLaren, Bruce; Rummel, Nikol; Koedinger, Kenneth. Who says three's a crowd? Using a cognitive tutor to support peer tutoring. R. Luckin, K.R. Koedinger, Kenneth, & J. Greer (Eds), 13th International Conference on Artificial Intelligence and Education. 2007. IOS Press. (pp. 399-406). 2007.
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Lomas, J.D., Ching, S., Stampfer, E., Sandoval, M. & Koedinger, K.R. (2012). Battleship Numberline: A Digital Game for Improving EstimationAccuracy on Fraction Number Lines. Paper presented at AERA 2012.
  
Walker, Erin; Ogan, Amy. Peer Moderation in Cultural Discussion Forums. European Computer Assisted Language Learning (EuroCALL 2007) Ulster, Northern Ireland, September 2007. 2007.
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Long, Y. & Aleven V. (2011). Students' understanding of their student model.  Artificial Intelligence in Education (AIED), Lecture Notes in Computer Science, 2011, Volume 6738, 179-186.
  
Walker, Erin; Ogan, Amy; Jones, Christopher; Aleven, Vincent. Two Approaches for Providing Adaptive Support in an Ill-Defined Domain. Proceedings of the "Intelligent Tutoring Systems for Ill-Defined Domains: Assessment and Feedback in Ill-Defined Domains" Workshop. 9th International Conference on Intelligent Tutoring Systems (ITS) 2008. 2008.
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Long, Y. & Aleven, V. (2012). Skill Diaries: Can Periodic Self-Assessment Improve Students’ Learning with an Intelligent Tutoring System? In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012, Springer 2012, 673-674.
  
Walker, Erin; Ogan, Amy; Wylie, Ruth. A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. European Computer Assisted Language Learning (EuroCALL 2006) Granada, Spain, September 2006. 2006.
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Long, Y. & Aleven, V. (2013). Learning with an Open Learner Model in a Linear Equation Tutor.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 219-228. Springer-Verlag Berlin Heidelberg.
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. Adaptive Domain Support for Computer-Mediated Peer Tutoring. Appeared in ICLS 2008 as part of the symposium New Challenges in CSCL: Towards adaptive script support, edited by Nikol Rummel, Nikol and Armin Weinberger. 2008.
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Long, Y. & Aleven, V. (2013). Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-Assessment.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 249-258.  Springer-Verlag Berlin Heidelberg. [Awarded Best Student Paper].
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. To tutor the tutor:  Adaptive domain support for peer tutoring. B.P. Woolf, E. Aimeur, R Nkambou, and S.P. Lajoie, (Eds.), 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), Springer Lecture Notes in Computer Science, 626-635. 2008.
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Lu, C. (2006). The Effects of Word Knowledge Depth and Proficiency Level on Word Association for  Learners of Chinese as a Second Language, The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), 2006.  
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. Modeling Helping Behavior in an Intelligent Tutor for Peer Tutoring. 14th International Conference on Artificial intelligence in Education (AIED), July 6-10, 2009, Brighton, England. 2009.
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Lynch, C., Ashley, K., Aleven, V. & Pinkwart, N. (2006). Defining Ill-Defined Domains; A literature survey. Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. Beyond Explicit Feedback: New Directions in Adaptive Collaborative Learning Support. Short Conference on Computer Supported Collaborative Learning (CSCL-09). to appear.
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Lynch, C., Ashley, K., Pinkwart, N. & Aleven, V. (2007). Argument diagramming as focusing device: does it scaffold reading?  Proceedings of Workshop on Applications in Ill-Defined Domains (AIED 2007).
  
Walker, Erin; Rummel, Nikol; Koedinger, Kenneth. The influence of correct and erroneous worked examples on learning from peer tutoring. To appear in EARLI 2009 as part of the symposium: Vivo experimentation on worked examples across domains. to appear.
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Lynch, C., Ashley, K., Pinkwart, N. & Aleven, V. (2008). Argument graph classification with Genetic Programming and C4.5.  1st International Conference on Educational Data Mining, 2008. [full paper].
  
Walker, Erin; Rummel, Nikol; McLaren, Bruce; Koedinger, Kenneth. The student becomes the master: Integrating peer tutoring with cognitive tutoring. C.A. Chinn, G. Erkens & S. Puntambekar (Eds.) Conference on Computer Supported Collaborative Learning (CSCL-07), Vol. 8, pp. 750-752. International Society of the Learning Sciences, Inc. ISSN 1819-0146. 2007.
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Maass, J.K. & Pavlik, P.I. (2013). Using Learner Modeling to Determine Effective Conditions of Learning for Optimal Transfer.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.). Proceedings of AIED 2013, LNAI 7926, 2013, 189-198. Springer-Verlag Berlin Heidelberg
  
Walonoski, Jason; Heffernan, Neil. Prevention of Off-Task Gaming Behavior in Intelligent Tutoring Systems. 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006. 2006.
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MacLellan, C.J., Matsuda, N. & Koedinger, K.R. (2013). Toward a reflective SimStudent: Using experience to avoid generalization errors.  Paper presented at the AIED Workshop on Simulated Learners. AIED 2013.
  
Wang, Hao-Chuan; Kumar, Rohit; Rose, Carolyn; Li; Chang. A Hybrid Ontology Directed Feedback Generation Algorithm for Supporting Creative Problem Solving Dialogues. International Joint Conference on Artificial Intelligence. 2007.
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MacWhinney, B. (2005). Item-based Constructions and the Logical Problem. Proceedings of the Second Workshop on Psychocomputational Models of Human Language Acquisition. 2005. Pages 53-68.
  
Wang, Hao-Chuan; Rose, Carolyn. A Process analysis of idea generation and failure. 29th Annual Meeting of the Cognitive Science Society. (CogSci 2007). 2007.
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MacWhinney, B., Presson, N. & Heilman, M. (2010). Embodied spatial language in L2 acquisition.  Presented at the 'Toward Embodied Language Learning' Colloquium at the Second Language Research Forum (SLRF), University of Maryland, October 2010.
  
Wang, Hao-Chuan; Rose, Carolyn; Cui, Yue; Chang, Chun-Yen; Huang, Chun-Chieh; Li, Tsai-Yen. Thinking Hard Together: the Long and Short of Collaborative Idea Generation in Scientific Inquiry. Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University. 2007.
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Magner, U., Schwonke, R., Renkl, A., & Aleven, V. (2010). Pictorial illustrations in intelligent tutoring systems: Do they distract or elicit interest and engagement? In K. Gomez, L. Lyons, & J. Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL.
  
Wang, Hao-Chuan; Rose, Carolyn; Li; Chang. Providing Support for Creative Group Brainstorming: Taxonomy and Technologies. Workshop Proceedings on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems, 2006, pp 74-82. 2006.
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Magner, U., Schwonke, R., Renkl, A., Aleven, V., & Popescu, O.  (2010).  Seductive illustrations: Double-edged effects? In M. Hopp & F. Wagner (Eds.), Instructional design for motivated and competent learning in a digital world (Proceedings of the EARLI SIG 6&7 Conference 2010) (pp. 161-163). Ulm, Germany: University of Ulm.
  
Wittwer, Jorg; Renkl, Alexander. Do instructional explanations foster learning from worked-out examples?  A cognitive load perspective. 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009. 2009.
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Makatchev, M. & VanLehn, K. (2005). Analyzing completeness and correctness of utterances using an ATMS. In G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Proceedings of the International Conference on Artificial Intelligence in Education, AIED2005, (pp. 403-410). Amsterdam, Netherlands: IOS Press.
  
Wu, Sue-Mei. "Chinese Online Module: A Cognitive Language Learning Infrastructure". The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), November 18-20, 2005, Baltimore, Maryland. 2005.
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Makatchev, M. & VanLehn, K. (2007). Combining Bayesian networks and formal reasoning for semantic classification of student utterances.  Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED-07).  
  
Wu, Sue-Mei. Interdisciplinary Collaboration for Chinese as a Foreign Language: Running In-Vivo Learning Experiments in Chinese Language Courses. CLTA/ACTFL), Nashville, Tennessee. 2006.
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Makatchev, M., Hall, B.S., Jordan, P. W., Pappuswamy, U. & VanLehn, K. (2005).  Mixed language processing in the Why2-Atlas tutoring system. Proceedings of the Workshop on Mixed Language Explanations in Learning Environments, AIED2005. Amsterdam, Netherlands
  
Wu, Sue-Mei. Chinese Cognitive CALL Environment Design: Content and Exercises. Fourth International Conference and Workshops on Technology and Chinese Language Teaching (TCLT4). University of Southern California, Los Angeles. 2006.
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Makatchev, M., Jordan, P. & VanLehn, K. (2004). Modeling student’s reasoning about qualitative physics: Heuristics for abductive proof search. In J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring Systems: 7th International Conference (pp. 699-709). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K.
  
Wu, Sue-Mei. Chinese Online: A Hybrid Experience. 5th International Conference and Workshops on Technology and Chinese Teaching in the 21st Century (TCLT5). pp. 296-302. Macau: University of Macau. 2008.
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Makatchev, M., Jordan, P., Pappuswamy, U., & VanLehn, K. (2004). Abductive proofs as models of qualitative reasoning. In J. de Kleer & K. Forbus (Eds.), Proceedings of Workshop on Qualitative Reasoning (pp. 11-18).  Evanston, IL .  
  
Wu, Sue-Mei; Haney, Mark. Robust Chinese E-learning: Integrating the 5 Cs Principles with Content and Technology. 4th International Conference on Internet Chinese Education. 2005. 2005.
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Makatchev, M., Jordan, P., Pappuswamy, U., & VanLehn, K. (2004). Abductive proofs as models of students’ reasoning about qualitative physics. In Sixth International Conference on Cognitive Modeling (pp. 166-171). Mahwah, NJ: Erlbaum.  
  
Wu, Sue-Mei; Haney, Mark. Empowering Online Language Learning: The Chinese LearnLab in the Pittsburgh Science of Learning Center. Annual Symposium of Computer Assisted Language Instruction Consortium (CALICO 2006). University of Hawaii. 2006.
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Makatchev, M., VanLehn, K., Jordan, P. & Pappuswamy, U. (2006). Representation and reasoning for deeper natural language understanding in a physics tutoring system. In G. Sutcliffe & R. Goebel (Eds.), Proceedings of the 19th International FLAIRS conference. Menlo Park, CA: AAAI Press, 682-687.
  
Wylie, Ruth. Are we asking the right questions? Understanding which tasks lead to the robust learning of English grammar. Young Researchers Track paper at the 13th International Conference on Artificial Intelligence in Education (2007). 2007.
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Martin, B., Koedinger, K.R., Mitrovic, A. & Mathan S. (2005). On Using Learning Curves to Evaluate ITS . Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005.
  
Wylie, Ruth; Koedinger, Kenneth; Mitamura, Teruko. Practice makes Perfect? Structuring Practice Opportunities for Learning in an ESL Grammar Tutor. Computer Assisted Language Instruction Consortium (CALICO). March 10-14, 2009. 2009.
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Martin, K. & Juffs, A.  (2011). Reading in English: A Comparison of Native Arabic, Native Chinese, and native English speakers. Poster. International Symposium on Bilingualism 8 (ISB8). 15th – 18th June 2011
  
Wylie, Ruth; Koedinger, Kenneth; Mitamura, Teruko. Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. Cognitive Science. July 29 - August 1, 2009. to appear.
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Martin, K. I., & Juffs, A. (2012). Reading in English: A Comparison of Native Arabic, Native Chinese, and Native English Speakers. Paper presented at Second Language Research Forum, Iowa State University, Ames, IA.
  
Wylie, Ruth; Koedinger, Kenneth; Mitamura, Teruko. Self-Explaining Language: Effects of Adding Self-Explanation Prompts to an ESL Grammar Tutor. European Association for Research on Learning and Instruction (EARLI), August 25-29, 2009. to appear.
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Martin, K. I., & Juffs, A. (2012). The Effects of L1 on Sensitivity to Vowel Information while Reading:  A Comparison of Native Arabic, Native Chinese, and Native English Speakers.  In L. M. Morett (Chair), The Psycholinguistic Bases of Second Language Acquisition: Consistency and Change Across Languages. Symposium conducted at the meeting of the Eastern Psychological Association, Pittsburgh, PA.
  
Wylie, Ruth; Mitamura, Teruko; Rankin, James; Koedinger, Kenneth. Developing Tutoring Systems for Classroom and Research Use: A Look at Two English Article Tutors. Computer Assisted Language Instruction Consortium Conference (CALICO). 2007.
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Massaro, D.W., Liu, Y., Chen, T.H. & Perfetti, C. (2006). A Multilingual Embodied Conversational Agent for Tutoring Speech and Language Learning. Proceedings of the 9th International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP), September, Pittsburgh, PA. 825-828.
  
Wylie, Ruth; Mitamura, Teruko; Rankin; Koedinger, Kenneth. Doing more than Teaching Students: Opportunities for CALL in the Learning Sciences. SLaTE Workshop on Speech and Language Technology in Education. Farmington, Pennsylvania. October 1-3, 2007. 2007.
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Mathan, S. & Koedinger, K.R. (2006). Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring. American Educational Research Association
  
Yang, Chin-Lung; Perfetti, Charles. Reading skill and the acquisition of high quality representations for new words. Thirteenth Annual Meeting Society for the Scientific Study of Reading, Vanncouver, Canada. 2006.
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Matlen, B.J., Atit, K., Göksun, T., Rau, M.A., & Ptouchkina, M.  (2012). Representing space: Exploring the relationship between gesturing and children’s geoscience understanding. In K. Schill, C. Stachniss, D. Uttal (Eds.), Proceedings of Spatial Cognition, LNAI 7643, pp. 405 – 415. Springer, Heidelberg.
  
Yaron, David. The ChemCollective: Virtual Labs and Scenario-Based Learning for Introductory Chemistry . Nineteenth Biennial Conference on Chemical Education in West Lafayette, Indiana, p 621. 2006.
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Matlen, B.J., Shipley, T.F., Chaurasia, N., Wilson, M.L., Wilson, D.L., & Klahr, D.  (2013). A comparison of comparison types: Applications of analogical instruction in mineralogy identification.  Submitted to the Conference of the American Education Research Association (AERA 2013).
  
Yaron, David. Digital libraries to support problem solving and conceptual learning in introductory chemistry. Gordon Conference for Physics Research and Education, June, 2008, Smithfield, RI. 2008.
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Matsuda, N. (2006). Building Robust Learning Theories for Robust Learning (2006). International Symposium on e-Learning, Osaka Prefecture University, May 2006, Osaka, Japan
  
Yaron, David; Cuadros, Jordi; Karabinos, Michael; Leinhardt, Gaea; Evans, Karen. Virtual Laboratories and Scenes to Support Chemistry Instruction. About Invention and Impact: Building Excellence in Undergraduate STEM (Science, Technology, Engineering, and Mathematics) Education, Proceedings from National Science Foundation Course, Curriculum, and Laboratory Improvement (NSF-CCLI) program conference, Arlington, Virginia, 2004, being edited and prepared by NSF. 2005.
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Matsuda, N. & VanLehn, K. (2005). Advanced geometry tutor: An intelligent tutor that teaches proof-writing with construction. In G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp.443-450). Amsterdam: IOS Press.
  
Yaron, David; Cuadros, Jordi; Karabinos, Michaeletal. Using digital libraries to build educational communities: The ChemCollective. American Chemistry Society National Meeting, San Diego, March 2005. 2005.
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Matsuda, N. & VanLehn, K. (2005). Advanced Geometry Tutor: An Intelligent Tutoring System for Proof-Writing with Construction. Proceedings of Japan National Conference on Information and Systems in Education. 2005.
  
Yaron, David; Davenport, Jodi; Karabinos, Michael; Leinhardt, Gaea; Bartolo; Portman; Sadoway; Carter; Ashe. Cross-disciplinary molecular science education in introductory science courses: An NSDL MatDL Collection. ACM/IEEE-CS Joint Conference on Digital Libraries, Pittsburgh, PA USA. Association for Computing Machinery, Inc. (ACM). 2008.
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Matsuda, N., Cohen, W. & Koedinger, K.R. (2005). Applying Programming by Demonstration in an Intelligent Authoring Tool for Cognitive Tutors. AAAI Workshop on Human Comprehensible Machine Learning (Technical Report WS-05-04). 2005. Pages 1-8.
  
Yaron, David; Evans, Karen; Leinhardt, Gaea; Karabinos, Michaeletal. Using the field of chemistry to guide in the development of an on-line stoichiometry course. American Chemical Society National Meeting, Washington DC, August 2005. P 306?. 2005.
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Matsuda, N., Cohen, W. & Koedinger, K.R. (2005). An Intelligent Authoring System with Programming by Demonstration.  Proceedings of the the Japan National Conference on Information and Systems in Education, Kanazawa, Japan.
  
Yaron, David; Karabinos, Michael; Davenport, Jodi; Leinhardt, Gaea. Virtual lab activities for introductory chemistry. Biennial Conference on Chemical Education, Purdue University, West Layefette, IN. 2006.
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Matsuda, N., Cohen, W. & Koedinger, K.R. (2005). Building Cognitive Tutors with Programming by Demonstration. In S. Kramer & B. Pfahringer (Eds.), Technical report: TUM-I0510 (Proceedings of the International Conference on Inductive Logic Programming, 41-46): Institut fur Informatik, Technische Universitat Munchen. 2005.  
  
Yaron, David; Leinhardt, Gaea; Evans, Karen; Cuadros, Jordi; Karabinos, Michael; McCueandDennis. Creation of an online stoichiometry course that melds scenario based learning with virtual labs and problem-solving tutors. CONFCHEM. Online Conference, Spring 2006. 2006.
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Matsuda, N., Cohen, W. W., Koedinger, K.R. & Stylianides, G. (2010). Learning to solve algebraic equations by teaching a computer agent. In M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 69).
  
Youngs, Bonnie. Ruminations of a hybrid course instructor. Computer Assisted Language Instruction Consortium Conference (CALICO), San Macos, TX. 2007.
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Matsuda, N., Cohen, W. W., Koedinger, K.R., Stylianides, G., Keiser, V., & Raizada, R. (2010). Tuning Cognitive Tutors into a Platform for Learning-by-Teaching with SimStudent Technology. Proceedings of the International Workshop on Adaptation and Personalization in E-B/Learning using Pedagogic Conversational Agents (APLeC) (pp.20-25), Hawaii.
  
Zhang, Xiaonan; Mostow, Jack; Beck, Joseph. All in the (word) family:  Using learning decomposition to estimate transfer between skills in a reading tutor that listens. Workshop on Educational Data Mining (AIED 2007). 2007.
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Matsuda, N., Cohen, W., Lacerda, G. & Koedinger, K.R. (2007). Predicting students’ performance with SimStudent that learns cognitive skills from observation. Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED-07).
  
Zhang, Xiaonan; Mostow, Jack; Beck, Joseph. A Comparison of three methods to evaluate tutorial behaviors. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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Matsuda, N., Cohen, W., Sewall, J., Lacerda, G. & Koedinger, K.R. (2007). Evaluating a simulated student using real students’ data for training and testing.  In Proceedings of the International Conference on User Modeling, Corfu, Greece, 2007.
  
Zhang, Yanhui. SLA research for empirically-driven innovations in CSL studies. American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting, 2007. 2007.
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Matsuda, N., Cohen, W., Sewall, J., Lacerda, G. & Koedinger, K.R. (2008). Why tutored problem solving may be better than example study.  In B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 111-121). Heidelberg, Berlin: Springer.  
  
Baker, Ryan; Barnes, Tiffany; Beck, Joseph. Educational Data Mining 2008: 1st International Conference on Educational Data Mining, Proceedings. Montreal, Quebec, Canada. June 2008. 2008.
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Matsuda, N., Keiser V., Raizada R, Tu A., Stylianides, G., Cohen, W. et al (2010). Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students. In V. Aleven, J. Kay & J. Mostow (Eds.), Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 6095/2010, 449, 317-326. DOI: 10.1007/978-3-642-13437-1_106.
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Matsuda, N., Keiser, V., Raizada, R., Yarzebinski, E., Watson, S.P., Stylianides, G. , Cohen, W., & Koedinger, K.R. (2012). Studying the Effect of Tutor Learning using a Teachable Agent that Asks the Student Tutor for Explanations.  In M. Sugimoto, V. Aleven, Y. S. Chee& B. F. Manjon (Eds.), Proceedings of the International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012) (pp. 25-32). Los Alamitos, CA:IEEE Computer Society. Best Paper Finalist.
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Matsuda, N., Lee, A., Cohen, W. & Koedinger, K.R. (2009). A Computational Model of How Learner Errors Arise from Weak Prior Knowledge. Proceedings of the Annual Meeting of the Cognitive Science Society, 2009, 1288-1293.
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Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. & Koedinger, K.R. (2012). Motivational factors for learning by teaching: The effect of a competitive game show in a virtual peer-learning environment. In S.A. Cerri, W. J. Clancey, G. Papadourakis, K. Panourgia (Eds): Proceedings of Intelligent Tutoring Systems: Lecture Notes in Computer Science, Volume 7315/2012,  Springer 2012, 101-111.
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Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., Cohen, W. W. (2011). Learning by Teaching SimStudent – An Initial Classroom Baseline Study comparing with Cognitive Tutor. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 213-221.  Springer-Verlag Berlin Heidelberg.
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Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., William, W. C., Stylianides, G., et al.  (2012). Shallow learning as a pathway for successful learning both for tutors and tutees. In N. Miyake, D. Peebles & R. P. Cooper (Eds.),Proceedings of the Annual Conference of the Cognitive Science Society. [38%acceptance rate out of 537 submissions]
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Mayfield, E. & Rosé, C. P.  (2011). Recognizing Authority in Dialogue with an Integer Linear Programming Constrained Model.  Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies.
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