Difference between revisions of "Publications"

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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.
 
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.
  
Kim, J. & Kumar, R. (in press). IJAIED Special issue on Intelligent Support for Learning in Groups (ISLG), Associate Editors.
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Kim, J. & Kumar, R. (Eds.).(in press). IJAIED Special issue on Intelligent Support for Learning in Groups (ISLG), Associate Editors.
  
 
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.
 
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.
 
Lane, H.C., Yacef, K., Mostow, J. & Pavlik, P. (Eds.). (2013). Proceedings of AIED 2013, LNAI 7926, 2013.  Springer-Verlag Berlin Heidelberg.
  
McLaren, B. & Sosnovsky, S. (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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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.
  
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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N. De Jong, K. Juffermans, M. Keijzer, & L. Rasier (Eds.). (2012). Proceedings of the Anéla Applied Linguistics Conference, May 2012, Lunteren. Proceedings Editors.
  
 
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.  
 
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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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.
 
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.
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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
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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
  
 
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.
 
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.
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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.
 
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.
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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.
 
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.
  
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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.
 
Juffs, A. (2007). Second language acquisition of relative clauses in the languages of East Asia. Studies in Second Language Acquisition, 29, 361-365.
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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.
  
 
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.
 
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.
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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.
 
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.
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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. (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., 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.
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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
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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.
 
Strand-Cary, Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488-511.
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Yoshimura, Y. & MacWhinney, B.  (2010). The use of pronominal case in English sentence interpretation. Applied Psycholinguistics 31: 619-633.
 
Yoshimura, Y. & MacWhinney, B.  (2010). The use of pronominal case in English sentence interpretation. Applied Psycholinguistics 31: 619-633.
  
== Conference Proceedings ==
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== Conference Papers ==
  
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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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.
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Adamson, D., Bhartiya, D., Gurjal, B., Kedia, R., Singh, A. & Rosé, C.P. (2013). Automatically Generating Discussion Questions.  Proceedings of AI in Education (AIED).  
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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.  
  
== Conference Papers ==
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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).
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Ai, H. & Litman, D.J. (2007). Knowledge Consistent User Simulations for Dialog Systems. Proceedings of Interspeech, Antwerp, Belgium, August 2007.
  
Ai, Hua; Litman, Diane. Knowledge Consistent User Simulations for Dialog Systems. Interspeech, Antwerp, Belgium, August 2007. 2007.
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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; Ashley, Kevin. Toward supporting hypoThesis formation and testing in an interpretive domain. 12th International Conference on Artificial Intelligence in Education. P 732-734. 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; 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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Aleven, A., Roll, I., McLaren, B. & Koedinger, K. (2012). Assessing Self-Regulated Learning: A (Meta)Cognitive Modeling Approach.  Presentation in "Integrating Different Approaches to Investigating Self-Regulated Learning" Symposium, 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. & 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; 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 Systems. Lecture Notes in Computer Science: Intelligent Tutoring Systems, Volume 4053/2006, 360-369. Springer Berlin. 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; 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., 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; 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., 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; 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., 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.
  
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., 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.
  
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., 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. 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., 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. 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., 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. 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., 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. 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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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.
  
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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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
  
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. (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. 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. (2007). Benefits of handwritten input for students learning algebra equation solving. In Proceedings of the International Conference on Artificial Intelligence in Education (AIED, 2007).
  
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. (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.
  
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. (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, 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. (2008). Toward Next-Generation, Intelligent Tutors: Adding Natural Handwriting Input. IEEE Multimedia 15(3), pp. 64-68.
  
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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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.
  
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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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. 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). Topic Segmentation of Dialogue. Proceedings of the NAACL Workshop on Analyzing Conversations in Text and Speech.
  
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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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. 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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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; 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. & 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; 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., 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; 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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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; 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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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; 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. (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; 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. (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; 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., 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; 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, 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; 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.
 
  
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.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.
  
Baker, Ryan; Roll, Ido; Corbett, Albert; Koedinger, Kenneth. Do Performance Goals Lead Students to Game the SystemProceedings of the 12th International Conference on Artificial Intelligence in Education. 2005. Pp57-64. 2005.
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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 properlyPaper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
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., 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. 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., 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.
  
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., 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.
  
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., 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. 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. (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. 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., 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. 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., 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.
  
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., 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.
  
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.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.
  
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.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.
  
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., 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.
  
Blessing, Stephen; Gilbert, Stephen; Ritter, Steven. Developing an authoring system for cognitive models within commercial-quality ITSs. Nineteenth International FLAIRS Conference, pp. 497-502. 2006.
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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.
  
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., 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. 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., 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. 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., 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; Koedinger, Kenneth. Facilitating the Diagrammatic Advantage for Algebraic Word Problems. AERA, 2009. 2009.
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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.
  
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.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.
  
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., 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.
  
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. & 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, 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., 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.
  
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., 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.
  
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., Pardos, Z., Gowda, S., Nooraei, B. & Heffernan, N. (2011). Ensembling predictions of student knowledge within intelligent tutoring systemsIn 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. 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., 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. 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., 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; 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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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.  
  
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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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.
  
Butcher, Kirsten; Chi, Michelene. How can diagrams scaffold text comprehension. EARLI SIG2 Meeting, University of Nottingham. 2006.
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Bauer, A. & Koedinger, K.R. (2007). Selection-based note-taking applications. ACM Symposium on Human Factors in Computing Systems 2007.  
  
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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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. Automating Cognitive Model Improvement by A*Search and Logistic Regression. AAAI Workshop on Educational Data Mining. 2005. 2005.
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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. 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., 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).
  
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. & 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).
  
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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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.
  
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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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, 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-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; 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-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. 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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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. 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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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. 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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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.
  
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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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.
  
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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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).
  
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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Booth, J. (2012). Investigating Motivational Predictors of Traditional and Example-Based Algebra Learning. Proceedings of AERA 2013. (poster presentation)
  
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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Booth, J. (2013). Worked Examples: Who Do They Work For? Proceedings of AERA 2013
  
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. (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.
  
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. & Koedinger, K.R. (2009). Facilitating the Diagrammatic Advantage for Algebraic Word Problems.  Paper presented at AERA, 2009.
  
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., 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.
  
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.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.
  
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. & 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.
  
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. & 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; 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. & 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; 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. & 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; 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.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; 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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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; 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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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.
  
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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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.
  
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., Frishkoff, G. & Eskenazi, M. (2005). Automatic question  generation for vocabulary assessment.  Proceedings of Human Language Technology, HLT/EMNLP 2005. Vancouver, B.C
  
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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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).  
  
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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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; 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. & 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. 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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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. 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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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. 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. & 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.
  
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. & Chi, M.T.H. (2006). How can diagrams scaffold text comprehension.  EARLI SIG2 Meeting, University of Nottingham.
  
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. (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.  
  
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. & 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.
  
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. (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
  
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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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
  
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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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.
  
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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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; 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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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. 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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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.  
  
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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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.
  
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. (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.
  
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. (2008). Comparing two IRT models for cognitive model evaluation. Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
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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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; 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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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
  
. 2007."
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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; 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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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.
  
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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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.
  
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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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. 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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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. 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). 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; 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). 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; 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. (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. 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., 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.
  
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., 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.
  
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., 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).
  
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., 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.
  
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., 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.
  
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.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; 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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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; 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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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.  
  
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., 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.
  
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., 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.
  
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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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.
  
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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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. 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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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. 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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Connelly, J. & Katz, S. (2009). Toward more robust learning of physics via reflective dialogue extensions.  Proceedings of ED-MEDIA 2009.
  
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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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; 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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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; 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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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; 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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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. 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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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; 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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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. 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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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; 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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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; 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. 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.
  
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., 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
  
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., 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.
  
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., 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; 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., 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; 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., 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; 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., 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; 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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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; 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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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; 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. & 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.
  
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. & 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.
  
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. & Poelmans, P. (2011). Accuracy and complexity in second language speech: Do specific measures make the difference? Presentation at the EuroSLA conference, Stockholm, September 2011.
  
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. & 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.
  
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., 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.
  
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., 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. French Online and the Open Learning Initiative. Kentucky Foreign Language Conference, April 2007, Lexington, Kentucky. 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.
  
Jones, Christopher; Queuniet, Sophie. French Online and the French LearnLab: Instruction and Research. European Computer Assisted Language Learning 2006. 2006.
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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.
  
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). 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. Using Student Explanations as Models for Adapting Tutorial Dialogue. 17th International FLAIRS Conference. P905-910. 2004.
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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. 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., 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; 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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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; 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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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; Litman, Diane. Minimal feedback during tutorial dialogue. Short 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008). 2008.
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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; 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. (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; 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., 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; 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. (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.
  
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., 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.
  
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., & 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; 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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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; 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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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)
  
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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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.
  
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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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. Source of difficulty in multi-step geometry area problems. 29th Annual Meeting of the Cognitive Science Society, 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.
  
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., 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.
  
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., 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).
  
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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Easterday, M.W. (2010). An intelligent debater for teaching argumentation. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6095/2010, 218-220.
  
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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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. Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory. AAAI 2006. 2006.
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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. Enabling technologies from the Pittsburgh Science of Learning Center. 2007 meeting of the American Educational Research Association, Chicago, IL. 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. Achieving robust learning through cognitive analysis and advanced technology. Gordon Conference for Chemistry Education Research and Practice, 2007. 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. 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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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; 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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"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; 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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Artificial Intelligence in Education (2013). Memphis, TN. http://www.moocshop.org"
  
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.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; 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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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.
  
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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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.
  
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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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; 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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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.
  
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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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.
  
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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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; 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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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].
  
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. & Koedinger, K.R. (2005). Looking for Sources of Error in Predicting Student’s Knowledge. Proceedings of AAAI 2005 workshop on Educational Data Mining. 2005.  
  
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., 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.
  
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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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.
  
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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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.
  
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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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.
  
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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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).
  
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., 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. 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., 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; 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., 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)
  
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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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.
  
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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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.
  
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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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.
  
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. & 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; 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., 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.
  
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., 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.
  
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., 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).
  
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., 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; 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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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; 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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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; 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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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; 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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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. 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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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.  
  
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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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.
  
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., 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.
  
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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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).  
  
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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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).
  
Mathan; Koedinger, Kenneth. Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring. American Educational Research Association. 2006.
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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; 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.M., Koedinger, K.R., & Aleven, V. (2013). Hints: You can't have just one. Proceedings of EDM 2013, 232-235.
  
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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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; 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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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; 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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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; 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. (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; 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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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.
  
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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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).  
  
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.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.  
  
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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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).
  
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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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; 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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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; 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., 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; 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., Kane, A., Rosé, C. P. (2011). Facilitating knowledge transfer between groups through idea co-construction processes. In Proceedings of INGroup ‘11 
  
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., 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, 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., 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
  
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., 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)
  
"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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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.
  
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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.
  
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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.
  
. 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; 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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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; Rummel, Nikol; Pinkwart, Niels; Tsovaltzi, Dimitra; Harrer, Andreas; Scheuer, Oliver. Learning Chemistry through Collaboration: A Wizard-of-Oz Study of Adaptive Collaboration Support. the 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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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.
  
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., 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).
  
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. & 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; 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. & 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]
  
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. & 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
  
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., 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.
  
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., 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.
  
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., 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.
  
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., 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.
  
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). 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.  
  
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., 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. 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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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; 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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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; 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. & 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. 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., 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; 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., 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; 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., 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; 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., 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; 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., 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.  
  
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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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.
  
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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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; 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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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.
  
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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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.  
  
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. (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 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., 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. 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., Mayfield, E. & Rosé, C. P. (2011). Missing Something? Authority in Collaborative Learning. Proceedings of Computer Supported Collaborative Learning.
  
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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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; 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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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; 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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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; 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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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; 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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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.
  
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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Jones, C. (2007). French Online and the Open Learning Initiative. Kentucky Foreign Language Conference, April 2007, Lexington, Kentucky.
  
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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Jones, C. & Queuniet, S. C. (2006). French Online and the French LearnLab: Instruction and Research. European Computer Assisted Language Learning 2006.
  
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. & 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; 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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Jordan, P. (2004). Using Student Explanations as Models for Adapting Tutorial Dialogue. Proceedings of 17th International FLAIRS Conference. P905-910.
  
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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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).
  
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. & Litman, D.J. (2008). Minimal feedback during tutorial dialogue.  Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
  
Pino, Juan; Eskenazi, Maxine. Measuring hint level in open cloze questions. FLAIRS 2009. 2009.
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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
  
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., Albacete, VanLehn, K. (2005). Taking Control of Redundancy in Scripted Tutorial Dialogue. Proceedings of Int. Conference on Artificial Intelligence in Education, pp. 314 - 321.
  
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., 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).
  
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., 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.
  
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., 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.  
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol, Tunc-Pekkan, Zelha; Pacilio, Laura. How to schedule multiple graphical representations? A classroom experiment with an intelligent tutoring system for fractions. Under review.
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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.
  
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., 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
  
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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Juffs, A. (2012). Functional and Formal Approaches to SLA. Colloquium conducted at the 31st Second Language Research Forum Conference (SLRF). Pittsburgh, PA.  
  
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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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.
  
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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Juffs, A. & Rodriguez, G. A. (2012). Processing relative clauses and working memory. Georgetown University Roundtable on Linguistics. March 9, 2012.
  
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., 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.
  
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., 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.
  
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., 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.
  
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., 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.
  
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., 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.
  
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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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; 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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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. Coarse-Grained Detection of Student Frustration in an Introductory Programming Course. Conference manuscript under review. submitted.
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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; 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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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
  
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.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.
  
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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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.  
  
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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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; 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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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; 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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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; 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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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; 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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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; 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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Koedinger, K.R. (2009). Using online tutoring systems for in vivo experimentation and educational data miningPresented as part of "Innovative Methodologies for Relevant Basic Research on Technology-Enhanced Learning in Classrooms" Symposium at EARLI 2009.
  
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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Koedinger, K.R. (2008). Confronting the Assistance Dilemma: Is it Better to Give Than to Receive? Learning and Instruction Symposium (AERA 2008).
  
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, Pavlik, P., Stamper, J., Nixon, T. & Ritter S. (2011). Avoiding Problem Selection Thrashing with Conjunctive Knowledge Tracing. Proceedings of Educational Data Mining (EDM 2011).
  
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. (2006). Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory. AAAI 2006.
  
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. (2007). Enabling technologies from the Pittsburgh Science of Learning Center. Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
  
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. (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. 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. & 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; 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. & 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.
  
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., 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.
  
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., 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.
  
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., 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).
  
"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., 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.
  
. 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. 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., 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; 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., 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; 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., 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; 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., 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; 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., 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.
  
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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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.
  
Rummel, Nikol; Spada, Hans; Diziol, Dejana. Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experimentLessons learned. European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007. 2007.
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Kulkarni, A., Callan, J. & Eskenazi, M. (2007). Dictionary definitionsThe Likes and the unlikes. Proceedings of the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
  
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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Kulkarni, A., Heilman, M., Eskenazi, M. & Callan, J. (2008). Word Sense Disambiguation for Vocabulary Learning. Proceedings 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; 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, 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; 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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Kumar, R. & Rosé, C. P. (2011). Comparing Triggering Policies for Social Behaviors. Proceedings of SIGDIAL 2011.
  
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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Kumar, R., Beuth, J. & Rosé, C. P. (2011). Conversational Strategies that Support Idea Generation Productivity in Groups. Proceedings of Computer Supported Collaborative Learning
  
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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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).
  
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., 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.
  
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., 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).
  
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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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.
  
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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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
  
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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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.
  
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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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.
  
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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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 Templates for Language Learning (Courseware Showcase). CALICO Symposium, Honolulu. 2006.
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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. Revolution for Non-Programmers, or Yes, There Is Life After HyperCard!. NEALLT Conference, Philadelphia. 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.
  
Siskin, Claire. Misconceptions, myths, and metaphors in CALL research. TESOL: CALL IS Acadmeic Session. 2006.
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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.
  
Siskin, Claire. Revolution for low-cost data collection in CALL. Computer Assisted Language Instruction Consortium Conference (CALICO). 2007.
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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.
  
Siskin, Claire; Asay, Devin. Rapid Creation of Internet-based Multimedia Applications without Brower Hassles. CALICO Symposium, Honolulu. 2006.
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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.
  
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, 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.  
  
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.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.
  
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.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.
  
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., 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).
  
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., 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. An Analysis of Student Learning Using the Andes Homework System. AAPT Summer Meeting, Greensboro, NC, July 2007. 2007.
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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; 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., 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; 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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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.
  
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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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
  
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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Liu, Y. (2009). Chinese ESL Readers’ On-line Inferences in Text Processing. Paper presented at the American Association for Applied Linguistics Conference, March, 2009.
  
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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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. 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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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; 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., 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.
  
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, Z., Pataranutaporn, V., Ocumpaugh, J., & Baker, R.S.J.d. (2013). Sequences of Frustration and Confusion, and Learning.  Proceedings of EDM 2013, 113-120.
  
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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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.
  
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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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. 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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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; 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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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; 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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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; 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. (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; 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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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; 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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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. 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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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. 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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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; 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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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
  
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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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.
  
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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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.
  
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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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.
  
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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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; 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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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.
  
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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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.
  
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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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).  
  
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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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
  
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., 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 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., 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. 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., 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. 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., 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.
  
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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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.
  
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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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
  
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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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. 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, 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; 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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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; 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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Mathan, S. & Koedinger, K.R. (2006). Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring. American Educational Research Association
  
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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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.
  
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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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).
  
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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Matsuda, N. (2006). Building Robust Learning Theories for Robust Learning (2006). International Symposium on e-Learning, Osaka Prefecture University, May 2006, Osaka, Japan
  
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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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. 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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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. 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., 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; 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., 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; 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., 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; 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. 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).
  
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. 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.
  
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., 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).
  
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., 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.
  
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., 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.  
  
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., 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.
  
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., 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.
  
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., 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.
  
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., 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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Mayfield, E., Adamson, D. & Rosé, C. P.  (2012). Hierarchical Conversation Structure Prediction in Multi-Party Chat. In Proceedings of the 13th Annual SIGdial Meeting on Discourse and Dialogue.
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Mayfield, E., Adamson, D., & Rosé, C. P.  (2013). Recognizing Rare Social Phenomena in Conversation: Empowerment Detection in Support Group Chatrooms. Proceedings of the Association for Computational Linguistics.
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Mayfield, E., Rudnicky, A., & Rosé, C. P. (2012). Computational Representation of Discourse Practices in Task-based Dialogue, Proceedings of the 4th ACM International Conference on Intercultural Collaboration
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McCormick, D. & Vercellotti, M. (2009). To Err is Human, to Self-correct Divine:  Examining Classroom Recorded Speaking Activity Data to Support ESL Self-correction as Noticing. Paper presented at the American Association for Applied Linguistics Conference, March 2009.
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McCormick, D., O'Neill, M.C. & Siskin C. B. (2006). Serving three mistresses in CALL: Students, teachers, researchers. CALICO Symposium, Honolulu.
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McLaren, B., Bollen, L., Walker, E., Harrer, A. & Sewall, J. (2005). Cognitive Tutoring of Collaboration: Developmental and Empirical Steps Towards Realization. Computer Supported Collaborative Learning Conference. 2005. 
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McLaren, B., DeLeeuw, K.E., Mayer (2010). A Politeness Effect in Learning with Web-Based Intelligent Tutors. Proceedings of the American Educational Research Association (AERA) Annual Meeting, April 30 – May 4, 2010, Denver, Colorado.
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McLaren, B. & Isotani, S. (2011). When is it best to learn with all worked examples? In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 222-229.  Springer-Verlag Berlin Heidelberg.
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McLaren, B. & Koedinger, K.R.  (2009). In vivo learning experiences with a stoichiometry tutor: Worked exmples lead to more efficient learning.  Presented as part of "In Vivo Experimentation on Worked Examples Across Domains" Symposium at EARLI 2009.
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McLaren, B., Koedinger, K.R., Schneider, M., Harrer, A. &  Bollen, L. (2004). Toward Cognitive Tutoring in a Collaborative, Web-Based Environment.  In the Proceedings of the Workshop on Adaptive Hypermedia and Collaborative Web-Based Systems (AHCW-04), Munich, Germany, July 2004.
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McLaren, B., Koedinger, K.R., Schneider, M., Harrer, A. &  Bollen, L. (2004). Bootstrapping Novice Data: Semi-Automated Tutor Authoring Using Student Log Files; In the Proceedings of the Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes, Seventh International Conference on Intelligent Tutoring Systems (ITS-2004), Maceio, Brazil, August 2004.
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McLaren, B., Lim, S., & Koedinger, K.R. (2008). When is assistance helpful to learning?  Results in combining worked examples and intelligent tutoring.  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. 677-680). Berlin: Springer.
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McLaren, B., Lim, S., & Koedinger, K.R. (2008). When and How Often Should Problem Solutions be given to Students? New Results and a Summary of the Current State of Research.  In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.),  Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society.
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McLaren, B., Lim, S., Gagnon, F., Yaron, D. & Koedinger, K.R. (2006). Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based IntelligentTutor.  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. 318-328). Berlin: Springer.  (Finalist for the Best Paper Award)
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McLaren, B., Lim, S., Yaron, D. & Koedinger, K.R. (2007). Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab? In R. Luckin, K.R. Koedinger, K.R., & J. Greer (Eds).  Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED 2007), IOS Press, (p. 443-440).
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McLaren, B., Roll, I., Aleven, V. & Koedinger, K.R. (2007). Modeling and tutoring help seeking with a cognitive tutor.  Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI).  Budapest, Hungary, August, 2007.
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McLaren, B. & Rummel, N. (2009). Adapting Assistance to the Student(s): Preliminary Ideas from Individual and Collaborative Computer-Supported Learning Contexts.  Symposium Session “The Assistance Dilemma in CSCL”, Computer-Supported Collaborative Learning (CSCL09),  June 8-13, 2009, Rhodes Greece.
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McLaren, B., Rummel, N., Pinkwart, N., Tsovaltzi, D., Harrer, A. & Scheuer, O. (2008). Learning Chemistry through Collaboration: A Wizard-of-Oz Study of Adaptive Collaboration Support.  In the Proceedings of the 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.
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McLaren, B., Rummel, N., Tsovltzi, D., Braun, I., Scheurer, O., Harrer, A. & Pinkwart, N. (2007). The CoChemEx Project: Conceptual chemistry learning through experimentation and adaptive collaboration.  In Proceedings of the Workshop on ‘Emerging Technologies for Inquiry Based Learning in Science’, AIED, pp. 36-48.
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McLaren, B., Scheuer, O., De Laat, M., Hever, R., De Groot, R. & Rosé, C.P. (2007). Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions. In the Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED 2007), IOS Press, (p. 141-147).
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Michaels, S. & O'Connor, C. (2011). Making thinking and productive talk visible: Exploring the use of video in three models of scalable professional development for productive talk.  Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
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Mitsugi, S., MacWhinney, B. et al.  (2010). Cue-based processing of relative clauses in L2 Japanese. Selected Proceedings of the 2008 Second Language Research Forum. M. Prior. Somerville, MA, Cascadilla: 123-138.
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Mostow, J. &  Zhang (2008). Analytic comparison of three methods to evaluate tutorial behaviors.  1st International Conference on Educational Data Mining, 2008. [full paper].
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Mostow, J. & Beck, J. (2006). 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
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Mostow, J., Beck, J., Cen, H., Cuneo, A., Gouvea E. & Heiner, C. (2005). An Educational Data Mining Tool to Browse Tutor-Student Interactions: Time Will Tell!. Proceedings of AAAI Workshop on Educational Data Mining (2005), 15-22.
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Mu, J., Stegmann, K., Mayfield, E., Rosé, C. P. & Fischer, F.  (2011). ACODEA: A Framework for the Development of Classification Schemes for Automatic Classification of Online Discussions, in Proceedings of Computer Supported Collaborative Learning
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Muldner, K., Burleson, W., & VanLehn, K. (2010). "Yes!": Using tutor and sensor data to predict moments of delight during instructional activities.  In P. De Bra, A. Kobsa & D. Chin (Eds.) User Modeling, Adaptation and Personalization: 18th International Conference, UMAP 2010 (pp. 159-170) Heidelberg, Germany: Springer.
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Muldner, K., Burleson, W., van de Sande, B. & VanLehn, K. (2010). An analysis of gaming behaviors in an intelligent tutoring system.  In V. Aleven, J. Kay & J. Mostow (Eds), Intelligent Tutoring Systems: 10th International Conference, ITS 2010 LNCS 6094, 184-193.  Springer-Verlag Berlin Heidelberg.
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Murray, R.C. &  Mostow, J. (2006). A Comparison of Decision-Theoretic, Fixed-Policy and Random Tutorial Action Selection. In M. Ikeda, K. Ashley, & T-W. Chan (Eds.).  ITS 2006, LNCS 4053, pp 114-123. Springer-Verlag Berlin Heidelberg 2006.
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Navaroli, D., Siler, S. A., Magaro, C.  (2013).  Comparison of teacher-generated to coupled teacher/student-generated analogy in cell biology. Paper presented at the 2013 National Science Teachers’ Association Conference, Portland, Oregon, October 2013.
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Nokes, T. J., & Gadgil, S.  (2010). Analogical comparison supports collaborative learning in physics. In the symposium on Collaborative Learning and Remembering Part 1. Paper presented at the 22nd Annual Convention for the Association for Psychological Science: Boston, MA.
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Nokes, T. J., Levine, J. M., Belenky, D. M. & Gadgil, S.  (2010). Investigating the impact of dialectical interaction on engagement, affect, and robust learning. Proceedings of ICLS 2010.
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Nokes, T. J., Mestre, J., Ross, B. H., & Richey, J. E.  (2010). Conceptual analysis and student learning in physics. In the symposium on Solving Problems in School: Concepts, Procedures and Instruction to Support Learning. Paper presented at the 22nd Annual Conference for the Association for Psychological Science: Boston, MA.
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Nokes, T.J. & Ross, B.H. (2007). Near-Miss versus surface-different comparisons in analogical learning and generalization.  Proceedings of the 29th Annual Meeting of the Cognitive Science Society.  (CogScie 2007).
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Nokes-Malach, T. J., Mestre, J. P., & Belenky, D. M.  (2012). A theoretical framework for transfer as sense-making: Applications and examples. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.
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Nuzzo-Jones, G., Walonoski, J.A., Heffernan, N.T. & Livak, T. (2005). The eXtensible Tutor Architecture: A New Foundation for ITS.  Proceedings of the 12th Annual Conference on Artificial Intelligence in Education. 2005.
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Nwaigwe, A. & Koedinger, K.  (2011). The simple location heuristic is better at predicting students' changes in error rate over time compared to the simple temporal heuristic.  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).
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Nwaigwe, A., Koedinger, K.R., VanLehn, K., Hausmann, R.G.M. & Weinstein, A. (2007). Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems.  Proceedings of the International Conference on Artificial Intelligence in Education 2007.
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O'Connor, C. & Michaels, S. (2011). Explicating student learning through discourse coding tools and representations.  Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
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Ogan, A., Aleven, V. & Jones, C. (2005). Improving Intercultural Competence by Predicting in French Film. G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcar. 2005. Pages 3101-3106.
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Ogan, A., Aleven, V. & Jones, C. (2006). 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.
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Ogan, A., Aleven, V., & Jones, C. (2008). Pause, predict and ponder: Use of narrative videos to improve cultural discussion and learning.  In M. Czerwinski, A.M. Lund & D.S. Tan (Eds), Proceedings of the 2008 Conference on Human Factors in Computing Systems, CHI 2008, Florence Italy.
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Ogan, A., Aleven, V. & Jones, C. (2009). Pause, predict and ponder: Use of narrative videos to improve cultural discussion and learning.  Presented as part of the "Computer-Supported Learning with Digital Videos in Multiple Educational Settings" Symposium at the 13th Biennial Conference of EARLI 2009.
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Ogan, A., Finkelstein, S., Mayfield, E., D'Adamo, C., Matsuda, N., & Cassell, J. (2012). “Oh, dear Stacy!” Social interaction, elaboration, and learning with teachable agents Proceedings of CHI2012 [23% acceptance rate out of 1577 submissions]
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Ogan, A., Finkelstein, S., Walker, E. Carlson, R. & Cassell, J. (2012). Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring.  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,  11-21.
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Ogan, A., Jones, C. &  Aleven, V. (2006). Focusing attention on critical moments: Evaluation of a system for teaching intercultural competence. European Computer Assisted Language Learning.
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Ogan, A., Jones, C. & Aleven, V. (2007). Intelligent Tutoring in a Cultural Discussion Forum. Paper presented at European Computer Assisted Language Learning (EuroCALL 2007) Ulster, Northern Ireland, September 2007.
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Ogan, A., Jones, C., Aleven, V., Walker, E., Wylie, R. & Jones, C. (2006). A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. European Computer Assisted Language Learning 2006.
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Ogan, A., Walker, E., Aleven, V. & Jones, C. (2008). Using a Peer Moderator to Support Collaborative Cultural Discussion. Appeared in the Culturally Aware Tutoring Systems Workshop at ITS 2008.
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Ogan, A., Walker, E., Jones, C. & Aleven, V. (2008). Toward supporting collaborative discussion in an ill-defined domain.  In B.P. Woolf, E. Aimeur, R. Nkambou & S.P. Lajoie, (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).  Springer Lecture Notes in Computer Science, 825-827.
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Ogan, A., Wylie, R. & Walker, E. (2006). The challenges in adapting traditional techniques for modeling student behaviors in ill-defined domains. In Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006.
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Ogan, A., Wylie, R. & Walker, E. (2006). Defining the ill-defined: Modeling student behaviour in making aspectual distinctions; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006.
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Olsen, M. and Juffs, A. (2012). The Effect of Animacy on Pronominal Object Clitic Distinction in L2 Spanish. Second Language Research Forum, October, 2012.
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Otieno, C., Schwonke, R., Renkl, A., Aleven, V. & Salden, R.  (2011). Measuring learning progress via self-explanations versus problem solving - A suggestion for optimizing adaptation in intelligent tutoring systems. In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 84-89). Austin, TX: Cognitive Science Society.
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Pappuswamy, U., Bhembe, D., Jordan, P. & VanLehn, K. (2005). A multi-tier NL-knowledge clustering for classifying students’ essays. In I. Russell & Z. Markov (Eds.), Proceedings of the Eighteenth International Florida Artificial Intelligence Research Society Conference (FLAIRS05) (pp. 566-571). Menlo Park, CA: AAAI Press.
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Pappuswamy, U., Bhembe, D., Jordan, P. & VanLehn, K. (2005). A supervised clustering method for text classification. In A. Gelbukh (Ed.), Proceedings of Computational Linguistics and Intelligent Text Processing: 6th International Conference, CICLing: Vol. 3406. (pp. 692-702). Berlin: Springer-Verlag Berlin & Heidelberg GmbH & Co. K.
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Pappuswamy, U., Jordan, P. & VanLehn, K. (2005). Resolving Discourse Deictic Anaphors in Tutorial Dialogues. In C. Sassen, A. Benz, & P. Kühnlein (Eds.), Proceedings of Constraints in Discourse (pp. 96-103). Dortmund University, Germany.
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Pardos, Z. & Yudelson, P. (2013). Towards Moment of Learning Accuracy.  Paper presented at AIED Workshop on Simulated Learners in conjunction with AIED 2013, July 9, 2013, Memphis, Tennessee.
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Pardos, Z., Baker, R.S.J.D., San Pedro, M.O.C.Z., Gowda, S. & Gowda, S.M. (2013). Affective states and state tests: Investigating how affect throughout the school year predicts end of year learning outcomes.  Third Conference on Learning Analytics and Knowledge (LAK 2013) in Leuven, Belgium April 8-12, 2013
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Pavlik, P. (2006). Understanding the effectiveness of direct instruction methods. Paper presented at the 24th Annual Meeting of the California Association for Behavior Analysis, Burlingame, CA
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Pavlik, P. (2006). Transfer effects in Chinese vocabulary learning. In R. Sun (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 2579). Mahwah, NJ: Lawrence Erlbaum.
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Pavlik, P. (2007). Understanding why practice should be fast and accurate. Paper presented at the 33rd Annual Meeting of the Association for Behavior Analysis, San Diego, CA. (May, 2007)
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Pavlik, P.  (2010). Data Reduction Methods Applied to Understanding Complex Learning Hypotheses. Proceedings of the The 3rd International Conference on Educational Data Mining (pp. 311-312).
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Pavlik, P. & Toth, J. (2010). How to Build Bridges between Intelligent Tutoring System Subfields of Research.  In J. Kay, V. Aleven & J. Mostow (Eds.).  Proceedings of the 10th International Conference on Intelligent Tutoring Systems (ITS), Part II, 103-112. Springer: Heidelberg.
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Pavlik, P. & Wu, S. (2011). A Dynamical system model of microgenetic changes in performance, efficacy, strategy use and value during vocabulary learning. 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).
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Pavlik, P., Bolster, Wu, S., Koedinger, K.R. & MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts. In B. Woolf, E. Aimer & R. Nkambou (Eds.).  Proceedings of the 9th International Conference on Intelligent Tutoring Systems ITS2008, LNCS 5091, pp 593-602, 2008.  Springer-Verlag Berlin Heidelb
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Pavlik, P., Cen, H., Koedinger, K.R. (2009). Performance Factors Analysis - A New Alternative to Knowledge Tracing. In V. Dimitrova & R. Mizoguchi (Eds.). Proceedings of the 14th International Conference on Artificial intelligence in Education (AIED), Amsterdam: IOS Press, 531-538.
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Pavlik, P., Cen, H., Koedinger, K.R. (2009). Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models.  Proceedings of the 2nd International Conference on Educational Data Mining (EDM 2009), 121-130.
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Pavlik, P., Cen, H., Wu, S., Koedinger, K.R. (2008). Using Item-type Performance Covariance to Improve the Skill Model of an Existing Tutor. In R. S. J. d. Baker & J. E. Beck (Eds.), Proceedings of the 1st Annual Educational Datamining Conference, 2008. [full paper], 77-86.
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Pavlik, P., Presson, N. & Koedinger, K.R. (2007). Optimizing knowledge component learning using a dynamic structural model of practice. In R. Lewis & T. Polk (Eds.), Proceedings of the Eigth International Conference of Cognitive Modeling. Ann Arbor: University of Michigan, 47-52.
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Pavlik, P., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K.R. (2007). The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. In D.s. McNamara & J.G. Trafton (Eds.), Proceedings of 29th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 1379-1384.
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Pavlik, P.I., Yudelson, M., & Koedinger, K.R. (2011). Using contextual factors analysis to explain transfer of least common multiple skills.  In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.).  Artificial Intelligence in Education Conference (AIED 2011), Lecture Notes in Computer Science, Vol. 6738, 256-263.
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Perfetti, C. (2008). Development of Word Meanings and Reading Skill. Symposium at the 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008).
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Perfetti, C. (2009). Instructional interventions based on theory-targeted learning: Examples from second language learning. Society for Research on Educational Effectiveness, SREE, Washington, D.C. February.
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Perfetti, C. (2010). Reading processes and reading problems: progress toward a universal reading science. Extraordinary Brain Symposium, National Yang-Ming University, Taiwan.
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Perfetti, C.  (2012). Reading in a second Language: Processes and Challenges. Colloquium conducted at the 31st Second Language Research Forum Conference (SLRF).  Pittsburgh, PA.
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Pinkwart, N., Aleven, V., Ashley, K. & Lynch, C. (2006). Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques.  Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, 227-236.
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Pinkwart, N., Ashley, K., Aleven, V., Lynch, C. (2008). Graph Grammars: An ITS Technology for diagram representations.  Paper presented at 21st International FLAIRS Conference, May 15-17, 2008, Coconut Grove, Florida.
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Pinkwart, N., Lynch, C., Ashley, K., Aleven, V. (2008). Re-evaluating LARGO in the classroom:  Are diagrams better than text for teaching argumentation skill?  Paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
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Pino, J. & Eskenazi, M. (2009). Measuring hint level in open cloze questions.  FLAIRS 2009.
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Pino, J., Heilman, M., Eskenazi, M. (2008). A Selection Strategy to Improve Cloze Question Quality. Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains. 9th International Conference on Intelligent Tutoring Systems, 22-34.
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Prata, D.N., Baker, R.S.J.d., Costa, E.d.B., Rosé, C.P., Cui, Y. & de Carvalho, A.M.J.B. (2009). Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments. Proceedings of the 2nd International Conference on Educational Data Mining (EDM 2009), 131-140.
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Presson, N. (2008). An adaptive tutor for explicit instruction of French grammatical gender cues. Paper presentation at The Nature and Development of L2 French, Southampton, UK.
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Presson, N. & MacWhinney, B. (2009). Explicitness and category breadth improve grammar learning and generalization.  Paper presentation at the 7th International Symposium on Bilingualism, Utrecht, Netherlands.
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Rau, M. & Pardos, Z. (2012). Investigating Practice Schedules of Multiple Fraction Representations Using Knowledge Tracing Based Learning Analysis Techniques. 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).
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Rau, M., Aleven, V. & Rummel, N. (2009). Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. In V. Dimitrova, R. Mizoguchi, & B. du Boulay (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education (AIED). Amsterdam, the Netherlands: IOS Press, 441-448.
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Rau, M., Rummel, N. & Aleven, V. (2009). Self-explanation prompts enable students to benefit from learning with multiple graphical represntations of fractions.  Presented as part of "In Vivo Experimentation on Self-Explanations Across Domains" Symposium at EARLI 2009.
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Rau, M., Aleven, V. & Rummel, N. (2010). Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions.  Intelligent Tutoring Systems 2010.  Lecture Notes in Computer Science, 2010, Vol 6094/2010, 413-422.
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Rau, M., Aleven, V. & Rummel, N. (2013). Complementary effects of sense-making and fluency-building support for connection making: a matter of sequence?  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 329-338.  Springer-Verlag Berlin Heidelberg.
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Rau, M., Aleven, V., Rummel, N. & Rohrbach, S. (2012). Sense Making Alone Doesn’t Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations.  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, 174-184.
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Rau, M., Rummel, N., Aleven, V., Tunc-Pekkan, Z., & Pacilio, L. (2012). How to schedule multiple graphical representations? A classroom experiment with an intelligent tutoring system for fractions. In J. v. Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (Vol. Volume 1, Full Papers,  64-71). Sydney, Australia: ISLS.
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Rau, M. & Scheines, R. (2012). Searching for Variables and Models to Investigate Mediators of Learning from Multiple Representations. 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).
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Rau, M., Scheines, R., Aleven, V. & Rummel, N. (2013). Does Representational Understanding Enhance Fluency - Or Vice Versa? Searching for Mediation Models.  Proceedings of EDM 2013, 161-168. [Awarded Best Conference Paper]
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Razzaq, L., Feng, M., Nuzzo-Jones, G., Heffernan, N.T. & Koedinger, K.R. (2005). Blending Assessment and Instructional Assisting. Proceedings of the 12th Artificial Intelligence in Education (AIED) Confernce, 2005. Pages 555-562.
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Rehak, K.M. & Juffs, A.  (2011). Native and Non-Native Processing of Morphologically Complex English Words. In Selected Proceedings of the 2010 Second Language Acquisition Research Forum. ed. Gisela Granena et al., 125-142. Somerville, MA: Cascadilla Proceedings Project.
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Reichle, E., Tokiwicz, N., Liu, Y. & Perfetti, C. (2006). 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. 
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Renkl, A., Schwonke, R., Witter, J., Krieg, C., Aleven, V. & Salden, R. (2007). 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.
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Resnick (2007). How (Well Structured) Talk Builds the Mind. Proceedings of the National  Academies Eighth Olympiad of the Mind Symposium, Washington, DC.
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Resnick, L., Leinhardt, G. & Petrosky, A.R. (2007). Disciplinary literacy: Cognitive apprenticeship for secondary school teachers and students.  Presented at the 2007 meeting of the American Educational Research Association, Chicago, IL.
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Richey, J.E., Bernacki, M.L., Belenky, D.M. & Nokes-Malach, T.J. (2012). Predicting Performance With a Task-Based Behavioral Measure of Achievement Goals. Presentation in "SIG Motivation in Education" Roundtable Session.  AERA 2012, Vancouver, British Columbia, Canada.
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Ringenberg, M.    (2007). A Student model based on Item Response Theory for a tutorial dialogue agent.  Proceedings of AIED2007, Young Researchers Track.
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Ringenberg, M. & VanLehn, K. (2006). Scaffolding Problem Solving with Annotated Worked-Out Examples to Promote Deep Learning.  In Intelligent Tutoring Systems: Eighth International Conference (ITS 2006), Jhongli, Taiwan. Springer-Verlag Lecture Notes in Computer Science. pages 625-634.
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Ringenberg, VanLehn, K. (2008). 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.
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Ritter, S., Joshi, A., Fancsali, S.E. & Nixon, T. (2013). Predicting Standardized Test Scores from Cognitive Tutor Interactions.  Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013).  Memphis, TN.
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Ritter, S., Kulikowich, J.,  Lei, P., McGuire, C.L. & Morgan, P. (2007). What evidence matters? A randomized field trial of Cognitive Tutor Algebra I. In T. Hirashima, U. Hoppe & S. S. Young (Eds.), Supporting Learning Flow through Integrative Technologies (Vol. 162, pp. 13-20). Amsterdam: IOS Press. Proceedings of the 15th International Conference on Computers in Education, ICCE 2007.
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Rivers, K. & Koedinger, K. (2013). Automatic Generation of Programming Feedback: A Data-Driven Approach.  Paper presented as part of the First Workshop on AI-supported Education for Computer Science (AIEDCS), AIED 2013.  50-59.
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Roberge, D., Rojas, A. & Baker, R.S.J.d.  (2012). Does the Length of Time Off-Task Matter? Proceedings of the 2nd International Conference on Learning Analytics and Knowledge.
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Rodrigo, M.M., Baker, R.S.J.D., McLaren, B, Jayme, A. & Dy, T. (2012). Development of a Workbench to Address the Educational Data Mining Bottleneck. 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).
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Rodrigo, M.M.T, Baker, R.S.J.d. & Nabos, J.Q (2010). The Relationships Between Sequences of Affective States and Learner Achievement.  In S.L. Wong et al (Eds.).  Proceedings of the 18th International Conference on Computers in Education.  Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
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Rodrigo, M.M.T., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S. & Baker, R.S.J.d.  (2010). The Effects of an Embodied Conversational Agent on Student Affective Dynamics while Using an Intelligent Tutoring System.  Proceedings of HumanCom 2010
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Rodrigo, M.M.T., Baker, R.S.J.d. & Nabos, J.Q.  (2010). The Relationships Between Sequences of Affective States and Learner Achievements. Proceedings of the 18th International Conference on Computers in Education.
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Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., & Reyes, S.S. (2010). Comparing Disengaged Behavior within a Cognitive Tutor in the USA and Philippines.  ITS: Lecture Notes in Computer Science, 2010, Vol 6095/10`0, 263-265.  Springer.
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Rodrigo, M.M.T., Baker, R.S.J.d., Jadud, M.C., Amarra, A.C.M., Dy, T., Espejo, M.B.V., Lim, S.A.L., Pascua, S.A.M.S., Sugay, J.O. & Tabanao, E.S.  (2009). Affective and Behavioral Predictors of Novice Programmer Achievement. Proceedings of the 14th ACM-SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, New York: ACM, 156-160.
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Rodrigo, M.T. & Baker, R.S.J.d. (2009). Coarse-Grained Detection of Student Frustration in an Introductory Programming Course. Proceedings of ICER 2009: the International Computing Education Workshop
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Rodrigo, M.T., Anglo, Sugay, J. & Baker, R.S.J.d. (2008). Use of Unsupervised Clustering to Characterize Learner Behaviors and Affective States while Using an Intelligent Tutoring System. Proceedings of International Conference on Computers in Education, 49-56.
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Rodrigo, M.T., Baker, R.S.J.d., D'Mello, Gonzalez, C.T., Lagud, M., Lim, S., Macapanpan, A., Pascua, S., Santillano, J., Sugay, J., Tep, S. & Viehland, N. (2008). Comparing learners’ affect while using an intelligent tutoring system and a simulation problem solving game. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 40-49.
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Rodrigo, M.T., Baker, R.S.J.d., Lagud, M., Lim, S., Macapanpan, A., Pascua, S., Santillano, J., Sevilla, L., Sugay, J., Tep, S. & Viehland, N. (2007). Affect and Usage Choices in Simulation Problem Solving Environments. Proceedings of Artificial Intelligence in Education 2007, 145-152.
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Rodrigo, M.T., Rebolledo-Mendez, Baker, R.S.J.d., du Boulay, Sugay, J., Lim, S., Espejo-Lahoz & Luckin (2008). The Effects of Motivational Modeling on Affect in an Intelligent Tutoring System. Proceedings of International Conference on Computers in Education.
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Roll, I. (2012). Assessments that matter. The 8th Annual Conference of the Alternative Education Resource Organization (AERO). Portland, OR.
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Roll, I. (2012). Coevolution of Qualitative and Symbolic Reasoning in Invention Activities.  Proceedings of AERA 2012.
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Roll, I. (2012). Co­evolution of qualitative and symbolic reasoning in invention activities. Symposium 'On the design, implementation, and Outcomes of Using Contrasts in Learning' conducted at the the annual meeting of the American Education Research Association (AERA) 2012, Vancouver, BC.
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Roll, I. (2013). Using Learning Analytics to Inform Theories of Help Seeking.  Proceedings of AERA 2013.
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Roll, I., (2010). Scaffold and feedback in scientific inquiry environments: The case of the invention lab. In I. Roll, M. Mavrikis, & S. G. Santos (Eds.). 3Rd workshop on Intelligent Support in Exploratory Enviornments (ISEE), in conjunction with the 9th International Conference of the Learning Sciences (ICLS). Chicago, IL.
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Roll, I., Aleven, V. & Koedinger, K.R. (2004). Promoting Effective Help-Seeking Behavior Through Declarative Instruction. International Conference on Intelligent Tutoring Systems (ITS), 2004. Pages 857-859.
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Roll, I., Aleven, V. & Koedinger, K.R. (2009). Helping Students Know ‘Further’ – Increasing Flexibility of Students’ Knowledge Using Symbolic Invention Tasks. Proceedings of the Annual Meeting of the Cognitive Science Society, 1169-1174.
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Roll, I., Aleven, V., & Koedinger, K. R. (2011).  Outcomes and mechanisms of transfer in invention activities. In  L. Carlson, C. Holscher, & T. Shipley (Eds.). Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, 2824-2829.  Austin, TX: Cognitive Science Society.
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Roll, I., Aleven, V., Koedinger, K.R. (2008). Instruments and challenges in assessing help-seeking knowledge and behavior. In Proceedings of 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.
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Roll, I., Aleven, V., Koedinger, K.R. (2008). Designing structured invention tasks to prepare for future learning [abstract]. In proceedings of the 30th annual conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
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Roll, I., Aleven, V. & Koedindger, K.R. (2012). Automated Task Adaptation to Support Students’ inquiry Learning. In P. Blikstein (Chair). Building (Timely) Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences Perspectives.  Symposium conducted at the 10th International Conference of the Learning Sciences (ICLS 2012).
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Roll, I., Aleven, V., & Koedinger, K.R. (2010).  Analysis of students' actions during online invention activities - seeing the thinking through the numbers. In S. Goldman, & J. Pellegrino (Eds.). Symposium at the 9th International Conference of the Learning Sciences. Chicago, IL, 45-52.
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Roll, I., Aleven, V., & Koedinger, K.R. (2011). The relationships between data mining, cognitive modeling, and learning theories: Assessing and improving help-seeking skills. Presented in Symposium entitled "Computing What the Eye Cannot See: Educational Data Mining, Learning Analytics, and Computational Techniques for Detecting and Evaluating Patterns in Learning" at the Annual meeting of the American Educational Research Association (AERA 2011).
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Roll, I., Aleven, V., McLaren, B. & Koedinger, K. R. (2011). Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system. In Biswas, G., Bull, S. Kay, J. & Mitrovic, A. (Eds.). Artificial Intelligence in Education (AIED) Lecture Notes in Computer Science, Vol 6738/2011, 288-295. Berlin: Springer Verlag.
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Roll, I., Aleven, V., McLaren, B. & Koedinger, K.R. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K.R. Koedinger, K.R., & J. Greer (Eds), Proceedings of the International Conference on Artificial Intelligence in Education 2007.  IOS Press. (p. 203-210).
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Roll, I., 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?  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. 360-369). Berlin: Springer.
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Roll, I., Baker, R.S.J.d., Aleven, V. & Koedinger, K.R. (2004). 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.
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Roll, I., Baker, R.S.J.d., Aleven, V., Koedinger, K.R. (2004). A Metacognitive ACT-R Model of Students' Learning Strategies in Intelligent Tutoring Systems. Proceedings of the Seventh International Conference of Intelligent Tutoring Systems. 2004. Pages 854-856.  Berlin: Springer-Verlag.
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Roll, I., Baker, R.S.J.d., Aleven, V., Mclaren, B. & Koedinger, K.R. (2005). Modeling Students’ Metacognitive Errors in Two Intelligent Tutoring Systems. In L. Ardissono, P. Brna, & A. Mitrovic (Eds.), Proceedings of the 10th International Conference on User Modeling (UM'2005)  (pp. 379-388). Berlin: Springer-Verlag.
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Roll, I., Holmes, N.G., Day, J., Park, A.H.K. & Bonn, D.A. (2013). Process and Outcome Benefits for Orienting Students to Analyze and Reflect on Available Data in Productive Failure Activities.  Paper presented at the Scaffolding in Open-Ended Learning Environments Workshop at AIED 2013,  61-68.
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Roll, I., Koedinger, K.R., Aleven (2010). The Invention Lab: Using a hybrid of model tracing and constraint-based tutoring to offer intelligent support in inquiry environments. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6095/2010, 115-124.  Springer
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Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B., Aleven, V. & Koedinger, K.R. (2006). Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment.  In M. Ikeda, K.D. Ashley, & T. W. Chan (Eds.).  Proceedings of the 8th International Conference on Intelligent Tutoring Systems, 738-740.  Berlin: Springer Verlag. 
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Rosé, C. (2011). What sociolinguistics and machine learning have to say to one another about interaction analysis.  Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
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Rosé, C. P. & Kam, M.  (2010). LearnLab India: towards "in vivo" international comparative education research.  Proceedings of the "Internationalizing the learning sciences from formal to informal learning environments" symposium conducted at the 9th International Conference of the Learning Sciences, ICLS, Vol 2, 102-103.
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Rosé, C. P. & Tovares, A.  (2011). 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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Rosé, C.P. (2005). Making authoring of conversational interfaces accessible. Workshop on Authoring Tools for Advanced Learning Systems with Standards, November 2005
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Rosé, C.P. (2005). Facilitating reliable content analysis of corpus data with automatic and semi-automatic text classification technology, EPFL switzerland
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Rosé, C.P. & Donmez, P. (2005). TagHelper: An application of text classification technology to automatic and semi-automatic modeling of collaborative learning interactions, Proceedings of the AIED 2005 Workshop on Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent?
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Rosé, C.P., Aleven, V., Carey, R. & Robinson, A. (2005). A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum  . Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005.
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Rosé, C.P., Donmez, P., Cohen, W., Koedinger, K.R. & Heffernan, N. (2005). Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line Assessment. Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005.
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Rosé, C.P., Pai, C. & Arguello, J. (2005). Enabling Non-linguists to Author Advanced Conversational Interfaces Easily, Proceedings of FLAIRS 05. p.572-577.
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Rotaru, M. & Litman, D.J. (2007). The Utility of a Graphical Representation of Discourse Structure in Spoken Dialogue Systems. Proceedings of 45th Annual Meeting of the Association for Computational Linguistics (ACL), June, 2007
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Rummel, N. (2012). Exploring new spaces without reinventing the wheel.  Presentation in the Invited Presidential Session "The Future of Learning and the Learning Sciences" at ICLS 2012.
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Rummel, N., Diziol, D. & Spada, H. (2007). Förderung mathematischer Kompetenz durch kooperatives Lernen: Erweiterung eines intelligenten Tutorensystems [Promoting mathematical competency through collaborative learning: Extension of an intelligent tutoring system]. Paper presented at the 5th Conference of the "Fachgruppe Medienpsychologie der Deutsche Gesellschaft für Psychologie" [German Psychological Association]. Dresden, Germany
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Rummel, N., Diziol, D., Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the Annual Conference of the American Educational Research Association (AERA) 2008. New York City, NY, USA.
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Rummel, N., Diziol, D., Spada, H. & McLaren, B. (2007). Scripting collaborative problem solving with the Cognitive Tutor Algebra: A Way to promote learning in mathematics. Proceedings of 12th meeting of the European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007.
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Rummel, N., Diziol, D., Spada, H., McLaren, B., Walker, E. & Koedinger, K.R. (2006). Flexible support for collaborative learning in the context of the Algebra I Cognitive Tutor.  Workshop paper presented at the Seventh International Conference of the Learning Sciences (ICLS), Bloomington, IN, USA.
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Rummel, N., Hauser, S. & Spada, H. (2007). How does net-based interdisciplinary collaboration change with growing domain expertise? Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University
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Rummel, N., Spada, H. & Diziol, D. (2007). Can collaborative extensions to the Algebra I Cognitive Tutor enhance robust learning? An in vivo experiment. Paper presented at the Annual Conference of the American Educational Research Association (AERA-07). Chicago, IL, USA, April 2007.
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Rummel, N., Spada, H. & Diziol, D. (2007). Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experiment:  Lessons learned. Proceedings of the European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007.
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Rummel, N., Spada, H. & Hauser, S. (2006). 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
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Sagae, K., Davis, E., Lavie, A., MacWhinney, B. & Wintner, S. (2007). High-accuracy annotation and parsing of CHILDES transcripts. Proceedings of the 45th Meeting of the Association for Computational Linguistics. Prague, ACL.
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Salden, R., Aleven, V., Renkl, A. & Schwonke, R. (2008). Worked examples and the assistance dilemma.  Abstract in Symposium: Confronting the Assistance Dilemma: Is it Better to Give Than Receive? (AERA 2008).
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Salden, R., Aleven, V., Renkl, A. & Schwonke, R. (2008). Worked examples and tutored problem solving: Redundant or synergistic forms of support? Proceedings of the 30th Annual Meeting of the Cognitive Science Society, Washington DC, USA, July 2008, 589-594
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Salden, R., Aleven, V., Renkl, A. & Schwonke, R. (2009). Does learning from examples improve tutored problem solving?  Presented as part of "In Vivo Experimentation on Worked Examples Across Domains" Symposium at EARLI 2009.
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Salden, R., Aleven, V., Renkl, A. & Witter, J. (2006). Does Learning from Examples Improve Tutored Problem Solving? Paper presented at the 14th Biannual Conference of the European Association for Research on Learning and Instruction (EARLI), August 28-September 1, 2007, Budapest, Hungary.
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Salden, R., Koedinger, K.R., Aleven, V. & McLaren, B. (2009). 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.
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Sao Pedro, M.O.C., Baker, R.S.J.d. & Rodrigo, M.M.T (2011). The Relationship between Carelessness and Affect in a Cognitive Tutor. Proceedings of the 4th bi-annual International Conference on Affective Computing and Intelligent Interaction
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Sao Pedro, M.O.C., Baker, R.S.J.d. & Rodrigo, M.M.T (2011). Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 304-311.  Springer-Verlag Berlin Heidelberg.
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Sao Pedro, M.O.C., Baker, R.S.J.d., Bowers, A. & Heffernan, N. (2013). Predicting College Enrollment from Student Interaction with an Intelligent Tutoring System in Middle School.  Proceedings of EDM 2013, 177-184.
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Sao Pedro, M.O.Z., Baker, R.S.J.d., Gowda, S.M. & Heffernan, N.T. (2013). Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutoring System. Proceedings of the 16th International Conference on Artificial Intelligence and Education, 41-50.
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Sao Pedro, M., Gobert, J., & Baker, R. (2012).  Assessing the Learning and Transfer of Data Collection Inquiry Skills Using Educational Data Mining on Students' Log Files. Paper presented at The Annual Meeting of the American Educational Research Association. Vancouver, BC, CA: Retrieved April 15, 2012, from the AERA Online Paper Repository. Best Student Paper Award - AERA SIG Advanced Technologies for Learning/Learning Sciences
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Sao Pedro, M.A., Gobert, J.D. & Baker, R.S.J.d. (2012). The Development and Transfer of Data Collection Inquiry Skills across Physical Science Microworlds. Paper presented at AERA 2012, Vancouver, British Columbia, Canada.
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Schunn, C.D., Merlino, F.J., Cromley, J.G., Massey, C.M., Newcombe, N. & Nokes, T.J. (2010). Implementing Best-Practice Methodology Given School Realities: Approaches from a Middle School Science Intervention Evaluation.  Paper presented at AERA 2010.
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Schwarz, B. B., & Asterhan, C. S. C.  (2010). E-moderation of synchronous argumentation: A nascent practice. Paper presented at the 2010 International Conference of the Learning Sciences (ICLS) , Chicago, IL.
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Schwarz, B. B., Asterhan, C. S. C., Wang, C., Chiu, M. M., Ching, C. C., Walker, E., Koedinger, K.R., K., Rummel, N., & Baker, M. (2010). Adaptive human guidance of computer-mediated group work. Proceedings of the 2010 International Conference of the Learning Sciences – ICLS 2010
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Schwonke, R., Ertelt, A.,  Renkl, A. & Aleven, V. (2009). The role of procedural metacognitive support for an effective use of multiple representation and multiple information sources in tutored problem solving.  Presented as part of "Examining Metacognitive Tools for Supporting Effective Computer-Based Learning Environments" Symposium at EARLI 2009.
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Schwonke, R., Ertelt, A., Renkl, A., Aleven, V. & Salden, R. (2009). Reducing extraneous demands in learning from tutored problem solving and embedded worked examples.  Proceedings of the 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009.
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Schwonke, R., Witter, J., Aleven, V., Salden, R., Krieg, C. &  Renkl, A. (2007). Can tutored problem solving benefit from faded worked-out examples?  Proceedings of The European Cognitive Science Conference, Delphi, Greece, May, 2007, (pp.59-64).
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Shih, B., Koedinger, K.R. & Scheines, R. (2008). A Response time model for bottom-out hints as worked examples.  1st International Conference on Educational Data Mining, 2008. [full paper].
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Shih, B., Koedinger, K.R., K., & Scheines, R.  (2010). Unsupervised Discovery of Student Learning Tactics. Proceedings of the 3rd International Conference on Educational Data Mining, 201-210.  
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Siler, S. A. & VanLehn, K.  (2013). The effect of shared experience on learning outcomes in one-to-one human tutoring. Paper to be presented at the 2013 European Association for Research on Learning and Instruction (EARLI) conference. Munich, Germany.
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Siler, S. A., Klahr, D., Magaro, C., & Willows, K. (2012). The effect of instructional framing on learning and transfer of experimental design skills. Paper presented at the 2012 National Association for Research in Science Teaching (NARST) Annual International Conference. Indianapolis, IN.
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Siler, S.A., Klahr, D., Magaro, C., & Willows, K.  (2012). The effect of instructional framing on learning and transfer of experimental design skills. Paper presented at the 2012 National Science Teachers Association (NSTA) Conference. Phoenix, AZ.
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Siler, S.A., Klahr, D., Magaro, C., & Willows, K.  (2012).  Investigation of causes of goal misinterpretations during a lesson on experimental design. Paper presented at the 8th International Conference on Conceptual Change. Trier, Germany.
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Siler, S.A., Klahr, D., Magaro, C., Willows, K., & Mowery, D. (2010). Predictors of transfer of experimental design skills in elementary and middle school children. Proceedings of the 10th ITS 2010 Conference. Lecture Notes in Computer Science, 6095, 198-208.
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Siler, S.A., Klahr, D. & Strand-Cary, M. (2009). Adapting an effective lesson plan into a computer-based tutor.  Presented as part of "Supporting Science Education by Computer-Based Learning Environments" Symposium, EARLI 2009.
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Siler, S.A., Klahr, D., Willows, K, & Magaro, C (2012). The effect of scaffolded causal identification in the transfer of experimental design skills. Paper presented at the Fall 2011 conference for the Society for Research on Educational Effectiveness (SREE). Washington, D.C.
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Siler, S.A., Klahr, D., Willows, K., & Magaro, C.  (2013). The effect of instructional framing on learning and transfer of experimental design skills. Poster presented at the Annual Meeting of the American Educational Research Association, 2013, San Francisco, California.
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Siler, S.A., Klahr, D., Willows, K., & Magaro, C.  (2013). The effect of example concreteness on sixth-and seventh-grade students’ learning of experimental design. Paper to be presented at the 2013 European Association for Research on Learning and Instruction (EARLI) conference. Munich, Germany.
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Siler, S.A., Klahr, D., Willows, K., & Magaro, C.  (2013). The effects of figure abstraction and feature relevance on sixth- through eighth-grade students’ learning and transfer to a math domain. Paper presented at the Spring 2013 conference for the Society for Research on Educational Effectiveness (SREE). Washington, D.C.
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Siler, S.A., Mowery, D., Magaro, C., Willows, K., &  Klahr, D.  (2010). Comparison of a computer-based to a hands-on lesson in experimental design. Proceedings of the 10th ITS 2010 Conference. Lecture Notes in Computer Science, 6095, 408-410.
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Singh, A.P. & Gordon, G. (2008). Relational learning via collective matrix factorization. In Proceedings of the 14th Intl. Conf. on Knowledge Discovery and Data Mining (KDD), 2008.
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Siskin, C.B. (2006). Revolution Templates for Language Learning (Courseware Showcase) CALICO Symposium, Honolulu.
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Siskin, C.B. (2006). Revolution for Non-Programmers, or Yes, There Is Life After HyperCard! NEALLT Conference, Philadelphia.
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Siskin, C.B. (2007). Revolution for low-cost data collection in CALL.  Paper presented at the Computer Assisted Language Instruction Consortium Conference (CALICO).
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Siskin, C.B. (2006). Misconceptions, myths, and metaphors in CALL research. TESOL: CALL IS Acadmeic Session.
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Siskin, C.B. & Asay D. (2006). Webware: Creation of Internet-based Multimedia Applications Without Web Browser Hassles.  Presented at CALICO 2006, University of Hawaii.
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Siskin, C.B. & Asay D. (2006). Rapid Creation of Internet-based Multimedia Applications without Brower Hassles. CALICO Symposium, Honolulu.
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Stamper, J. (2011). Paper presented at dataTEL - Datasets for Technology Enhanced Learning Workshop.  2nd STELLAR Alpine Rendez-Vous, March 2011.
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Stamper, J., Barnes, T., & Croy, M.  (2010). Enhancing the Automatic Generation of Hints with Expert Seeding.  Intelligent Tutoring Systmes: Lecture Notes in Compouter Science, 2010, Vol. 6095/2010, 31-40.
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Stamper, J., Barnes, T., & Croy, M.  (2010). Using a Bayesian Knowledge Base for Hint Selection on Domain Specific Problems. Proceedings of the 3rd International Conference on Educational Data Mining (EDM 2010), 327-8.
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Stamper, J., Koedinger, K. & McLaughlin (2013). A Comparison of Model Selection Metrics in DataShop.  Proceedings of EDM 2013, 284-287.
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Stamper, J., Lomas, D., Ching, D., Ritter, S., Koedinger, K.R. & Steinhart, J. (2012). The Rise of the Super Experiment.  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).
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Stamper, J.C. & Koedinger, K.R.  (2011). Human-Machine student model discovery and improvement using DataShop.  In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 353-360.  Springer-Verlag Berlin Heidelberg.
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Stamper, J.C., Koedinger, K.R., Baker, R.S.J.d., Skogsholm, A., Leber, B., Demi, S., Yu, S., & Spencer, D. (2011). Managing the educational datset lifecycle with DataShop.  In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 557-559.  Springer-Verlag Berlin Heidelberg.
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Stampfer, E. & Koedinger, K.R. (2013). When seeing isn't believing: Influences of prior conceptions and misconceptions.  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., 1384-1389.
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Stampfer, E., Long, Y., Aleven, V. & Koedinger, K.R. (2011). Eliciting intelligent novice behaviors with grounded feedback in a fraction addition 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, 560-562.  Springer-Verlag Berlin Heidelberg.
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Sudol-DeLyser, L. & Steinhart, J. (2011). Factors impacting novice code comprehension in a tutor for introductory computer science. 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).
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Suthers, D., Lund., K., Rosé, C. P., Dyke, G., et al. (2011). Towards Productive Multivocality in the Analysis of Collaborative Learning, in Proceedings of Computer Supported Collaborative Learning
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Tsovaltzi, D., McLaren, B., Rummel, N., Scheuer, O., Harrer, A., Pinkwart, N. & Braun, I. (2008). CoChemEx:  Supporting conceptual chemistry learning via computer-mediated collaboration scripts. In P. Dillenbourg and M. Specht (Eds.), Proceedings of the Third European Conference on Technology Enhanced Learning (EC-TEL 2008), Lecture Notes in Computer Science 5192 (pp. 437-448). Berlin: Springer.
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Tsovaltzi, D., McLaren, B., Rummel, N., Scheuer, O., Harrer, A., Pinkwart, N. & Braun, I. (2008). Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning. 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. 709-711). Berlin: Springer.
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Tsovaltzi, D., McLaren, B.M., Melis, E., Meyer, A-K., Dietrich, M., & Goguadze, G.  (2010). Learning from Erroneous Examples. Proceedings of Intelligent Tutoring Systems (ITS), 420-422.
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Tunc-Pekkan, Z., Rau, M., Aleven, V. & Rummel, N.  (2010). 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
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Tunç-Pekkan, Z.,  Zeylikman, L., Aleven. V. & Rummel, N.  (2010). Fifth Graders’ Conception of Fractions on Numberline Representations. Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, Ohio.
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van de Sande, B. (2013). Applying three models of learning to individual student log data.  Proceedings of EDM 2013, 193-199.
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van de Sande, B. (2013). Measuring the moment of learning with an information-theoretic approach.  Proceedings of EDM 2013, 288-291.
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van de Sande, B. & Hausmann, R.G.M. (2007). An Analysis of Student Learning Using the Andes Homework System.  Paper presented at the AAPT Summer Meeting, Greensboro, NC, July 2007. 
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van de Sande, B. & Hausmann, R.G.M. (2008). Does an intelligent tutor homework system encourage beneficial collaboration? Paper presented at the 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.
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van de Sande, B. & Hausmann, R.G.M. (2008). Does an intelligent tutor homework system encourage beneficial collaboration? Paper presented at the Central Pennsylvania Section of the American Association of Physics Teachers (CPS/AAPT), April, 2008, Lock Haven University of Pennsylvania, Lock Haven, PA.
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van de Sande, B. & Hausmann, R.G.M. (2008). Does an intelligent tutor homework system encourage beneficial collaboration? Paper presented at the winter meeting of the American Association of Physics Teachers (AAPT), Baltimore, MD
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van de Sande, B., Shelby, R., Treacy, D., VanLehn, K. & Wintersgill, M.  (2006). Andes: An Intelligent Tutor for Introductory Physics Homework.  AAPT Summer Meeting, Syracuse NY.
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van de Sande, B., VanLehn, K., Hausmann, R.G.M., Treacy, D. & Shelby, R. (2007). Andes: An Intelligent Homework System for Introductory Physics. Paper presented at the winter meeting of the American Association of Physics Teachers, Seattle, WA.
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VanLehn, K. (2008). 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).
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VanLehn, K. (2009). Toward a practical learning theory for step-based tutoring systems.  ARI Workshop on Adaptive Training Technologies. Charleston, SC, March 3-5, 2009.
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VanLehn, K. (2012). Toward socially intelligent tutoring systems: Of the crowd, for the crowd.  Paper presented at Microsoft Research at University of Washington (MSR/UW) Summer Institute on Crowdsourcing Personalized Online Education, July 2012
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VanLehn, K. & Burleson, W., Chavez Echeagaray, M-E., Christopherson, R., Gonzalez Sanchez, J., Hastings, J., Hidalgo Pontet, Y. & Zhang, L.  (2011). The affective meta-tutoring project: How to motivate students to use effective meta-cognitive strategies. In T. Hirashima et al. (Eds.) Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education.
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VanLehn, K. & Jordan, P. (2008). When is tutorial dialogue more effective than less interactive instruction? Abstract in Symposium: Intelligent Tutoring Systems: What Do We Do Next? (AERA, 2008).
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VanLehn, K., Bhembe, D., Chi, M., Lynch, C., Schulze, K., Shelby, R., Taylor, L., Treacy, D., Weinstein, A. & Wintersgill, M. (2004). Implicit versus explicit learning of strategies in a non-procedural cognitive skill. In 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.
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VanLehn, K., Burleson, W., Chavez Echeangary, H., Christopherson, R., Gonzales Sanchez J., Hidalgo Pontet, Y., Muldner, K., & Zhang, L.  (2011). The Level Up Procedure: How to Measure Learning Gains Without Pre- and Post-testing.  In T. Hirashima et al. (Eds), Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education.
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VanLehn, K., Hausmann, R.G.M. & Craig, S. (2007). Is the “self” of self-explanation important? In vivo experiments.  Symposium at the 2007 meeting of the American Educational Research Association, Chicago, IL.
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VanLehn, K., Hausmann, R.G.M. & Craig, S. (2007). The role of the self in self-explanation.  Symposium at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary, 2007.
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VanLehn, K., Jordan, P. & Litman, D.J. (2007). Developing pedagogically effective tutorial dialogue tactics: Experiments and a testbed.  Paper presented at the SLaTE2007 Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007).
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VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A. & Wintersgill, M. (2005). The Andes physics tutoring system: Five years of evaluations. In 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.
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Waalkens, M., Aleven, V., & Taatgen, N. (2011). Does supporting multiple student strategies in intelligent tutoring systems lead to better 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, 572-574.  Springer-Verlag Berlin Heidelberg.
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Walker, E. (2005). Mutual Peer Tutoring: A Collaborative Addition to the Cognitive Tutor: Algebra-1. In C-K. Looi et al. (Eds.). Proceedings of the 12th International Conference on Artificial Intelligence in Education, p. 979.  IOS Press, 2005
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Walker, E. (2013). Applying Intelligent Tutoring Principles to a Teachable Robotic Agent for Middle School Mathematics.  Paper presented as part of the Beyond Problem Solving: Applying Lessons From Intelligent Tutoring to New Contexts, Domains, and Platforms Roundtable.  Proceedings of AERA 2013.
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Walker, E. & Ogan, A. (2007). Peer Moderation in Cultural Discussion Forums. Paper presented at European Computer Assisted Language Learning (EuroCALL 2007) Ulster, Northern Ireland, September 2007.
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Walker, E. Rummel, N., & Koedinger, K.R. (2011). Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters?  Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011), Hong Kong, China.
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Walker, E., Koedinger, K.R., McLaren, B. & Rummel, N. (2006). Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation.  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. 207-216).  Berlin: Springer.
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Walker, E., Leah, L., Ayers, E., Schwartz, R. A. (2010). Assessing a Multidimensional Learning Progression: Psychometric Modeling and Brokering Professional Development.  Paper presented in "Coordinated Progress in Conceptual Understanding and Representational Competence" symposium at AERA 2010.
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Walker, E., McLaren, B., Rummel, N. & Koedinger, K.R. (2007). Who says three's a crowd? Using a cognitive tutor to support peer tutoring. In R. Luckin, K.R. Koedinger, K.R., & J. Greer (Eds), Proceedings of the 13th International Conference on Artificial Intelligence and Education. 2007. IOS Press. (pp. 399-406).
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Walker, E., Ogan, A. & Wylie, R. (2006). A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. Paper presented at European Computer Assisted Language Learning (EuroCALL 2006) Granada, Spain, September 2006.
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Walker, E., Ogan, A., Baker, R.S.J.d., de Carvalho, A.M.J.A., Laurentino, T., Rebolledo-Mendez, G., & Jimenez-Castro, M.  (2011). Observations of collaboration in Cognitive Tutor use in Latin America. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 575-577.  Springer-Verlag Berlin Heidelberg.
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Walker, E., Ogan, A., Jones, C., Aleven, V. (2008). 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.
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Walker, E., Rummel, N, & Koedinger, K. R. (2011). Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity; International Journal of Computer-Supported  Collaborative Learning; International Socieity of the Learning Sciences, In.: Springer Science + Business Media, LLC 2011, 10.1007/s11412-011-9111-2
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Walker, E., Rummel, N, & Koedinger, K.R. (2011). Using automated dialog analysis to assess peer tutoring and trigger effective support.  In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 385-393.  Springer-Verlag Berlin Heidelberg.
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Walker, E., Rummel, N. & Koedinger, K.R. (2008). To tutor the tutor:  Adaptive domain support for peer tutoring.  In B.P. Woolf, E. Aimeur, R Nkambou, and S.P. Lajoie, (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), Springer Lecture Notes in Computer Science, 626-635. 
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Walker, E., Rummel, N. & Koedinger, K.R. (2008). 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, N. and Armin Weinberger.
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Walker, E., Rummel, N. & Koedinger, K.R. (2009). Modeling Helping Behavior in an Intelligent Tutor for Peer Tutoring.  In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.).  Artificial intelligence in education: Building learning systems that care: From knowledge representation to affective modelling. Frontiers in Artificial Intelligence and Applications, Vol 200 (pp. 341-349). Amsterdam: IOS Press.
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Walker, E., Rummel, N. & Koedinger, K.R. (2009). Beyond Explicit Feedback: New Directions in Adaptive Collaborative Learning Support. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL-09), 552-556.
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Walker, E., Rummel, N. & Koedinger, K.R. (2009). The influence of correct and erroneous worked examples on learning from peer tutoring. As part of the Symposium "In Vivo experimentation on worked examples across domains", EARLI 2009.
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Walker, E., Rummel, N., Koedinger, K.R. (2010). Assessing, Modeling, and Supporting Helping Behaviors in Computer-Mediated Peer Tutoring.  Proceedings of the “Opportunities for intelligent and adaptive behavior in collaborative learning systems”  Workshop, Intelligent Tutoring Systems (ITS) 2010 Conference. Pittsburgh, PA, 25-28.
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Walker, E., Rummel, N., Koedinger, K.R. (2010). Automated Adaptive Support for Peer Tutoring in High School Mathematics. Presented as part of Symposium “Human Adaptive Guidance for Group Work” for ICLS.
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Walker, E., Rummel, N., McLaren, B. & Koedinger, K.R. (2007). The student becomes the master: Integrating peer tutoring with cognitive tutoring. In C.A. Chinn, G. Erkens & S. Puntambekar (Eds.)  Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07), Vol. 8, pp. 750-752.  International Society of the Learning Sciences, Inc. ISSN 1819-0146.
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Walker, E., Rummel, N., Walker, S. & Koedinger, K.R. (2012). Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring. 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, 222-232.
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Walker, E., Walker, S., Rummel, N., Koedinger, K.R.. (2010). Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6094/2010, 145-155.
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Walkington, C. (2012). Context Personalization in Algebra: Supporting Connections Between Relevant Stories and Symbolic Representations. Presented at "Intervening in Algebra" Roundtable at AERA 2012.
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Walkington, C. & Sherman, M.  (2012). Using Adaptive Learning Technologies to Personalize Instruction: The Impact of Interest‐Based Scenarios on Performance in Algebra. Proceedings of ICLS2012, Vol 1, 80-87.
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Walkington, C., Petrosino, A. & Sherman, M. (2011). The Impact of Personalization on Problem-Solving in Algebra.  Paper presented at AERA 2011.  [Winner of Graduate Student Research Award.]
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Walkington, C., Srisurichan, R., Nathan, M.J., Williams, C.C. & Alibali, M.W. (2012). Grounding Geometry Justifications in Concrete Embodied Experience: The Link Between Action and Cognition.  Paper presented at AERA 2012.
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Walkington, C.A. & Maull, K. (2010). Exploring the Assistance Dilemma: The Case of Context Personalization.  Proceedings of CogSci 2011, 90-95.
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Walonski, J.A. & Heffernan, N. (2006). Prevention of Off-Task Gaming Behavior in Intelligent Tutoring Systems; Proceedings of the 8th International Conference on Intelligent Tutoring Systems (ITS-2006), Jhongli, Taiwan, June 26-30, 2006
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Wang, H.C. & Rosé, C.P. (2007). A Process analysis of idea generation and failure.  In D.S. McNamara & G. Trafton. Proceedings of the 29th Annual Meeting of the Cognitive Science Society, (1629-1634).  Austin TX: Cognitive Science Society.
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Wang, H.C., Kumar, R., Rosé, C.P., Li, T.Y. & Chang, C.Y. (2007). A Hybrid Ontology Directed Feedback Generation Algorithm for Supporting Creative Problem Solving Dialogues.  Proceedings of the International Joint Conference on Artificial Intelligence.
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Wang, H.C., Rosé, C.P., Cui, Y., Chang, C.Y., Huang, C.C. & Li, T.Y. (2007). Thinking Hard Together: the Long and Short of Collaborative Idea Generation in Scientific Inquiry.  Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University
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Wang, H.C., Rosé, C.P., Li, T. & Chang, C. (2006). 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.
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Wang, J. & Juffs, A. (2010). A Bidirectional Corpus Study of Semantics-Syntax Correspondences. Second Language Research Forum, October 2010. University of Maryland.
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Wang, Z. (2012). An investigation of additional processing time on-line during L2 speech production. Paper presented at the 31st Second Language Research Forum (SLRF 2012). Pittsburgh, PA.
 +
 
 +
Warren, M. (2011). The role of repeated grammatical structures in second language fluency.  Paper presented at McGill's Canadian Conference for Linguistics Undergraduates, Montreal, QC, March 2011.
 +
 
 +
Witter, J. & Renkl, A. (2009). Do instructional explanations foster learning from worked-out examples?  A cognitive load perspective.  Proceedings of the 3rd International Cognitive Load Theory Conference (CLT-09). Heerlen, the Netherlands, March 2-4, 2009.
 +
 
 +
Wu, S. (2005). "Chinese Online Module: A Cognitive Language Learning Infrastructure". The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), November 18-20, 2005, Baltimore, Maryland
 +
 
 +
Wu, S. (2006). Language Online: The Evolution of Web-Delivered Instruction.  Paper presented at ACTF, Nashville, Tennessee. 
 +
 
 +
Wu, S. (2006). Interdisciplinary Collaboration for Chinese as a Foreign Language: Running In-Vivo Learning Experiments in Chinese Language Courses.  Paper presented at CLTA/ACTFL, Nashville, Tennessee.
 +
 
 +
Wu, S. (2006). 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.
 +
 
 +
Wu, S. (2008). Chinese Online: A Hybrid Experience.  Proceedings of the 5th International Conference and Workshops on Technology and Chinese Teaching in the 21st Century (TCLT5). pp. 296-302. Macau: University of Macau.
 +
 
 +
Wu, S. & Haney, M. (2005). Robust Chinese E-learning: Integrating the 5 Cs Principles with Content and Technology. Paper presented at the 4th International Conference on Internet Chinese Education. 2005. 
 +
 
 +
Wu, S. & Haney, M. (2006). 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.
 +
 
 +
Wylie, R. (2007). 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).
 +
 
 +
Wylie, R. (2013). Comprehension SEEDING: Using Technology to Enhance Self-Explanation, Classroom Discussion, and Question Generation.  Proceedings of AERA 2013.
 +
 
 +
Wylie, R., Koedinger, K.R. & Mitamura, T. (2009). Practice makes Perfect?  Structuring Practice Opportunities for Learning in an ESL Grammar Tutor.  Computer Assisted Language Instruction Consortium (CALICO). March 10-14, 2009.
 +
 
 +
Wylie, R., Koedinger, K.R. & Mitamura, T. (2009). Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. Proceedings of Cognitive Science Society, 2009, 1300-1305.
 +
 
 +
Wylie, R., Koedinger, K.R. & Mitamura, T. (2009). Self-Explaining Language: Effects of Adding Self-Explanation Prompts to an ESL Grammar Tutor.  Presented as part of "In Vivo Experimentation on Self-Explanations Across Domains" Symposium at European Association for Research on Learning and Instruction (EARLI), August 25-29, 2009.
 +
 
 +
Wylie, R., Koedinger, K.R. & Mitamura, T. (2010). Analogies, Explanation, and Practice: Examining how task type affects second language grammar learning. Intelligent Tutoring Systems: Lecture Notes in Computer Science 2010, Volume 6094/2010, 214-223
 +
 
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Wylie, R., Koedinger, K.R. & Mitamura, T. (2010). Extending the Self-Explanation Effect to Second Language Grammar Learning. In K. Gomez, L. Lyons, & J. Radinsky, (Eds.). ICLS '10: Proceedings of the 9th International Conference of the Learning Sciences, Vol. 1, 57-64. ACM Digital Library.
 +
 
 +
Wylie, R., Mitamura, T., Rankin, J. & Koedinger, K.R.. (2007). Developing Tutoring Systems for Classroom and Research Use: A Look at Two English Article Tutors.  Paper presented at the Computer Assisted Language Instruction Consortium Conference (CALICO).
 +
 
 +
Wylie, R., Mitamura, T., Rankin, J. & Koedinger, K.R.. (2007). Doing more than Teaching Students: Opportunities for CALL in the Learning Sciences. Proceedings of SLaTE Workshop on Speech and Language Technology in Education. Farmington, Pennsylvania. October 1-3, 2007
 +
 
 +
Wylie, R., Sheng, M., Mitamura, T. & Koedinger, K. (2011). Effects of adaptive prompted self-explanation on robust learning of second language grammar. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic (Eds.). Artificial Intelligence in Education (AIED 2011), Lecture Notes in Computer Science, Vol 6738, 588-590.  Springer-Verlag Berlin Heidelberg.
 +
 
 +
Xu, Y. & Mostow, J.  (2012). A Dynamic Higher-Order DINA Model To Trace Multiple Skills. In NIPS 2012 Workshop on Personalizing Education With Machine Learning, Lake Tahoe, California.
 +
 
 +
Xu, Y. & Mostow, J.  (2013). Using Item Response Theory to Refine Knowledge Tracing. International Educational Data Mining Society: 356-357, Memphis, TN.
 +
 
 +
Xu, Y., & Mostow, J.  (2012). Comparison of methods to trace multiple subskills:  Is LR-DBN best? [Best Student Paper Award].  Proceedings of the Fifth International Conference on Educational Data Mining (EDM 2012), Chania, Crete, Greece.
 +
 
 +
Yang, C. & Perfetti, C. (2006). Reading skill and the acquisition of high quality representations for new words. Thirteenth Annual Meeting Society for the Scientific Study of Reading, Vanncouver, Canada.  
 +
 
 +
Yannier, N., Koedinger, K.R. & Hudson, S. (2013). Learning with a Mixed-Reality Game: EarthShake. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 131-140.  Springer-Verlag Berlin Heidelberg.
 +
 
 +
Yaron, D. (2006). The ChemCollective: Virtual Labs and Scenario-Based Learning for Introductory Chemistry . Nineteenth Biennial Conference on Chemical Education in West Lafayette, Indiana, p 621.
 +
 
 +
Yaron, D. (may be other authors--not listed on website) (2008). Digital libraries to support problem solving and conceptual learning in introductory chemistry.  Gordon, G. Conference for Physics Research and Education, June, 2008, Smithfield, RI.
 +
 
 +
Yaron, D., Cuadros, J. & Karabinos, M. (2005). “Virtual Laboratories and Scenes to Support Chemistry Instruction”, in 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, edited and prepared by NSF.
 +
 
 +
Yaron, D., Davenport, J., Karabinos, M., Leinhardt, G., Bartolo, Portman, Sadoway, Carter, Ashe (2008). Cross-disciplinary molecular science education in introductory science courses: An NSDL MatDL Collection. Proceedings of the ACM/IEEE-CS Joint Conference on Digital Libraries, Pittsburgh, PA USA. Association for Computing Machinery, Inc. (ACM).
 +
 
 +
Yaron, D., Evans, K.L., Leinhardt, G., Karabinos, M. et al (2005). “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.
 +
 
 +
Yaron, D., Karabinos, M., Davenport, J. & Leinhardt, G. (2006). Virtual lab activities for introductory chemistry.  Paper presented at the Biennial Conference on Chemical Education, Purdue University, West Layefette, IN.
 +
 
 +
Yaron, D., Karabinos, M. & Leinhardt, G. (2005). “Using digital libraries to build educational communities: The ChemCollective”, American Chemistry Society National Meeting, San Diego, March 2005.
 +
 
 +
Yaron, D., Karabinos, M., Leinhardt, G., Davenport, J. & Greeno, J. (2007). Making the implicit explicit in the teaching of chemical equilibrium.  Gordon, G. Conference on Chemical Education Research and Practice, invited paper.
 +
 
 +
Yaron, D., Leinhardt, G., Evans, K.L., Cuadros, J., Karabinos, M., McCue, W. & Dennis, D. (2006). Creation of an online stoichiometry course that melds scenario based learning with virtual labs and problem-solving tutors. Paper Presented on CONFCHEM. Online Conference, Spring 2006.
 +
 
 +
Youngs, B. (2007). Ruminations of a hybrid course instructor.  Paper presented at the Computer Assisted Language Instruction Consortium Conference (CALICO), San Macos, TX.
 +
 
 +
Yudelson, M. & Brunskill, M. (2012). Policy Building -- An Extension To User Modeling.  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).
 +
 
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Yudelson, M. & Koedinger, K. (2013). Estimating the benefits of student model improvements on a substantive scale.  Proceedings of EDM 2013, 358-359.
 +
 
 +
Yudelson, M. V., Koedinger, K.R. & Gordon, G.J. (2013). Individualized Bayesian Knowledge Tracing Models. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 161-170.  Springer-Verlag Berlin Heidelberg.
 +
 
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Yudelson, M., Pavlik, P. & Koedinger, K. (2011). Towards better understanding of transfer in cognitive models of practice.  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).
 +
 
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Yudelson, M., Pavlik, P. & Koedinger, K.  (2011).  User Modeling – a Notoriously Black Art. In J.A. Konstan, R. Conejo, J.L. Marzo, & N. Oliver (Eds.). Proceedings of User Modeling, Adaptation and Personalization Conference (UMAP 2011), Lecture Notes in Computer Science, Vol. 6786/2011, 317-328.
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Zawadzki, E., Gordon, G. & Platzer, A. (2011). An Instantiation-Based Theorem Prover for First-Order Programming. Proceedings of the 14th International Conference on Artificial Intelligence and Statistics (AISTATS) 2011, Fort Lauderdale, FL.  Volume 15 of JMLR: W&CP 15.
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Zhang, Mostow, J., Beck, J. (2008). A Comparison of three methods to evaluate tutorial behaviors.  Paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).
 +
 
 +
Zhang, X., Mostow, J. & Beck, J.E. (2007). All in the (word) family:  Using learning decomposition to estimate transfer between skills in a reading tutor that listens.  Proceedings of Workshop on Educational Data Mining (AIED 2007).
 +
 
 +
Zhang, Y., Li, X., Zhang, D. & Li, L. (2007). SLA research for empirically-driven innovations in CSL studies. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) Annual Meeting, 2007. <http://citation.allacademic.com/meta/p182336_index.html>
 +
 
 +
Zhao, Y. & MacWhinney, B.  (2010). Competing cues: A corpus-based study of English tense-aspect acquisition. BUCLD Proceedings 34: 503-514.
 +
 
 +
Zhao, Y., Koedinger, K.R. & Kowalski, J. (2013). Knowledge tracing and cue contrast: Second language English grammar instruction.  In 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., 1653-1658.
  
 
== Poster Presentations ==
 
== Poster Presentations ==
  
Anthony, Lisa. Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving. Human-Computer Interaction Institute 12th Anniversary, Carnegie Mellon University. 2006.
+
Adams, D.M., McLaren, B.M., Mayer, R. E., Goguadze, G. & Isotani, S. (2013). Erroneous Examples as Desirable Difficulty: A Study Showing a Delayed Learning Effect.   In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 803-806.  Springer-Verlag Berlin Heidelberg.
  
Anthony, Lisa. Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving. Science of Learning Centers Symposium, Atlanta, Georgia. 2006.
+
Aleahmad, T., Koedinger, K., & Zimmerman, J.  (2011). Design-based research from the start: A process for innovation at the convergence of learning theory and contextual observation. Computer Supported Collaborative Learning. July 4, 2011. The University of Hong Kong, Hong Kong, China. [poster]
  
Ayers, Elizabeth; Nugent, Rebecca; Dean, Nema. Skill set profile clustering based on weighted stuent responses. 1st International Conference on Educational Data Mining, 2008. [Poster-young researchers' track]. 2008.
+
Anthony, L. (2006). Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving. Science of Learning Centers Symposium, Atlanta, Georgia.
  
Booth, Julie; Koedinger, Kenneth; Siegler, Robert. The effect of corrective and typical self-explanation on algebraic problem solving. Science of Learning Centers Awardee’s Meeting in Washington, DC, October, 2007. 2007.
+
Anthony, L.  (2006). Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving.  Human-Computer Interaction Institute 12th Anniversary, Carnegie Mellon University.
  
Booth, Julie; Koedinger, Kenneth; Siegler, Robert. Using self-explanation to improve algebra learning. B.C. Love, K. McRae, & V.M. Sloutsky (Eds.), 30th Annual Cognitive Science Society, p. 2395. Jaustin, TX: Cognitive Science Society. [abstract]. 2008.
+
Asterhan, C. S. C., & Schwarz, B. B. (2010). Assisting the facilitator: Striking a balance between intelligent and human support of computer-mediated discussions. Proceedings of the the “Opportunities for intelligent and adaptive behavior in collaborative learning systems”  Workshop, Intelligent Tutoring Systems (ITS) 2010 Conference. Pittsburgh, PA
  
Booth, Julie; Olsen, Jennifer. Encoding of equation features relates to conceptual and procedural knowledge of algebra. meeting of the Society for Research in Child Development, Denver, CO. 2009.
+
Ayers, Nugent, Dean (2008). Skill set profile clustering based on weighted stuent responses. 1st International Conference on Educational Data Mining, 2008. [poster-young researchers' track].
  
Brown, Jonathan; Eskenazi, Maxine. Retrieval of Authentic Documents for Reader-Specific Lexical Practice. InSTIL/ICALL Symposium. 2004. 2004.
+
Belenky, D. M. & Nokes, T. J. (2009). How achievement goals and instructional activities interact to promote or hinder transfer of knowledge. Poster presented at the 50th Annual Meeting of the Psychonomic Society: Boston, MA.
  
Butcher, Kirsten; Aleven, Vincent. Visual-verbal coordination: Diagram interaction promotes robust learning in geometry. Science of Learning Centers Annual Meeting, Arlington, VA. 2007.
+
Belenky, D., Gadgil, S., Richey, E., Nokes-Malach, T. & Levine, J. (2011). The Role of engagement in learning form dialectical interaction. Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
  
Butcher, Kirsten; Aleven, Vincent. Concept training and deep knowledge assessment: Using CTAT in the classroom. Open Learning Interplay Symposium 2008, Carnegie Mellon University, Pittsburgh, PA. 2008.
+
Belenky, D., Nokes, T. & Bernacki, M. (2011). Achievement goals and learning in a lecture course: Moving towards mastery goals predicts deeper learning. Proceedings of CogSci 2011, 755.
  
Butcher, Kirsten; Bhushan, Sonal. Using strand maps to engage digital library users with science content (Poster presentation). 5th ACM/IEEE-CS joint conference on Digital libraries, p. 371. New York: Association for Computing Machinery. 2005.
+
Booth, J. & Olsen, J.K. (2009). Encoding of equation features relates to conceptual and procedural knowledge of algebra. Poster presented at the meeting of the Society for Research in Child Development, Denver, CO.
  
Butcher, Kirsten; Bhushan, Sonal. Learning with scientific visualizations: Effects of background knowledge and interactivity. American Educational Research Association 2005. 2005.
+
Booth, J., Koedinger, K.R. & Siegler, R. (2007). The effect of corrective and typical self-explanation on algebraic problem solving. Poster presented at the Science of Learning Centers Awardee’s Meeting in Washington, DC, October, 2007.
  
Chi, Min; Jordan, Pamela; VanLehn, Kurt; Hall, Brian. Reinforcement learning-based feature selection for developing pedagogically effective tutorial dialogue tactics. 1st International Conference on Educational Data Mining, 2008. [best Poster-young researchers' track award]. 2008.
+
Booth, J., Koedinger, K.R. & Siegler, R. (2008). Using self-explanation to improve algebra learning. In B.C. Love, K. McRae, & V.M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society, p. 2395. Jaustin, TX: Cognitive Science Society. [abstract].
  
Corbett, Albert; Wagner, Angela; Chao, Chih-yu; Lesgold, Sharon; Steven, Scott; Ulrich, Harry. Student Question-Asking Behavior in a Classroom Evaluation of the ALPS Learning Environment. 12th Annual Conference on Artificial Intelligence in Education. 2005. 2005.
+
Brown, J. & Eskenazi, M. (2004). Retrieval of Authentic Documents for Reader-Specific Lexical Practice. Proceedings of InSTIL/ICALL Symposium. 2004.
  
Davenport, Jodi; Klahr, David; Koedinger, Kenneth. The influence of external representations on chemistry problem solving. Forty-seventh Annual Meeting of the Psychonomic Society in Houston, Texas. November 2006. 2006.
+
Butcher, K. & Aleven, V. (2007). Visual-verbal coordination: Diagram interaction promotes robust learning in geometry. Poster presented at the Science of Learning Centers Annual Meeting, Arlington, VA.
  
Davenport, Jodi; Yaron, David; Klahr, David; Koedinger, Kenneth. Coordinating chemistry concepts with problem solving to enhance learning. Open Learning Interplay Symposium in Pittsburgh, PA, March 2008. 2008.
+
Butcher, K. & Bhushan, S. (2005). Using strand maps to engage digital library users with science content (Poster presentation). 5th ACM/IEEE-CS joint conference on Digital libraries, p. 371. New York: Association for Computing Machinery.
  
Davenport, Jodi; Yaron, David; Koedinger, Kenneth; Klahr, David. Development of Conceptual Understanding and Problem Solving Expertise in Chemistry. 30th Annual Meeting of the Cognitive Science Society, July 2008 [Poster]. 2008.
+
Butcher, K. & Bhushan, S. (2005). Learning with scientific visualizations: Effects of background knowledge and interactivity. Poster presentation. American Educational Research Association 2005.
  
Diziol, Dejana; Rummel, Nikol; Spada, Hans. Introducing collaboration to the Algebra Cognitive Tutor: Differential effects on three robust learning measures. 1st Inter-Science of Learning Center Student and Post-Doc (iSLC) 2009. Pittsburgh, PA, USA. 2008.
+
Butcher, K., Aleven, V. (2008). Concept training and deep knowledge assessment: Using CTAT in the classroom. Poster presented at the Open Learning Interplay Symposium 2008, Carnegie Mellon University, Pittsburgh, PA.
  
Dunlap, Susan; Friedline, Benjamin; Juffs, Alan; Perfetti, Charles. Lexical quality of English second language learners: Effects of focused training on orthographic encoding skill. 2nd annual meeting of the iSLC, Seattle, Washington, February, 2009. 2009.
+
Cao, F., Vu, M., Chan, H., Lawrence, J., Harris, L., Guan, Q., Xu, Y., & Perfetti, C. A.  (2010). Neural correlates of writing training in learning Chinese. Poster session presented at the 40th Society of Neuroscience Annual Meeting, San Diego, CA.  
  
Dunlap, Susan; Liu, Ying; Chen; Perfetti, Charles. Classroom learners of Chinese as a second language:  Testing online study methods. Pitt-CMU Conference, Pittsburgh Pennsylvania. 2005.
+
Catz, K.N., Crowell, A., Burmester, K.O., Schunn, C.D. & Dorph, R. (2012). Scientific Sense Making in Context.  Poster presented at "Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry" Structured Poster Session at AERA 2012.
  
Dunlap, Susan; Perfetti, Charles. Effects of explicit instruction on Chinese character learning. Georgetown University Round Table on Languages and Linguistics, Washington, D.C., March 2009. 2009.
+
Chang, A., Strohm, E., Nokes, T. J. & Schunn, C. D.  (2009). Using cognitive science to improve middle school science learning. Poster presented to the 50th Annual Meeting of the Psychonomic Society: Boston, MA.
  
Dunlap, Susan; Perfetti, Charles; Liu, Ying; Wu, Sue-Mei. Rules and exceptions: Strategies for learning vocabulary in Chinese as a second language. meeting of the American Educational Research Association, Chicago, IL., 2007. 2007.
+
Chen G., Resnick, L. B. & Michaels, S. (2012). Comparing human and machine coding of teacher accountable talk. Poster presented at the annual Inter-Science of Learning Center meeting, San Diego, CA, USA.
  
Feeney, Chrstine; Heilman, Michael. Automatically Generating and Validating Reading-Check Questions. Ninth International Conference on Intelligent Tutoring Systems. (June, 2008). Poster. 2008.
+
Chen G., Resnick, L. B., Michaels, S. & O’Connor, C.  (2011). A graphical representation of teacher-led classroom talk. Poster presented at the AERA Research Conference (Socializing Intelligence Through Academic Talk and Dialogue). Pittsburgh, PA, USA.
  
Feng, Mingyu; Heffernan, Neil; Beck, Joseph; Koedinger, Kenneth. Can we predict which groups of questions students will learn from? 1st International Conference on Educational Data Mining, 2008. [Poster-young researchers' track]. 2008.
+
Chen G., Resnick, L. B., Michaels, S. & O’Connor, C.   (2012). A visual display of teacher-led talk in a science class. Poster presented at the 4th Biennial Conference of the International Society for the Psychology of Science and Technology (ISPST). Pittsburgh, PA, USA.
  
Greeno, James; MacWhinney, Brian. Perspectives in reasoning about quantities. annual meeting of the Cognitive Science Society, Vancouver, BC. 2006.
+
Chen, G., Gaowei, Resnick, L., Michaels, S., & O'Connor, M.C. (2011). A New method for analyzing teacher-led classroom talks. Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
  
Greeno, James; MacWhinney, Brian. Learning and cognition as perspective taking: Conceptual alignment in learning environments. International Conference of the Learning Sciences, Bloomington, IN. 2006.
+
Chen, G., Jain, M., Gweon, G., & Mayfield, E.  (2012). Automatic analysis of discussion for learning. Poster presented at the Pittsburgh Science of Learning Center’s Board of Visitors Meeting, Pittsburgh, PA, USA.
  
Hausmann, Robert. The effect of generation on robust learning. annual meeting of the Science of Learning Centers, Washington, D.C. 2007.
+
Chi, M. & Jordan, P., VanLehn, K., Hall (2008). Reinforcement learning-based feature selection for developing pedagogically effective tutorial dialogue tactics.  1st International Conference on Educational Data Mining, 2008. [best poster-young researchers' track award].
  
Hausmann, Robert; Nokes, Timothy; VanLehn, Kurt; van de Sande, Brett. Collaborative dialogue while studying worked-out examples. International Conference on Artificial Intelligence in Education (AIED 2009), Brighton, England. 2009.
+
Clarke, S. (2011). Entering the discussion: Understanding student engagement in class discussions. Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
  
Hausmann, Robert; van de Sande, Brett; VanLehn, Kurt. The content of self-explanations while studying incomplete worked-out examples. 30th meeting of the Cognitive Science Society, Washington, DC., July 2008. 2008.
+
Corbett, A., Wagner, A., Chao, C., Lesgold, S., Stevens, S. & Ulrich, H. (2005). Student Question-Asking Behavior in a Classroom Evaluation of the ALPS Learning Environment.  12th Annual Conference on Artificial Intelligence in Education. 2005. Poster.
  
Hausmann, Robert; VanLehn, Kurt. Self-explaining in the classroom: Learning curve evidence. Physics Education Research Conference, Greensboro, NC. 2007.
+
Cuadros, J., Yaron, D., Karabinos, M. & Leinhardt, G. (2006). find this
  
Hausmann, Robert; VanLehn, Kurt. A test of the interaction hypoThesis: Joint-explaining vs. self-explaining. D. McNamara & G. Trafton (Eds.), 29th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum. 2007.
+
Davenport, J., Klahr, D. & Koedinger, K.R. (2006). The influence of external representations on chemistry problem solving. Poster presented at the Forty-seventh Annual Meeting of the Psychonomic Society in Houston, Texas. November 2006.
  
Hausmann, Robert; VanLehn, Kurt. A test of the interaction hypoThesis: Joint-explaining vs. self-explaining. Physics Education Research Conference, Greensboro, NC. 2007.
+
Davenport, J., Yaron, D., Klahr, D., Koedinger, K.R. (2008). Coordinating chemistry concepts with problem solving to enhance learning. Poster presented at the Open Learning Interplay Symposium in Pittsburgh, PA, March 2008.
  
Heilman, Michael; Eskenazi, Maxine. Self-assessment in vocabulary tutoring. 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 656-658. Springer Berlin/Heidelberg. 2008.
+
Davenport, J., Yaron, D., Koedinger, K.R., Klahr, D. (2008). Development of Conceptual Understanding and Problem Solving Expertise in Chemistry. Proceedings of the 30th Annual Meeting of the Cognitive Science Society, July 2008 [poster].
  
Heilman, Michael; Zhao, Le; Pino, Juan; Collins-Thompson, Kevyn; Callan, Jamie; Eskenazi, Maxine; Perfetti, Charles; Juffs, Alan. Providing Appropriate Texts for Language Learners. IES Research Conference (IES), 2008. 2008.
+
Diziol, D., Rummel, N., Spada, H. (2008). Introducing collaboration to the Algebra Cognitive Tutor: Differential effects on three robust learning measures.  Poster presented at the 1st Inter-Science of Learning Center Student and Post-Doc (iSLC) 2009. Pittsburgh, PA, USA.
  
Juffs, Alan; Wilson, Lois; Eskenazi, Maxine; Callan, Jamie; Brown, Jonathan; Collins-Thompson, Kevyn; Heilman, Michael; Pelletreau, Timothy, Timothy; Sanders, James. Robust learning of vocabulary: investigating the relationship between learner behavior and the acquisition of vocabulary. 40th Annual TESOL International Conference, 2006. 2006.
+
Diziol, D., Rummel, N., Spada, H. (2008). Introducing collaboration to the Algebra Cognitive Tutor: Differential effects on three robust learning measures.  Poster presented at the 1st Inter-Science of Learning Center Student and Post-Doc (iSLC) 2009. Pittsburgh, PA, USA.
  
Katz, Sandra. A Comparison of three modes of reflective dialogue. American Association of Physics Teachers (AAPT) meeting, 2006. 2006.
+
Dunlap, S. (2010). Spelling in English as a second language: Do students make different types of errors on different types of tasks?  Poster presented at the 3rd annual meeting of the iSLC, Boston, Massachusetts.
  
Katz, Sandra; Connelly, John; Wilson, Christine. Out of the lab and into the classroom: An Evaluation of Reflective Dialogue in Andes. Physics Education Research Conference (PERC 2007), Greensboro, NC. 2007.
+
Dunlap, S., Friedline, B., Juffs, A. & Perfetti, C. (2009). Lexical quality of English second language learners: Effects of focused training on orthographic encoding skill. Poster presented at the 2nd annual meeting of the iSLC, Seattle, Washington, February, 2009.
  
Katz, Sandra; Connelly, John; Wilson, Christine; Goedde. Post-Practice Dialogues in an Intelligent Tutoring System for College-Level Physics. AAPT 2006. Poster. 2006.
+
Dunlap, S., Liu, Y., Chen & Perfetti, C. (2005). Classroom learners of Chinese as a second language:  Testing online study methods. Poster presented at the Pitt-CMU Conference, Pittsburgh Pennsylvania.
  
Liu, Ying; Guan, Connie; Chan, Derek; Wu, Sue-Mei; Perfetti, Charles. Writing to foster reading in Chinese. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. University of Washington, Seattle, WA. February 5-7. 2009.
+
Dunlap, S. & Perfetti, C. (2009). Effects of explicit instruction on Chinese character learning. Poster presented at the Georgetown University Round Table on Languages and Linguistics, Washington, D.C., March 2009.
  
Liu, Ying; Guan; Chan; Wu, Sue-Mei; Perfetti, Charles. The Effects of Character-writing on Reading Skill Development: An Experiment in Chinese. Third International Conference on Cognitive Science, Moscow, Russia, June 20-26, 2008. 2008.
+
Dunlap, S., Perfetti, C. Liu, Y. & Wu, S. (2007). Rules and exceptions: Strategies for learning vocabulary in Chinese as a second language. Poster presented at the meeting of the American Educational Research Association, Chicago, IL., 2007.
  
McLaren, Bruce; Walker, Erin; Koedinger, Ken; Rummel, Nikol; Spada, Hans; Kalchman, Mindy. Improving algebra learning and collaboration through collaborative extensions to the Algebra Cognitive Tutor. Conference on Computer Supported Collaborative Learning (CSCL-05), May 2005, Taipei, Taiwan. 2005.
+
Feng, M., Heffernan, N., Beck, J., Koedinger, K.R. (2008). Can we predict which groups of questions students will learn from? 1st International Conference on Educational Data Mining, 2008. [poster-young researchers' track].
  
Mostow, Jack; Beck, Joseph. What, How, and Why should Tutors Log?. 2nd International Conference on Educational Data Mining (EDM 2009), Cordoba, Spain, July 1-3, 2009. 2009.
+
Gadgil, S., Richey, J.E., Belenky, D., Nokes-Malach, T. & Levine, L. (2011). Using convergent methodologies to understand student engagement and learning in a debate. Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
  
Nokes, Timothy; VanLehn, Kurt. Bridging principles and examples through analogy and explanation. P. A. Kirschner, F. Prins, V. Jonker, G. Kanselaar, G. (Eds.), Eighth International Conference for the Learning Sciences, ICLS 2008. Vol. 3, 100-102. ISLS, The Netherlands. 2008.
+
Gobert, J.D. & Koedinger, K.R. (2012). Using Model-tracing to Conduct Performance Assessment of StudentsScience Inquiry Skills Within a Microworld. Poster presented at AERA 2012.
  
Nokes, Timothy; VanLehn, Kurt; Belenky. Coordinating principles and examples through analogy and explanation. Thirtieth Annual Conference of the Cognitive Science Society: Washington, DC. 2008.
+
Greeno, J., MacWhinney, B. (2006). Learning as perspective taking: Conceptual alignment in the classroom. Proceedings of the 7th International Conference of the Learning Sciences, Bloomington, IN. [poster], 930-931.
  
Pavlik, Phillip. Classroom Testing of a Discrete Trial Practice System. 34th Annual Meeting of the Association for Behavior Analysis, Chicago, IL, (May, 2008). 2008.
+
Greeno, J., MacWhinney, B. (2006). Perspectives in reasoning about quantities. Proceedings of the annual meeting of the Cognitive Science Society, Vancouver, BC. [poster], page 2495.
  
Pavlik, Phillip; Cen, Hao; Wu, Lili; Koedinger, Kenneth. Automatic determination of skill models from existing tutor data. Institute of Education Science Research Conference (IES), Washington, D.C. 2008.
+
Hausmann, R.G.M. (2007). The effect of generation on robust learning. Poster presented at the annual meeting of the Science of Learning Centers, Washington, D.C.
  
Presson, Nora; MacWhinney, Brian. An adaptive tutor for explicit instruction of French grammatical gender cues.   Poster annual meeting of the Institute of Education Sciences, Washington DC. 2008.
+
Hausmann, R.G.M. & VanLehn, K. (2007). A test of the interaction hypothesis: Joint-explaining vs. self-explaining. Poster presented at the Physics Education Research Conference, Greensboro, NC.  
  
Presson, Nora; MacWhinney, Brian. Contrasting explicit and implicit instruction for grammatical categorization. IES Research Conference (IES), 2008. 2008.
+
Hausmann, R.G.M. & VanLehn, K. (2007). Self-explaining in the classroom: Learning curve evidence. Poster presented at the Physics Education Research Conference, Greensboro, NC.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Blocked versus Interleaved Practice with Multiple Graphical Representations of Fractions. Paper presented at the International EARLI Special Interest Group on Text and Graphics Comprehension, Tübingen, Germany. 2010.
+
Hausmann, R.G.M. & VanLehn, K. (2007). A test of the interaction hypothesis: Joint-explaining vs. self-explaining.  In D. McNamara & G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum, 1770.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Supporting Learning with Multiple Graphical Representations with Intelligent Tutoring Technology. Paper presented at the International EARLI Special Interest Group on Instructional Design and Learning with Computers, Ulm, Germany. 2010.
+
Hausmann, R.G.M., Nokes, T.J., VanLehn, K. & van de Sande, B. (2009). Collaborative dialog while studying worked-out examples.  Proceedings of the International Conference on Artificial Intelligence in Education (AIED 2009), Brighton, England.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Blocked versus Interleaved Practice With Multiple Representations in an Intelligent Tutoring System for Fractions. Paper presented at the 10th International Conference of Intelligent Tutoring Systems. 2010.
+
Hausmann, R.G.M., van de Sande, B. & VanLehn, K. (2008). The content of self-explanations while studying incomplete worked-out examples. Poster presented at the 30th meeting of the Cognitive Science Society, Washington, DC., July 2008.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. Paper presented at the 14th International Conference on Artificial Intelligence in Education. 2009.
+
Heilman, M., Eskenazi, M. (2008). Self-assessment in vocabulary tutoring. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008), 656-658. Springer Berlin/Heidelberg.
  
Rau, Martina; Aleven, Vincent; Rummel, Nikol. Understanding Fractions with Multiple Graphical Representations in Intelligent Tutoring Systems. Poster session at the annual IES research conference, Washington, DC. 2009.
+
Heilman, M., M.J.  (2010). Advancing Educational Technologies with Statistical Models of Sentence Structure Transformations. Poster presented at AERA.
  
Salden, Ron; Aleven, Vincent; Renkl, Alexander. Can tutored problem solving be improved by learning from examples?  Proceedings of the 29th Annual Meeting of the Cognitive Science Society. (p. 1847). (CogSci 2007). 2007.
+
Heilman, M., Zhao, Pino, J., Collins-Thompson, K., Callan, J., Eskenazi, M., Perfetti, C. & Juffs, A. (2008). Providing Appropriate Texts for Language Learners.  Poster presented at the IES Research Conference (IES), 2008.
  
Salden, Ron; Aleven, Vincent; Schwonke, Rolf; Renkl, Alexander. Are worked examples and tutored problem solving synergistic forms of support?. 8th International Conference of the Learning Sciences (ICLS), June 2008. 2008.
+
Hershkovitz, A., Baker, R.S.J.d., Moore, G.R., Rossi, L.M. & van Velsen, M. (2013). The Interplay between Affect and Engagement in Classrooms Using AIED Software. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 587-590. Springer-Verlag Berlin Heidelberg.
  
van de Sande, Brett; Shelby; Treacy, Don; VanLehn, Kurt. Changing Student Attitudes using Andes, An Intelligent Homework System. AAPT Winter Meeting, Seattle WA, January 2007. 2007.
+
Howley, I., Adamson, D., Kumar, R., Dyke, G. & Rosé, C. (2011). Promoting Accountable Talk in group discussion with intelligent dialogue tutors.  Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
  
van de Sande, Brett; Shelby; Treacy, Don; VanLehn, Kurt; Wintersgill, Mary. Andes: An Intelligent Tutor Homework System. AAPT Summer Meeting, Greensboro, NC, July 2007. 2007.
+
Juffs, A., Wilson, L., Eskenazi, M., Callan, J., Brown, J., Collins-Thompson, K., Heilman, M., Pelletreau, T. & Sanders, J. (2006). Robust learning of vocabulary: investigating the relationship between learner behavior and the acquisition of vocabulary.  Poster presented at the 40th Annual TESOL International Conference, 2006.
  
VanLehn, Kurt; Koedinger, Kenneth; Skogsholm, Alida; Nwaigwe, Adaeze; Hausmann, Robert; Weinstein, Anders; Billings, Benjamin. What’s in a step?  Toward general, abstract representations of tutoring system log data.  C. Conati & K. McCoy (Eds). User Modelling 2007. 2007.
+
Kallai, A. Y., Ponting, A., Schunn, C. D., & Fiez J. A. (2011). Critical constituents of reward-based learning in an arithmetic training. Poster presented at The 18th Annual Meeting of the Cognitive Neuroscience Society (CNS), San-Francisco, California
  
Vercellotti, Mary Lou; de Jong, Nel. “I prefer go”: English L2 Verb Complement Errors. Georgetown University Round Table, Washington, D.C., March 2009. 2009.
+
Kallai, A. Y., Schunn, C. D., & Fiez, J. A. (2011). An fMRI study of Arithmetic training: different activation patterns of basal ganglia due to differences in training procedures.  Poster presented at The 52st Annual Meeting of the Psychonomic Society, Seattle, Washington
  
Vercellotti, Mary Lou; de Jong, Nel. “I always dessert cake to diet”: Elicited Imitation as an L2 task. Second Annual Inter-Science of Learning Center Conference, Seattle, WA, February 2009. 2009.
+
Kallai, A. Y., Schunn, C. D., & Fiez, J. A. (2012). Automaticity in Processing of Numbers That Were Never Presented: An fMRI Study. Poster presented at The 19th Annual Meeting of the Cognitive Neuroscience Society (CNS), Chicago, Illinois
  
Wang, Hao-Chuan; Joshi; Rose, Carolyn. A Feature Based Approach for Leveraging Context for Classifying Newsgroup Style Discussion Segments. Association for Computational Linguistics (Poster). 2007.
+
Kasman, E., Retterer-Moore, J., Xia, T., Nelson, J., Chang, K.-m., & Mostow, J. (2012). (2012). How could brainwave information be useful to an automated reading tutor? [Poster]. Paper presented at the PSLC Summer Intern Poster Session, Carnegie Mellon University.
  
Wang, Yi Chia; Joshi, Mahesh; Rose, Carolyn; Fischer, Frank; Weinberger, Armin; Stegmann, Karsten. Context Based Classification for Automatic Collaborative Learning Process Analysis [Poster]. AIED 2007. 2007.
+
Katz, S. (2006). A Comparison of three modes of reflective dialogue. Poster presented at American Association of Physics Teachers (AAPT) meeting, 2006.
  
Wylie, Ruth. Small words, big challenges:  Identifying the difficulties in learning the English article system. IES Research Conference, Washington, DC, june, 2007 [pre-doctoral student Poster]. 2007.
+
Katz, S., Connelly, J. & Wilson, C. (2007). Out of the lab and into the classroom: An Evaluation of Reflective Dialogue in Andes. Poster presented at the Physics Education Research Conference (PERC 2007), Greensboro, NC.
  
Wylie, Ruth. Making a priori predictions about English as a Second Language grammar learning. IES Research Conference, Washington, DC, June 2008. [pre-doctoral student Poster]. 2008.
+
Katz, S., Connelly, J., Wilson, C. & Goedde (2006). Post-Practice Dialogues in an Intelligent Tutoring System for College-Level Physics. AAPT 2006. Poster.
  
Zhang, Xiaonan; Mostow, Jack; Duke, Nell; Trotochaud, Christina; Valeri, Joseph; Corbett, Albert. Mining free-form spoken responses to tutor prompts. 1st International Conference on Educational Data Mining, 2008. [Poster-young researchers' track]. 2008.
+
Lange, K.E., Booth, J.L. & Koedinger, K.R. (2012). Differentiating Between Correct and Incorrect Examples for ImprovingStudent Learning in Algebra.  Poster presented at AERA 2012.
  
Wang, Hao-Chuan; Rose, Carolyn. Supporting collaborative idea generation: A closer look using statistical process analysis techniques. AIED 2007 (Poster). 2007.
+
Li, N. & Latecki, L.J.J. (2012). Clustering Aggregation as Maximum-Weight Independent Set.  Neural Information Processing Systems Foundation (NIPS) 2012.
 +
 
 +
Liu, Y., Guan, C., Chan, D., Wu, S. & Perfetti, C. (2009). Writing to foster reading in Chinese. Poster presented at the Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. University of Washington, Seattle, WA. February 5-7.
 +
 
 +
Liu, Y., Guan, Chan, Wu, Perfetti, C. (2008). The Effects of Character-writing on Reading Skill Development: An Experiment in Chinese.  Poster presented at the Third International Conference on Cognitive Science, Moscow, Russia, June 20-26, 2008
 +
 
 +
Lovett, M., Meyer, O., & Thille, C. (2009). "Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning” Poster presented at the National Center for Academic Transformation Conference. March 22-24, Orlando FL.
 +
 
 +
Maass, J.K. & Pavlik, P.I. (2013). Utilizing Concept Mapping in Intelligent Tutoring Systems.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 880-883. Springer-Verlag Berlin Heidelberg
 +
 
 +
Martin, K. I., & Juffs, A.  (2012). L1 Affects Eye-Movements and Sensitivity to Vowels in L2:  Evidence from Eye-Tracking.  Poster presented at the Fifth Annual inter-Science of Learning Center Student and Post-Doc Conference, Temporal Dynamics of Learning Center (TDLC), San Diego, CA.
 +
 
 +
Martin, K. I., & Juffs, A.  (2012). Reading in English: A Comparison of Native Arabic, Native Chinese, and Native English Speakers.  Poster presented at International Symposium on Bilingualism 8, University of Oslo, Oslo, Norway.
 +
 
 +
Mayfield, E., Dyke, G., Gweon, Gahgene, Howley, I., & Rosé, C. (2011). Automating sociolinguistic analysis of group interaction. Poster presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference.  University of Pittsburgh, September 22-25, 2011.
 +
 
 +
McLaren, B., Rummel, N. et al (2005). Improving algebra learning and collaboration through collaborative extensions to the Algebra Cognitive Tutor. Poster presented at the Conference on Computer Supported Collaborative Learning (CSCL-05), May 2005, Taipei, Taiwan.
 +
 
 +
Mostow, J. & Beck, J. (2009). What, How, and Why should Tutors Log?  Proceedings of the 2nd International Conference on Educational Data Mining (EDM 2009), 269-278.
 +
 
 +
Muldner, K., Burleson, W., van de Sande, B. & VanLehn, K.  (2010). Fun and Gaming with Andes.  Poster presented at the AAPT Summer meeting, Portland Oregon, July 2010.
 +
 
 +
Nokes, T. J., Mestre, J. P., Ross, B. H., Richey, J. E. (2010). Conceptual analysis and student learning in physics. Poster presented at the 2010 Institute for Education Sciences Research Conference: Washington, DC.
 +
 
 +
Nokes, T.J., Ross, B.H., Mestre, J.P., Strohm, E., Brookes, D.T., & Feil, A. (2009). Conceptual analysis facilitates learning and transfer in both laboratory and classroom settings. Poster presented to the 50th Annual Meeting of the Psychonomic Society: Boston, MA.
 +
 
 +
Nokes, T.J., VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In P. A. Kirschner, F. Prins, V. Jonker, G. Kanselaar, G. (Eds.), Proceedings of the Eighth International Conference for the Learning Sciences, ICLS 2008. Vol. 3, 100-102. ISLS, The Netherlands.
 +
 
 +
Nokes, T.J., VanLehn, K. & Belenky, D.M. (2008). Coordinating principles and examples through analogy and explanation. Poster presented at the Thirtieth Annual Conference of the Cognitive Science Society: Washington, DC.
 +
 
 +
Olsen, J., Belenky, D., Aleven, V. & Rummel, N. (2013). Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools.  In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 900-903.  Springer-Verlag Berlin Heidelberg.
 +
 
 +
Oyer, M.H., Booth, J.L. & Elliot, A. J. (2012). Investigating Motivational Predictors of Traditional and Example-Based Algebra Learning.  Poster presented at AERA 2012.
 +
 
 +
Pavlik, P. (2008). Classroom Testing of a Discrete Trial Practice System. Poster presented at the 34th Annual Meeting of the Association for Behavior Analysis, Chicago, IL, (May, 2008).
 +
 
 +
Pavlik, P. & Koedinger, K.R. (2009). Understanding the Advantages of Retrieval for Long-term Retention Using Modeling. Poster presented at the 50th Annual Meeting of the Psychonomic Society, Boston, MA.
 +
 
 +
Pavlik, P., Cen, H., Wu, S. & Koedinger, K.R. (2008). Automatic determination of skill models from existing tutor data. Poster presented at the Institute of Education Science Research Conference (IES), Washington, D.C.
 +
 
 +
Presson, N. & Heilman, M.  (2010). An enactive, computerized practice interface for using Spanish prepositions. Poster presentation at the annual meeting of the Institute of Education Sciences, Washington DC. [poster].
 +
 
 +
Presson, N. & MacWhinney, B.  (2010). The Influence of time pressure on the effects of rule instruction and highlighting relevant cues.  Second Language Research Forum (SLRF 2010). Poster.
 +
 
 +
Presson, N., MacWhinney, B, & Heilman, M.  (2010). An embodied interface for practicing second-language prepositions. Joint Meeting of Conceptual Structure, Discourse and Language (CSDL) and Embodied and Situated Language Processing (ESLP), [poster].
 +
 
 +
Presson, N., MacWhinney, B. (2008). Contrasting explicit and implicit instruction for grammatical categorization.  Poster presented at the IES Research Conference (IES), 2008.
 +
 
 +
Presson, N., MacWhinney, B. (2008). An adaptive tutor for explicit instruction of French grammatical gender cues.  Poster presentation at the annual meeting of the Institute of Education Sciences, Washington DC.
 +
 
 +
Rau, M., Aleven, V. & Rummel, N. (2013). How to use multiple graphical representations to support conceptual learning? Research-based principles in the Fractions Tutor. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 2013, 587-590. Springer-Verlag Berlin Heidelberg.
 +
 
 +
Richey, J.E., Chang, A, Nokes, T.J., Schunn, C. (2010). Using analogical learning in science curricula to improve conceptual understanding. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society, 662.  Austin, TX: Cognitive Science Society.
 +
 
 +
Salden, R., Aleven, V. & Renkl, A. (2007). Can tutored problem solving be improved by learning from examples?  Proceedings of the 29th Annual Meeting of the Cognitive Science Society. (p. 1847). (CogSci 2007).
 +
 
 +
Salden, R., Aleven, V., Schwonke, R. & Renkl, A. (2008). Are worked examples and tutored problem solving synergistic forms of support? Proceedings of the 8th International Conference of the Learning Sciences (ICLS), June 2008.
 +
 
 +
Salden, R., Aleven, V., Schwonke, R. & Renkl, A. (2009). Exploring worked examples in tutored problem solving. Proceedings of the 31st meeting of the Cognitive Science Society, 950.
 +
 
 +
Salden, R., Aleven, V., Renkl, A., Schwonke, R. & Witter, J. (2007). Does Learning from Examples Improve Tutored Problem Solving? Proceedings of the 28th Annual Meeting of the Cognitive Science Society, p. 2602. Poster.
 +
 
 +
Sha, L., Schunn, C.D. & Bathgate,M. (2012). Activated Science Learners as Self-Regulation Agents.  Poster presented at "Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry" Structured Poster Session at AERA 2012.
 +
 
 +
Siler, S. A., Klahr, D., Willows, K., Magaro, C., & Mowery, D. (2011). The effect of prompted causal identification in transfer of experimental design skills. Proceedings of the 33rd Annual Meeting of the Cognitive Science Society (CogSci 2011), Boston, MA, 2242. Poster.
 +
 
 +
Stampfer, E., & Koedinger, K.R. (2013). Conceptual Scaffolding to Check One’s Procedures. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.).  Proceedings of AIED 2013, LNAI 7926, 916-919.  Springer-Verlag Berlin Heidelberg.
 +
 
 +
Torres Olague, D., Yuan, Y., Chang, K.M., & Mostow, J.  (2013). Can EEG detect when a student needs help? PSLC Summer Intern Poster Session, Carnegie Mellon University.
 +
 
 +
van de Sande, B., Shelby, R., Treacy, D. & VanLehn, K. (2007). Changing Student Attitudes using Andes, An Intelligent Homework System.  Poster presented at the AAPT Winter Meeting, Seattle WA, January 2007.
 +
 
 +
van de Sande, B., Shelby, R., Treacy, D., VanLehn, K. & Wintersgill, M.  (2007). Andes: An Intelligent Tutor Homework System.  Poster presented at the AAPT Summer Meeting, Greensboro, NC, July 2007.
 +
 
 +
VanLehn, K., Koedinger, K.R., Skogsholm, Nwaigwe, A., Hausmann, R.G.M., Weinstein, Billings (2007). What’s in a step?  Toward general, abstract representations of tutoring system log data.  In C. Conati & K. McCoy (Eds).  Proceedings of User Modelling 2007.
 +
 
 +
Vercellotti, M. & De Jong, N. (2009). “I prefer go”: English L2 Verb Complement Errors. Poster presented at the Georgetown University Round Table, Washington, D.C., March 2009
 +
 
 +
Vercellotti, M. & De Jong, N. (2009). “I always dessert cake to diet”: Elicited Imitation as an L2 task. Poster presented at the Second Annual Inter-Science of Learning Center Conference, Seattle, WA, February 2009.
 +
 
 +
Vercellotti, M., De Jong, N. (2010). How does fluency training in the ESL classroom affect language complexity? Poster presented at the iSLC conference, May 2010.
 +
 
 +
Walkington, C. (2010). American Educational Research Association Annual Meeting Poster Presentation (April 2010): “Playing the Game” of Story Problems: Situated Cognition in Algebra Problem Solving.
 +
 
 +
Walkington, C. (2011). Cognitive Science Society Poster Presentation (July, 2011): Adolescent Reasoning in Mathematics: Exploring Middle School Students’ Strategic Approaches in Empirical Justification.
 +
 
 +
Walkington, C., Sherman, M., Petrosino, A. (2010). Playing the Game of Story Problems: Situated Cognition in Algebra Problem Solving.  Paper presented at AERA 2010.
 +
 
 +
Wang, Y.C., Joshi, M. & Rosé, C.P. (2007). A Feature Based Approach for Leveraging Context for Classifying Newsgroup Style Discussion Segments, Proceedings of the Association for Computational Linguistics (poster).
 +
 
 +
Wang, Y.C., Joshi, M., Rosé, C.P., Fischer, F., Weinberger, A. & Stegmann, K. (2007). Context Based Classification for Automatic Collaborative Learning Process Analysis [poster].  In Proceedings of AIED 2007.
 +
 
 +
Wang, Y.C. & Rosé, C.P. (2007). Supporting collaborative idea generation: A closer look using statistical process analysis techniques. Proceedings of AIED 2007 (poster).
 +
 
 +
Wang, Z., de Jong, N. & Perfetti, C. (2013). Robustness in learning L2 speaking through repetition: Evidence from speech fluency, complexity, and accuracy. Poster presented at the Sixth Annual inter-Science of Learning Center Student and Post-Doc Conference (iSLC), NSF Science of Learning Centers (Philadelphia).
 +
 
 +
Wylie, R. (2007). Small words, big challenges:  Identifying the difficulties in learning the English article system.  Poster presented at the IES Research Conference, Washington, DC, june, 2007 [pre-doctoral student poster].
 +
 
 +
Wylie, R. (2008). Making a priori predictions about English as a Second Language grammar learning.  Poster presented at the IES Research Conference, Washington, DC, June 2008. [pre-doctoral student poster].
 +
 
 +
Zepeda, C., Richey, J. E., Ronevich, P. & Nokes-Malach, T. J.  (2012). Explicit instruction of metacognition and its benefits to motivation and science learning. Poster presented at the 2012 Annual Meeting of the Advancing Hispanics/Chicanos & Native Americans in Science, Seattle, WA.
 +
 
 +
Zhang, X., Mostow, J., Duke, N., Trotochaud, C., Valeri, J. & Corbett, A. (2008). Mining free-form spoken responses to tutor prompts. 1st International Conference on Educational Data Mining, 2008. [poster-young researchers' track].
  
 
== Technical Reports ==
 
== Technical Reports ==
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. Entering Mathematical Equations Multimodally: Results on Usability and Interaction Design. Technical Report CMU-HCII-06-101, 15 Mar 2006. 2006.
+
Anthony, L., Yang, J. & Koedinger, K.R. (2006). Entering Mathematical Equations Multimodally: Results on Usability and Interaction Design. Technical Report CMU-HCII-06-101, 15 Mar 2006.
  
Anthony, Lisa; Yang, Jie; Koedinger, Kenneth. How Handwritten Input Helps Students Learning Algebra Equation Solving. Technical Report CMU-HCII-08-100, 1 Mar 2008. 2008.
+
Anthony, L., Yang, J. & Koedinger, K.R. (2006). Entering Mathematical Equations Multimodally: Results on Usability and Interaction Patterns, Technical Report CMU-HCII-06-101, 15 Mar 2006.
  
Matsuda, Noboru; Cohen, William; Sewall, Jonathan; Koedinger, Kenneth. Applying Machine Learning to Cognitive Modeling for Cognitive Tutors. Technical report CMU-ML-06-105, School of Computer Science, Carnegie Mellon University. 2006.
+
Anthony, L., Yang, J. & Koedinger, K.R. (2008). How Handwritten Input Helps Students Learning Algebra Equation Solving. Technical Report CMU-HCII-08-100, 1 Mar 2008.
  
Matsuda, Noboru; Cohen, William; Sewall, Jonathan; Koedinger, Kenneth. What characterizes a better demonstration for cognitive modeling by demonstration?. Technical report CMU-ML-06-106, School of Computer Science, Carnegie Mellon University. 2006.
+
Koedinger, K.R., Corbett, A. & Perfetti, C. (2010). The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning.  Technical Report CMU-HCII-10-102, Human Computer Interaction Institute, Carnegie Mellon University. Accessible via http://reports-archive.adm.cs.cmu.edu/hcii.html.
  
McLaren, Bruce. Lessons in Machine Ethics from the Perspective of Two Computational Models of Ethical Reasoning; AAAI Fall 2005 Symposium, Washington, D. C. "Papers from the AAAI Fall Symposium," Technical Report FS-05-06, pp. 70-77. 2005.
+
Matsuda, N., Cohen, W., Sewall, J., Koedinger, K.R. (2006). Applying Machine Learning to Cognitive Modeling for Cognitive Tutors, Technical Report CMU-ML-06-105, School of Computer Science, Carnegie Mellon University
  
Singh, Ajit; Gordon, Geoffrey. Relational Learning via Collective Matrix Factorization. Tech report CMU-ML-08-109. 2008.
+
Matsuda, N., Cohen, W., Sewall, J., Koedinger, K.R. (2006). What characterizes a better demonstration for cognitive modeling by demonstration?  Technical Report CMU-ML-06-106, School of Computer Science, Carnegie Mellon University.
  
 +
McLaren, B. (2005). Lessons in Machine Ethics from the Perspective of Two Computational Models of Ethical Reasoning; AAAI Fall 2005 Symposium, Washington, D. C. In "Papers from the AAAI Fall Symposium," Technical Report FS-05-06, pp. 70-77.
  
== Thesis ==
+
Singh, A.P. & Gordon, G. (2008). Relational Learning via Collective Matrix Factorization.  Technical Report CMU-ML-08-109.
  
Anthony, Lisa. Developing Handwriting-based Intelligent Tutors to Enhance Mathematics Learning. Ph.D. Thesis, Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University. CMU-HCI-08-105. 2008.
+
== Theses ==
 +
Aleahmad, T. (2012). Improving Students’ Study Practices Through the Principled Design of Research Probes,  Thesis defense, CMU, April 27, 2012.
  
Diziol, Dejana. Development of a collaboration script to improve students` algebra learning when solving problems with the Algebra I, Cognitive Tutor. Diploma Thesis. Albert-Ludwigs-Universität Freiburg, Germany: Institute of Psychology, June 2006. 2006.
+
Anthony, L. (2008). Developing Handwriting-based Intelligent Tutors to Enhance Mathematics Learning. Ph.D. Thesis, Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University. CMU-HCI-08-105.
  
Hausmann, Robert. Elaborative and Critical Dialog: Two Potentially Effective Problem-Solving and Learning Interactions. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Pittsburgh, 2005. 2005.
+
Belenky, D.M.  (2012). The Effect of Achievement Goals on Self-Explanation and Transfer: Investigating the Role of Motivation on Learning. PhD Thesis.  Human Computer Interaction Institute, Carnegie Mellon University.
  
Ringenberg, Michael. Scaffolding Problem Solving With Embedded Examples to Promote Deep Learning. Submitted in partial fulfillment of the requirments for the degree of Master of Sciences, University of Pittsburgh, 2006. 2006.
+
Cen, H. (2009). Generalized Learning Factors Analysis: Improving Cognitive Models with Machine Learning. Doctoral thesis: CMU-ML-09-102.
  
 +
Diziol, D. (2006). Development of a collaboration script to improve students` algebra learning when solving problems with the Algebra I, Cognitive Tutor. Diploma Thesis. Albert-Ludwigs-Universität Freiburg, Germany: Institute of Psychology, June 2006.
 +
 +
Easterday, M.  (2010). A Cognitive Game for Teaching Policy Argument, or, The Young Citizen's Illustrated Primer, PhD Thesis:  Human Computer Interaction Institute, Carnegie Mellon University.
 +
 +
Galyardt, A. (2012). Mixed Membership Distributions with Applications to Modeling Multiple Strategy Usage.  July 17, 2012
 +
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Golden, E. (2010). Early-stage Software Design for Usability, PhD Thesis:  Human Computer Interaction Institute, Carnegie Mellon University.
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Goldin, I. (2011). A Focus on Content: The Use of Rubrics in Peer Review to Guide Students and Instructors.  Friday, April 29, 2011.  Intelligent Systems Program, University of Pittsburgh.
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González-Brenes, J. P. (2013). What and When Do Students Learn? Methods For Knowledge Tracing With Data-Driven Mapping of Items to Skills.  PhD Thesis, Language Technologies Institute (LTI), Carnegie Mellon University, August 2, 2013.
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Gweon, G. (2012). Assessment and support of the idea co-construction process that influence collaboration.  Human Computer Interaction Institute, Carnegie Mellon University. Thesis Defense. April 2012.
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Hausmann, R.G.M. (2005). Elaborative and Critical Dialog: Two Potentially Effective Problem-Solving and Learning Interactions.  Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Pittsburgh, 2005.
 +
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Heilman, M.J.  (2011). Automatic Factual Question Generation for Reading Assessment. PhD Thesis, Carnegie Mellon University.
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Kao (2009). Contributions of Spatial Skills to Geometry Achievement: Training and Transfer
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Kumar, R. (2011). Socially Capable Conversational Agents in Multi-Party Interactive Situations. PhD Thesis, August 2011: Language Technologies Institute, Carnegie Mellon University.
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Nelson, J.R. (2010). Reading skill and components of word knowledge affect eye movements during reading. Submitted to the Graduate Faculty of the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Pittsburgh.
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Ogan, A. (2011).  Supporting Learner Social Relationships with Enculturated Pedagogical Agents , PhD Thesis:  Human Computer Interaction Institute, Carnegie Mellon University.
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Rau, M. (2013). Conceptual learning with multiple graphical representations: Intelligent tutoring systems support for sense-making and fluency-building awareness.  PhD Thesis, Human Computer Interaction Institute, Carnegie Mellon University.
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Ringenberg, M.    (2006). Scaffolding Problem Solving With Embedded Examples to Promote Deep Learning. Submitted in partial fulfillment of the requirments for the degree of Master of Sciences, University of Pittsburgh, 2006.
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Roll, I. (2009). Structured Invention Tasks to Prepare Students for Future Learning: Means, Mechanisms and Cognitive Processes.  PhD thesis available from the Human Computer Interaction Institute Technical Reports database, CMU-HCII-09-105.
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Shih, B. (2011). Target Sequence Clustering.  PhD Thesis, CMU, 2012.
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Studer, C. (2012). Incorporating Learning Over Time into the Cognitive Assessment Framework.  May 25, 2012.
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Sweet, T. (2012). Statistical Network Models for Replications and Experimental Interventions.  July 17,2012.
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Vercellotti, M.L. (2012). Complexity, Accuracy, and Fluency as Properties of Language Performance: The Development of the Multiple Subsystems over Time and in Relation to Each Other. Ph.D. Dissertation. University of Pittsburgh, Pittsburgh, PA.
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Walker, E.  (2010). Automated Adaptive Support for Peer Tutoring.  PhD Thesis:  Human Computer Interaction Institute, Carnegie Mellon University.
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Walkington, C. (2010). “Playing the game” of story problems: Situated cognition in algebra problem solving (Doctoral dissertation). University of Texas, Austin, TX.
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Ward, A. (2010).  Reflection and Learning Robustness in a Natural Language Conceptual Physics Tutoring System. PhD Thesis: Intelligent Systems, University of Pittsburgh
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Wylie, R. (2011). Examining the Generality of Prompted Self-Explanation.  PhD Thesis, August 8, 2011.  Human Computer Interaction Institute, Carnegie Mellon University.
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Zhao, Y.  (2012). Explicitness, Cue Competition, And Knowledge Tracing: A Tutorial System For Second Language Learning Of English Article Usage, Thesis Defense, CMU, May 4, 2012.
  
 
== Thesis Proposals ==
 
== Thesis Proposals ==
  
Ayers, Elizabeth . Predicting Performance and Creating Better Student Proficiency Models by Improving Skill Codings. PIER Thesis Proposal. 2007.
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Aleahmad, T. (2011). Integrating Effective Learning Principles into Student Study Practices. Tuesday, July 12, 2011.  Human Computer Interaction Institute, Carnegie Mellon University.
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Ayers, E. (2007). Predicting Performance and Creating Better Student Proficiency Models by Improving Skill Codings. CMU-PIER Thesis Proposal.
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Balass, M. (2010). Thesis Proposal. Department of Psychology, University of Pittsburgh.
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Cen, H. (2007). Gen