Publications

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Books

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass: John Wiley & Sons, Inc.: San Francisco.

Juffs, A. & Rodríguez, G.A. (2014). Second Language Sentence Processing. Cognitive Science and Second Language Acqusition Series. Routledge/Taylor-Francis, Inc.

Juffs, A., Davis, B., McCormick, D., Mizera, G., O’Neill, C., Ranson, S., Slaathaug, M, & Smith, D. (2012). Vocabulary Building in English. University of Michigan Press. (2 volumes). ISBN 13: 9780472034215

Smith, D. & Brown, J. (2007). Active Listening, Second edition, Levels 1, 2 and 3. A listening comprehension textbook series with CD, for beginning to intermediate students of ESL. Cambridge University Press.

Edited Books, Edited Journals, Edited Conference Proceedings

Aleven, V., Beal, C.R. & Graesser, A. (Eds.). (in press). Editors of Special Issue of the Journal of Educational Psychology: Advanced Learning Technologies.

Aleven, V., Kay, J. & Mostow, J. (Eds.). (2010). Proceedings of the 10th Intelligent Tutoring Systems Conference (ITS), Pittsburgh, PA.

Azvedo, R. & Aleven, V. (Eds.). (2013). Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research. International handbook of metacognition and learning technologies. Springer International Handbooks of Education: Vol. 26, 1-16. New York: Springer. doi:10.1007/978-1-4419-5546-3.

Baker, R.S.J.d. & Winne, P.H. (Eds.). (in press). Guest editors of special issue of the Journal of Educational Data Mining (JEDM): Educational Data Mining on Motivation, Meta-Cognition, and Self-Regulated Learning

Baker, R.S.J.d., Barnes, T. & Beck, J. (Eds.). (2008). Educational Data Mining 2008: 1st International Conference on Educational Data Mining, Proceedings. Montreal, Quebec, Canada. June 2008.

Carver, S.M. & Shrager, J. (Eds.). (2012). Journey from Child to Scientist: Integrating Cognitive Development and the Education Sciences. American Psychological Association (APA); 1st edition (March 15, 2012).

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.

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.

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.

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.

Pinkwart, N. & McLaren, B. (Eds.). (2012). Educational Technologies for Teaching Argumentation Skills, Bentham Science.

Resnick, L.B., Asterhan, C.A. & Clarke, S.N. (Eds.). (in press). Socializing Intelligence through Academic Talk and Dialogue. Washington, D.C.: American Educational Research Association.

Ryan, R.S.J.d., Merceron, A., & Pavlik, P. (Eds.). (2010). Proceedings of the 3rd International Conference on Educational Data Mining (EDM 2010).

Schmalhofer, F. & Perfetti, C. (Eds.). (2007). Higher level language processes in the brain: Inference and comprehension processes. Routledge: Psychology Press.

Schunn, C.D., Ashley, K.D. & Goldin, I.M. (Eds.). (2012). Redesigning educational peer review interactions using computer tools. Special issue of the Journal of Writing Research (JoWR), special issue guest editors.

Stamper, J, Gordon, G., et al (Eds.).(2010). 16th ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD 2010): KDD Cup 2010 Workshop Proceedings.

Suthers, D., Lund, K., Rosé, C. P., Teplovs, C., Law, N. & Dyke, G. (Eds.). (2013). Productive Multivocality in the Analysis of Group Interactions. Edited volume, Computer-Supported Collaborative Learning Series, Springer.

Yacef, K., Baker, R.S.J.D. & Beck, J.E. (Eds.). (2010). JEDM - Journal of Educational Data Mining (ISSN 2157-2100), Volume 2 (1), December 2010.

Yacef, K., Baker, R.S.J.D., Barnes, T. & Beck, J.E. (Eds.). (2009). JEDM - Journal of Educational Data Mining (ISSN 2157-2100), Volume 1 (1), October 2009.

Yacef, K., Zaïane, O., Hershkovitz, H., Yudelson, M. & Stamper, J. (Eds.). (2012). Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012), Proceedings Editors.

Book Chapters

Aleven, V. (2010). Rule-based Cognitive Modeling for Intelligent Tutoring Systems. In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.). Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 33-62. Springer.

Aleven, V., McLaren, B., & Koedinger, K.R. (2006). Towards computer-based tutoring of help-seeking skills. In S. Karabenick and R. Newman, (Eds.). Help seeking in academic settings: Goals, groups and contexts. Mahwah NJ: Erlbaum, 259-296.

Aleven, V., Roll, I., & Koedinger, K.R. (2012). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach, & A. M. Lesgold (Eds.). Adaptive technologies for training and education, 69-95. New York: Cambridge University Press.

Asterhan, C.S.C. (2013). Competitive and collaborative regulation of peer argumentation: Conceptualization and quantitative assessment. In M. Baker, J. Andriessen & S. Jarvela (Eds), Affective learning together.

Azvedo, R. & Aleven, V. (2013). Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research. International handbook of metacognition and learning technologies. Springer International Handbooks of Education: Vol. 26. New York: Springer. doi:10.1007/978-1-4419-5546-3. Page 1-16.

Baker, R.S.J.d. (2010). Data Mining for Education. In B. McGaw, P. Peterson, & E. Baker (Eds.). International Encyclopedia of Education (3rd edition), Vol. 7, 112-118. Oxford, UK: Elsevier.

Baker, R.S.J.d. (2010). Discovery with Models. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC.

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. & 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., Corbett, A.T., Roll, I., Koedinger, K.R., Aleven, V., Cocea, M., Hershkovitz, A., de Carvalho, A.M.J.A., Mitrovic, A. & Mathews, M. (2013). Modeling and Studying Gaming the System with Educational Data Mining. In Azevedo, R., & Aleven, V. (Eds.). International Handbook of Metacognition and Learning Technologies. New York, NY: Springer, 97-116.

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (in press). Fine-grained assessment of motivation over long periods of learning with an intelligent tutoring system: Methodology, advantages, and preliminary results. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies. Berlin: Springer.

Chen, Z. & Klahr, D. (2008). Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children. In R. V. Kail (Ed.) Advances in Child Development and Behavior, Vol. 36. (pp. 419 – 470) Amsterdam: Elsevier.

Chenoweth, N.A., Jones, C. & Tucker, G.R. (2006). Language online: Principles of design and methods of assessment. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing Language Education through CALL. New York, NY: Routledge, 147—167.

Chi M.T.H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum, 61-82.

Chi, M.T.H. (2006). Laboratory Methods for Assessing Experts’ and Novices’ Knowledge. (2006). In N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 167-184.

Chi, M.T.H. (2006). Two approaches to the study of experts’ characteristics. (2006). In N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. p 21-30.

Chi, M.T.H. & Ohlsson, S. (2005). Complex declarative learning. In:Holyoak, K.J. & Morrison, R.G. (Eds.) The Cambridge Handbook of Thinking and Reasoning, 371-399. Cambridge University Press.

Diziol, D. & Rummel, N. (2010). How to design support for collaborative e-learning. A framework of relevant dimensions. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments, (pp. 162-179). Hershey, PA: IGI Global.

Dunbar, K. & Klahr, D. (2012). Scientific thinking and reasoning. In K. Holyoak & R.G. Morrison, (Eds.). Oxford Handbook of Thinking and Reasoning, 701-718. Oxford University Press.

Easterday, M.W. (2012). Policy world: A cognitive game for teaching deliberation. In N. Pinkwart & B. McLaren (Eds.), Educational technologies for teaching argumentation skills. Oak Park, IL: Bentham Science Publishers.

Eskenazi, M. & Brown, J. (2006). Teaching the creation of software that uses speech recognition. In P. Hubbard and M. Levy, (Eds.), Teacher Education in CALL. John Benjamins Publishing, 135-151.

Eskenazi, M. & Juffs, A. (2013). Information Retrieval for Reading Tutors. In C. Chapelle, (Ed.), The Encyclopedia of Applied Linguistics. New York: Cambridge University Press. DOI: 10.1002/9781405198431.wbeal0536

Forbes-Riley, K. & Litman, D.J. (2008). Analyzing Dependencies Between Student Certainness States and Tutor Responses in a Spoken Dialogue Corpus. In L. Dybkjaer and W. Minker (Eds.), Text, Speech and Language Technology: Recent Trends in Discourse and Dialogue, Vol. 39, 275-304. Springer Netherlands.

Frishkoff, G., White, G. & Perfetti, C. (2009). "In vivo" testing of learning and instructional principles: The design and implementation of school-based experimentation. In L. Dinella (Ed.), Conducting Science-Based Psychology Research in Schools. Washington, D.C.: APA Books, 153-173.

Glennan, T.K. Jr. & Resnick, L. B. (2004). School Districts as Learning Organizations: A Strategy for Scaling Education Reform. In T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, and K. Kerr, (Eds.). Expanding the Reach of Education Reforms: Collected Essays by Leaders in the Scale-up of Educational Interventions. Santa Monica, CA: RAND, MG-177-FF.

Howley, I. Mayfield, E. & Rosé, C. (2012). Linguistic Analysis Methods for Studying Small Groups. Invited in C. Hmelo-Silver, A. O.Donnell, C. Chan, & C. Chin (Eds.). International Handbook of Collaborative Learning. Taylor and Francis, Inc.

Juffs, A. (2009). The Second language acquisition of the lexicon. In W. Ritchie and T. Bhatia, (Eds.), The New handbook of second language acquisition, 2nd edition, 181-209. Amsterdam, The Netherlands: Elsevier.

Juffs, A. (2010). Formal linguistic perspectives on second language acquisition. In R. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics, 143-162. (Second, revised ed.). New York: Oxford University Press.

Junker, B. (2010). The role of psychometric methods in EDM. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC.

Klahr, D. (2007). Evolution of Scientific Thinking: Comments on Geary’s “Educating the Evolved Mind” In Carlson, J. & Levin, J. (Eds.) Psychological Perspectives on Contemporary Educational Issues. Greenwich, CT. Information Age Publishing.

Klahr, D. (2012). Patterns, Rules, & Discoveries in Life and in Science. In Carver, S., & Shrager, J..(Eds.) The Journey From Child to Scientist: Integrating Cognitive Development and the Education Sciences. Washington DC: American Psychological Association.

Klahr, D. (2012). Beyond Piaget: a Perspective from Studies of Children’s Problem Solving Abilities. In A. Slater & P. Quinn (Eds.) Refreshing Developmental Psychology: Beyond the Classic Studies. London: Sage Publications.

Klahr, D. (2012). Beyond Piaget: a Perspective from Studies of Children’s Problem Solving Abilities. In A. Slater & P. Quinn (Eds.) Refreshing Developmental Psychology: Beyond the Classic Studies. London: Sage Publications.

Klahr, D., Matlen, B., & Jirout, J. (2012). Children as Scientific Thinkers. In Feist. G. J. & Gorman, M. E. (Eds.) Handbook of the Psychology of Science. Springer.

Koedinger, K.R. & Corbett, A. (2006). Cognitive Tutors: Technology bringing learning science to the classroom. In K. Sawyer (Ed.) The Cambridge Handbook of the Learning Sciences, (pp. 61-78). Cambridge University Press.

Koedinger, K.R. & Roll, I. (2012). Learning to think: Cognitive mechanisms of knowledge transfer. In K. J. Holyoak, & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (2nd ed.). New York: Cambridge University Press.

Koedinger, K.R., Aleven, V., Roll, I. & Baker, R.S.J.d. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D.J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education. New York: Routledge Taylor & Francis Group, 383-412.

Koedinger, K.R., Baker, R.S.J.d., Cunningham, K., Skogsholm, A., Leber, B. & Stamper, J. (2010). A Data Repository for the EDM community: The PSLC DataShop. In C. Romero, S. Ventura, M. Pechenizkiy, R.S.J.d. Baker (Eds.). Handbook of Educational Data Mining. Boca Raton, FL: CRC Press, 43-56.

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. 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). A Unified Model of Language Acquisition. In J.F. Kroll & A.M.B.de Groot (Eds.). Handbook of bilingualism: Psycholinguistic approaches. 2004. p 49-67. New York: Oxford University Press.

MacWhinney, B. (2008). How Mental Models Encode Embodied Linguistic Perspectives. In Klatzky, R., MacWhinney, B., and Behrmann, M. (Eds.). Embodiment, Ego-Space, and Action, 365-405. Carnegie Mellon Symposia on Cognition. Psychology Press: Taylor & Francis Group.

MacWhinney, B. (2011). Item-based patterns in early syntactic development. In T. Herbst (Ed.). Valency relations. Berlin, Springer.

MacWhinney, B. (2011). The expanding horizons of corpus linguistics. In J. Newman, H. Baayen & S. Rice (Eds.). Corpus-based studies in language use, language learning, and language documentation. Amsterdam, Rodopi: 177-212.

MacWhinney, B. (2012). The logic of the Unified Model. The Routledge Handbook of Second Language Acquisition. S. Gass and A. Mackey. New York, Routledge: 211-227.

Masnick, A., Klahr, D. & Morris, B.J. (2007). Separating signal from noise: Children's understanding of error and variability in experimental outcomes. In M. Lovett & P. Shaw, P. (Eds) Thinking With Data. Mawah, NJ: Erlbaum.

Mayfield, E. & Rosé, C. P. (2013). LightSIDE: Open Source Machine Learning for Text Accessible to Non-Experts. Invited chapter in M.D. Shermis & J. Burstein (Eds.). Handbook of Automated Essay Evaluation: Current Applications and New Directions, Routledge, 124-135.

Mitsugi, S. & MacWhinney, B. (2010). Second language processing in Japanese scrambled sentences. In B. VanPatten & J. Jegerski (Eds.). Research in Second Language Processing and Parsing. New York, John Benjamins: 159-176.

Mostow, J., Beck, J., Cuneo, A., Gouvea, E., Heiner, C. & Juarez, O. (2010). Project LISTEN's session browser. In C Romero, S. Ventura, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Boca Raton, FL: CRC Press.

Murray, C. & VanLehn, K. (2005). Effects of dissuading unnecessary help requests while providing proactive help. In G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education (pp. 887-889). Amsterdam, Netherlands: IOS Press.

Nokes, T. J., & Belenky, D. M. (2011). Incorporating motivation into a theoretical framework for knowledge transfer. In J. P. Mestre and B. H. Ross (Eds.), Cognition and Education: The Psychology of Learning and Motivation: Advances in Research and Theory. Volume 55 (pp. 109-135). San Diego, CA: Academic Press. doi: 10.1016/B978-0-12-387691-1.00004-1

Nokes, T.J., Schunn, C. & Chi, M.T.H. (2010). Problem solving and human expertise. In P. Peterson, E. Baker & B. McGaw (Eds.). International Encyclopedia of Education, 3rd Edition, Vol. 5, 265-272Oxford, UK: Elsevier.

Pavlik (2013). Spacing Effects. Encyclopedia of the Mind. SAGE Publications Ltd.

Pavlik, P. (2007). Timing is in order: Modeling order effects in the learning of information. In F. E. Ritter, S., J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press.

Perfetti, C. & Dunlap, S. (2008). Learning to read: General principles and writing system variations. In K. Koda & A. Zehler (Eds.). Learning to read across languages (13-38). Mahwah, NJ: Erlbaum.

Perfetti, C. & Frishkoff, G. (2008). Neural bases of text and discourse processing. In B. Stemmer and H.A. Whitaker (Eds.), Handbook of neuroscience of language (pp. 165-174). Cambridge, MA: Elsevier.

Perfetti, C. & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology, meaning, and the Lexical Constituency Model. In P. Li, L. H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press. 225-236.

Perfetti, C., Landi, N. & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford: Blackwell.

Perfetti, C., Liu, Y., Fiez, J.A. & Tan, L. (2010). The neural bases of reading: Universals and Writing System Variations. In P. Cornelissen, M. Kringelbach, & P. Hansen (Eds.), The neural basis of reading, 147-172. Oxford University Press.

Presson, E., Davy, C. & MacWhinney, B. (2013). Experimentalized CALL for adult second language learners. In J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 139-164): John Benjamins.

Presson, N. & MacWhinney, B. (2011). The Competition Model and language disorders. In J. Guendozi, F. Loncke & M. Williams (Eds.). Handbook of psycholinguistic and cognitive processes. New York, Psychology Press: 31-48.

Presson, N., Davy, C. et al. (2012). Experimentalized CALL for adult second language learners. In J. Schwelter (Ed.). Handbook of Second Language Instruction. New York, Wiley.

Razzaq, L., Feng, M., Heffernan, N., Koedinger, K.R., Junker, B., Nuzzo-Jones, G., Macasek, M.A., Rasmussen, K.P., Turner, T.E. & Walonoski, J.A. (2007). A Web-based authoring tool for intelligent tutors: Assessment and instructional assistance. In N. Nedjah, et al. (Eds.). Intelligent Educational Machines. Intelligent Systems Engineering Book Series. Springer, 23-49.

Reed, S. (2008). Manipulating multimedia materials. In Robert Zheng (Ed), Cognitive Effects of Multimedia Learning (51-66). Hershey, PA: IGI Global, Inc.

Renkl, A. & Atkinson, R.K. (2007). Cognitive skill acquisition: Ordering instructional events in example-based learning. In F. E. Ritter, J. Nerb, E. Lehtinen, and T. O’Shea (Eds.), In order to learn: How ordering effect in machine learning illuminate human learning and vice versa. Oxford, UK: Oxford University Press.

Renkl, A., Hilbert, T., Schworm, S. & Reiss, K. (2007). Cognitive skill acquisition from complex examples: A Taxonomy of examples and tentative instructional guidelines. In M. Prenzel (Ed.), Studies on the educational quality of schools, 239-249. Münster, Germany: Waxmann

Resnick, L. (2007). Giving Psychology Away: From Individual Learning to Learning Organizations. In Jing, Q. (Ed.), Progress in Psychological Science around the World, Proceedings of the 28th International Congress of Psychology, Vol. 2, Social and Applied Issues. ISBN: 1841699624.

Resnick, L. & Spillane, J. P. (2006). From individual learning to organizational designs for learning. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou, (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon

Resnick, L. & Rosé, C. P. (in press). Classroom Language. Invited chapter in the Handbook of Educational Psychology on Classroom Teaching.

Resnick, L., Lesgold, A. & Hall, M.W. (2005). Technology and the new culture of learning: Tools for education professionals. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 77-107). Mahwah, NJ: Erlbaum.

Resnick, Michaels, O'Connor (2010). How (well structured) talk builds the mind. In D. Preiss & R. Sternberg (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development. New York: Springer, 163-194.

Ritter, S., Haverty, L., Koedinger, K.R., Hadley, W. & Corbett, A. (2008). Integrating intelligent software tutors with the mathematics classroom. In G. Blume and K. Heid (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 2 Cases and Perspectives. Charlotte, NC: IAP.

Rodrigo, M.M.T. & Baker, R.S.J.d. (2011). Comparing the Incidence and Persistence of Learners' Affect During Interactions with Different Educational Software Packages. Calvo, R.A., & D'Mello, S. (Eds.) New Perspectives on Affect and Learning Technologies, pp. 183-202. New York, NY: Springer.

Rodrigo, M.M.T. & Baker, R.S.J.d. (2011). Comparing the Incidence and Persistence of Learners' Affect During Interactions with Different Educational Software Packages. In R.A. Calvo & S. D'Mello (Eds.). New Perspectives on Affect and Learning Technologies. New York, NY: Springer.

Romero, C., Ventura, M., Viola, R., Pechenizkiy, R. & Baker, R.S.J.d. (2010). Conclusions and future trends. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC.

Romero, C., Ventura, M., Viola, R., Pechenizkiy, R. & Baker, R.S.J.d. (2010). Introduction to EDM. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC.

Rosé, C. P. (2012). Assessing Socio-Emotional Learning Around Technology. In R. Luckin, J. Underwood, N. Winters, P. Goodyear, B. Grabowski & S. Puntambekar, S. (Eds.).Handbook of Educational Technology, Taylor & Francis.

Rosé, C. P. & Tovares, A. (in press). What Sociolinguistics and Machine Learning Have to Say to One Another about Interaction Analysis. In L. Resnick, C. Asterhan & S. Clarke (Eds.). Socializing Intelligence Through Academic Talk and Dialogue, Washington, DC: American Educational Research Association.

Roy, M. & Chi, M.T.H. (2005). The self-explanation principle in multi-media learning. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (Pp. 271-286). Cambridge Press. 271-286.

Shih, B. (2010). A Response time model for bottom-out hints as worked examples. In C Romero, S. Ventura, M. Viola, R. Pechnizkiy, & R. Baker, (Eds.). Handbook of Educational Data Mining. Virginia Beach, VA; Chapman & Hall/CRC.

Siler, S. A., & Klahr, D. (2012). Detecting, Classifying and Remediating Children’s Explicit and Implicit Misconceptions about Experimental Design. In Proctor, R. W., & Capaldi, E. J. (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press.

Siler, S. A., Klahr, D. & Matlen, B. (2013). Conceptual Change When Learning Experimental Design. In S. Vosniadau (Ed). Handbook of Research on Conceptual Change, 2nd Edition. Routledge, 138-158.

Singh, A.P. & Gordon, G. (2008). A unified view of matrix factorization models. In R. Goebel, J. Siekmann, and W. Wahlster (Eds). Machine Learning and Knowledge Discovery in Databases (Proc. ECML PKDD), volume 5212/2008 of Lecture Notes in Computer Science, pages 358-373. Springer Berlin / Heidelberg, 2008.

Sionti, M., Ai, H., Rosé, C.P. & Resnick, L. (2012). A Framework for Analyzing Development of Argumentation through Classroom Discussions. In N. Pinkwart & B. McLaren (Eds.). Educational Technologies for Teaching Argumentation Skills. Bentham Science.

Sohmer, R., Michaels, S., O'Connor C. & Resnick, L. (2009). Guided construction of knowledge in the classroom: Teacher talk, task, and tools. In B. Schwarz, T. Dreyfus & R. Hershkowitz, (Eds.), Transformation of Knowledge Through Classroom Instruction, 105-129. London: Elsevier.

Stahl, G. & Rosé, C. P. (2011). Group Cognition in Online Teams. In E. Salas, S. Fiore & M. Letsky (Eds.). Theories of Team Cognition: Cross-Disciplinary Perspectives, Section V: Social Psychology and Communication Perspectives, American Psychological Society.

Tchounikine, P., Rummel, N., & McLaren, B. (2010). Computer Supported Collaborative Learning and Intelligent Tutoring Systems. In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.) Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 447-484. Springer.

Tokowicz, N. & Perfetti, C. (2005). Introduction to section II: Comprehension. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 173-177). New York: Oxford University Press. p 173-178.

VanLehn, K. (2007). Getting out of order: Avoiding lesson effects through instruction. In F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.), In order to learn: How the sequences of topics affect learning. Oxford University Press, 169-180.

VanLehn, K. (2008). Intelligent tutoring systems for continuous, embedded assessment. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Erbaum.

VanLehn, K. & Chi M. (2012). Adaptive expertise as acceleration of future learning: A case study. In P. J. Durlach & A. M. Lesgold (Eds.) Adaptive Technologies for Training and Education, 28-45. Cambridge, UK: Cambridge University Press.

VanLehn, K. & van de Sande, B. (2009). Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics. In K. A. Ericsson (Ed.) The Development of Professional Performance: Approaches to Objective Measurement and Design of Optimal Learning Environments.

VanLehn, K., van de Sande, B., Shelby, R. & Gershman, S. (2010). The Andes Physics Tutoring System: An Experiment in Freedom. In R. Nkambo, J. Bourdeau, & R. Mizoguchi (Eds.) Volume 308 of Studies in Computational Intelligence: Advances in Intelligent Tutoring Systems, 421-446. Springer.

Wang, Z. (in press). On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan (Ed.). Investigating a processing perspective on task performance. Amsterdam: John Benjamins.

Wang, Z., & Skehan, P. (in press). Structure, Lexis, and time perspective: Influences on task performance. In P. Skehan (Ed.). Investigating a processing perspective on task performance. Amsterdam: John Benjamins.

White, G., Frishkoff, G., & Bullock, M. (2008). Bridging the gap between psychological science and educational policy and practice. In K. T. C. Fiorello. (Ed.), Cognitive development in K-3 classroom learning: Research applications (227-263). Mahwah, NJ: Lawrence Erlbaum Associates

Journal Articles

Adams, D., McLaren, B.M., Durkin, K., Mayer, R.E., Rittle-Johnson, B., Isotani, S. & van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36: 401-411.

Adamson, D., Dyke, G., Jang, H. J., Rosé, C. P. (in press). Towards Adapting Dynamic Collaborative Support to Student Ability Level. International Journal of AI in Education, special issue on Intelligent Support for Group Learning.

Aleven, V., McLaren, B., Roll, I. & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A Model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-128.

Aleven, V., McLaren, B., Sewall, J. (2009). Scaling up programming by demonstration for intelligent tutoring systems development: An open-access web site for middle school mathematics learning. IEEE Transactions on Learning Technologies, Special Issue on Real-World Applications of Intelligent Tutoring Systems, 2(2), 64-78.

Aleven, V., McLaren, B., Sewall, J. & Koedinger, K.R. (2009). A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors. International Journal of Artificial Intelligence in Education (IJAIED). Special Issue on "Authoring Systems for Intelligent Tutoring Systems." 19(2), 105-154.

Aleven, V., McLaren, B.M., Sewall, J., & Koedinger, K.R., K. (2009). Example-Tracing Tutors: A New Paradigm for Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education (IJAIED), Special Issue on "Authoring Systems for Intelligent Tutoring Systems”, 105-154.

Aleven, V., Roll, I., McLaren, B., Koedinger, K.R. (2010). Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation During Learning with an intelligent tutoring system. Educational Psychologist, 45(4), 224-233. Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (in press). Learning through case comparisons: A meta-analytic review. Educational Psychologist.

Anthony, L., Yang, J. & Koedinger, K.R. (2012). A paradigm for handwriting-based intelligent tutors, International Journal of Human-Computer Studies, November 2012, 866-887.

Asterhan C.S.C. & Schwarz, B.B (2009). The role of argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialogue. Cognitive Science, 33, 373-399.

Baker, R.S.J.d. & Winne, P. (2013). The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning. Journal of Educational Data Mining Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, JEDM, 5(1).

Baker, R.S.J.d. & Yacef, K. (2009). The State of Educational Data Mining in 2009: A Review and Future Visions, Journal of Educational Data Mining, 1(1), 3-17.

Baker, R.S.J.d., Corbett, A., Roll, I. & Koedinger, K.R. (2008). Developing a Generalizable Detector of When Students Game the System. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 18(3), 287-314.

Baker, R.S.J.d., D'Mello, Rodrigo, M.T. & Graesser, A. (2010). Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners’ Affect during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68(4), 223-241.

Baker, R.S.J.d., Goldstein, A.B. & Heffernan, N.T. (2011). Detecting Learning Moment-by-Moment. International Journal of Artificial Intelligence in Education, Special issue on Best of ITS 2010, 21 (1-2), 5-25. http://dx.doi.org/10.3233/JAI-2011-015

Baker, R.S.J.d., Goldstein, A.B. & Heffernan, N.T. (2011). Detecting Learning Moment-by-Moment. International Journal of Artificial Intelligence in Education, 21 (1-2), 5-25.

Baker, R.S.J.d., Walonoski, J.A., Heffernan, N., Roll, I., Corbett, A. & Koedinger, K.R. (2008). Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185-224.

Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.

Belenky, D. M., & Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3), 399-432. doi: 10.1080/10508406.2011.651232

Belenky, D.M. & Nokes, T.J. (2009). Examining the role of manipulatives and metacognition on engagement, learning, and transfer. Journal of Problem Solving, 2 (2), 102-129.

Ben-Yehudah, G., Guediche, S. &. Fiez, J.A. (2007). Cerebellar contributions to verbal working memory: Beyond cognitive theory. The Cerebellum, 63:193-201.

Blessing, S. B., Gilbert, S.G., Oureda, S. & Ritter, S. (2009). Authoring model-tracing cognitive tutors. International Journal of AI in Education, 19(2), 189-210.

Bolger, D.J., Balass, M., Landen, E. & Perfetti, C. (2008). Contextual variation and definitions in learning the meaning of words. Discourse Processes, 45(2), 122-159.

Bolger, D.J., Perfetti, C. & Schneider, W. (2005). A cross-cultural effect on the brain revisited: Universal structures plus writing system variation. Human Brain Mapping, Vol 25(1), 92-104.

Booth, J. & Siegler, R. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016-1031.

Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82, 492–511.

Butcher, K. (2006). Learning From Text With Diagrams: Promoting Mental Model Development and Inference Generation. Journal of Educational Psychology, 98(1), 182-197.

Butcher, K. (in press). Using student interactions to foster rule-diagram mapping during problem solving in an intelligent tutoring system. Journal of Educational Psychology.

Chang, K.M., Nelson, J., Pant, U. & Mostow, J. (2013). Toward Exploiting EEG Input in a Reading Tutor. International Journal of Artificial Intelligence in Education 22 (1, Special "Best of AIED2011" Issue), 29-41.

Chen, B., Zhou, H.X., Dunlap, S. & Perfetti, C. (2007). Age of acquisition effects in reading Chinese: Evidence in favour of the arbitrary mapping hypothesis. British Journal of Psychololgy, Vol 98(3): 499-516.

Cheng, C., Wang, M., & Perfetti, C. A. (2011). Acquisition of compound words in Chinese-English bilingual children. Applied Psycholinguistics [Special issue], Vol. 32:3, 583-600.

Chi M.T.H. (2004). Can Tutors Monitor Students’ Understanding Accurately?. Cognition and Instruction. Vol 22, No 3.. Pages 363-387.

Chi, M. & VanLehn, K. (2009). Meta-cognitive strategy instruction in intelligent tutoring systems: How, when, and why. Journal of Educational Technology and Society, 13(1), 25-39.

Chi, M. T. H. & VanLehn, K. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47(3), 177-188.

Chi, M., VanLehn, K., Litman, D. & Jordan, P. (2011). Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies. Journal of User Modeling and User-Adapted Interaction, 21: 137-180. Springer Science and Business Media B.V. 2011.

Chi, M., VanLehn, K., Litman, D. & Jordan, P. (2011). An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach. International Journal of Artificial Intelligence and Education, 21, 1-2, pp. 83-113.

Chi, M.T.H., Roy, M. & Hausmann, R.G.M. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32(2), 301-341.

Clarke, S., Chen, G. and Resnick, L. B. (in press) (in press). Classroom Discourse: The Social Turn. [Special Issue] International Journal of Educational Research.

Collins-Thompson, K. & Callan, J. (2005). Predicting reading difficulty with statistical reading models. Journal of the American Society for Information Science and Technology, 56(13) (pp. 1448-1462).

Connelly, J. & Katz, S. (2006). Intelligent dialogue support for physics problem solving: Some preliminary mixed results. Technology, Instruction, Cognition, and Learning, 4, 1-29.

Craig, S., Chi, MTH & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101(4), 779-789.

De Jong, N. (2012). Oefenen met vloeiend spreken: Wat, hoe en waarom? In B. Bossers (Ed.), Vakwerk 8 (pp. 25-35). Amsterdam: BV NT2. [This is an edited volume for teachers of Dutch as a second language and other professionals in the field. The English translation of the title is “Practicing fluent speaking: What, how, and why?”]

de Jong, N. & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533-568.

Diziol, D., Walker, E., Rummel, N. & Koedinger, K.R. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22(1), 89-102. DOI 10.1007/s10648-009-9116-9

Dyke, G., Adamson, A., Howley, I., & Rosé, C. P. (in press). Enhancing Scientific Reasoning and Discussion with Conversational Agents. IEEE Transactions on Learning Technologies, special issue on Science Teaching.

Eskenazi, M. (2009). An overview of spoken language technology for education. Speech Communication, 51(10), 832-844. Evans, K.L., Karabinos, M., Leinhardt, G. & Yaron, D. (2006). Chemistry in the field and chemistry in the classroom: A cognitive disconnect? Journal of Chemical Education 83 (4), 655-661.

Forbes-Riley, K., Rotaru, M. & Litman, D.J. (2008). The Relative Impact of Student Affect on Performance Models in a Spoken Dialogue Tutoring System. User Modeling and User-Adapted Interaction. Special issue on Affective Modeling and Adaptation. 18(1-2), 11-42.

Forsyth, C., Graesser, A., Pavlik, P., Cai, Z., Butler, H., Halpern, D. & Millis, K. (2013). Operation ARIES!: Methods, Mystery, and Mixed Models: Discourse Features Predict Affect in a Serious Game. Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, Volume 5, Issue 1.

Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2011). Predicting robust vocabulary growth from measures of incremental learning. Scientific Studies of Reading, 15(1), 71-91.

Frishkoff, G., Collins-Thompson, K., Perfetti, C. & Callan, J. (2008). Measuring incremental changes in word knowledge: Experimental validation and implications for learning and assessment. Behavioral Research Methods, 40(4), 907-925.

Frishkoff, G., Perfetti, C. & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology Special Issue on Learning to Read: Early Latency Language ERP's, 1532-6942, Vol 35(4), pages 376-403.

Frishkoff, G., Perfetti, C. & Westbury, C. (2009). ERP Measures of Partial Semantic Knowledge: Left temporal indices of skill differences and lexical quality. Biological Psychology, 80(1), 130-147.

Gadgil, S. & Nokes, T. J. (2012). Overcoming collaborative inhibition through error-correction: A classroom experiment. Applied Cognitive Psychology, 26(3), 410-420.

Gadgil, S., & Nokes-Malach, T. J. (2012). Collaborative facilitation through error-detection: A classroom experiment. Applied Cognitive Psychology, 26(3), 410-420. doi: 10.1002/acp.18431

Gadgil, S., Nokes, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22(1), 47-61.

Gholson, B. & Craig, S. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. Educational Psychology Review, 18, 119-139.

Goldberg, R.F., Perfetti, C. & Schneider, W. (2006). Distinct and common cortical activations for multimodal semantic categories. Cognitive, Affective, and Behavioral Neuroscience. Volume 6, Number 3, September 2006, pp. 214-222(9).

Goldberg, R.F., Perfetti, C. & Schneider, W. (2006). Perceptual knowledge retrieval activates sensory brain regions. Journal of Neuroscience. 26:4917 – 4921

Goldberg, R.F., Perfetti, C., Fiez, J.A. & Schneider, W. (2007). Selective retrieval of abstract semantic knowledge in left prefrontal cortex. Journal of Neuroscience, 27:3790-8.

Goldin, I.M. & Ashley, K.D. (2012). Eliciting formative assessment in peer review, special issue of Journal of Writing Research 4(2), 203-237.

Graesser, A., McNamara, D. & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225-234.

Guan, C. Q., Liu, Y., Chan, D. H. L., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology.

Gupta, N. K. & Rosé, C. P. (2010). Understanding Instructional Support Needs of Emerging Internet Users for Web-based Information Seeking, JEDM - Journal of Educational Data Mining, Vol 2(1), 38-82.

Gweon, G., Jain, M., Mc Donough, J., Raj, B. & Rosé, C. P. (in press). Measuring Prevalence of Other-Oriented Transactive Contributions Using an Automated Measure of Speech Style Accommodation. International Journal of Computer Supported Collaborative Learning.

Habte, B., Finger, S., Rosé, C. P. (2013). E-Learning in Engineering through Videoconferencing: The case of Addis Ababa Institute of Technology. International Journal of Engineering Pedagogy (iJEP), 3(2).

Harrer, A., McLaren, B., Walker, E., Bollen L. & Sewall, J. (2006). Creating cognitive tutors for collaborative learning: steps toward realization. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 16: 175-209.

Harrer, A., Pinkwart, N., McLaren, B. & Scheuer, O. (2008). The Scalable Adapter Design Pattern: Enabling Interoperability Between Educational Software Tools. IEEE Transactions on Learning Technologies, 1(2), 131-143. Hausmann, R.G.M. & VanLehn, K. (2010). The effect of self-explanation on robust learning. International Journal of Artificial Intelligence in Education, 20(4).

Heilman, M., Collins-Thompson, K., Eskenazi, M., Juffs, A. & Wilson, L. (2010). Personalization of Reading Passages Improves Vocabulary Acquisition. International Journal of Artificial Intelligence in Educaiton, Vol, 20(1), 73-98. Hernandez, A., Li, P. & MacWhinney, B. (2005). The emergence of competing modules in bilingualism. TRENDS in Cognitive Sciences, 9(5),220-225.

Isotani, S., Bourdeau, J., Mizoguchi, R., Weiqin Chen, Wasson, B. & Jovanovic, J. (2011). Guest Editorial: Special Issue on Intelligent and Innovative Support Systems for CSCL. IEEE Transactions on Learning Technologies, January-March 2011, Vol 4(1), 1-4.

Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions reduce load to improve learning outcomes and efficiency. Journal of Educational Psychology, 103(1), 60-72

Jirout, J. & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, #2, 125 – 160.

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. & 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., & Harrington, M. W. (2011). Aspects of working memory in L2 learning. Language Teaching: Reviews and Studies, 42.2, 137-166.

Kallai, A. Y., Schunn, C. D., & Fiez, J. A. (2012). Mental arithmetic activates analogic representations of internally generated sums. Neuropsychologia. 50, 2397-2407. doi: 10.1016/j.neuropsychologia.2012.06.009

Klahr, D. (2010). Coming Up for Air: But is it Oxygen or Phlogiston? A Response to Taber’s Review of Constructivist Instruction: Success or Failure? Education Review, Vol. 13 (13).

Klahr, D. (2012). Inquiry Science Rocks: Or Does It? Back Page, APS News. December 2012 (Volume 21, Number 11) http://www.aps.org/publications/apsnews/201212/backpage.cfm

Klahr, D. & Chen, Z. (2011). Finding one’s place in transfer space. Child Development Perspectives, 5(3), 196-204.

Klahr, D., Triona, L.M. & Williams, C. (2007). Hands On What? The Relative Effectiveness of Physical vs. Virtual Materials in an Engineering Design Project by Middle School Children. Journal of Research in Science Teaching , 44, 183-203.

Klahr, D., Zimmerman, C. & Jirout, J. (2011). Educational interventions to enhance, enrich, and encourage children’s scientific thinking. Science, 333, 971-975.

Koedinger, K.R. & Aleven, V. (2007). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review, 19: 239-264.

Koedinger, K.R. & Alibali, N. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science 32(2), 366-397.

Koedinger, K.R., Corbett, A.T. & Perfetti, C. (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36(5): 757-798 (2012).

Kowalski, J. & Gordon, G. (2012). Refining an assessment for improving dictation skills of Chinese syllables. Journal of Educational Data Mining.

Kumar, R. & Rosé, C. P. (2011). Architecture for building Conversational Agents that support Collaborative Learning. IEEE Transactions on Learning Technologies, Special Issue on Intelligent and Innovative Support Systems for Computer Supported Collaborative Learning, Vol. 4:1; 21-34. IEEE Computer Society Press Los Alamitos, CA.

Kumar, R. & Rosé, C. P. (in press). Triggering Effective Social Support for Online Groups. ACM Transactions on Interactive Intelligent Systems.

Landi, N., Perfetti, C., Bolger, D.J., Dunlap, S. & Foorman, B.R. (2006). The role of discourse context in developing word form representations: A paradoxical relationship between reading and learning. Journal of Experimental Child Psychology. 94(2), 114-133.

Lane, H.C. & VanLehn, K. (2005). Teaching program planning skills to novices with natural language tutoring. Computer Science Education, 15(3), 183-201.

Li, P., Zhao, X. & MacWhinney, B. (2007). Dynamic self-organization and early lexical development in children. Cognitive Science, 31:4, 581-612.

Litman, D.J. & Forbes-Riley, K. (2006). Correlations between Dialogue Acts and Learning in Spoken Tutoring Dialogues. Natural Language Engineering, Vol 12(2), pp. 161-176, June 2006.

Litman, D.J. & Forbes-Riley, K. (2006). Recognizing Student Emotions and Attitudes on the Basis of Utterances in Spoken Tutoring Dialogues with both Human and Computer Tutors. Speech Communication, Vol 48(5), pp. 559-590, May 2006.

Liu, Y., Dunlap, S., Fiez, J.A. & Perfetti, C. (2007). Evidence for neural accommodation to a writing system following learning. Human Brain Mapping, 28: 1223-1234.

Liu, Y., Perfetti, C. & Wang, M. (2006). Visual analysis and lexical access of Chinese charactgers by Chinese as second language readers. Language and Linguistics, 7(3), 637-657. Institute of Linguistics, Academia Sinica in Taiwai. ISSN 1606-822X.

Liu, Y., Wang, M. & Perfetti, C. (2007). Threshold-style processing of Chinese characters for adult second language learners. Memory and Cognition, 35(3), 471-480.

MacWhinney, B. (2005). The emergence of linguistic form in time. Connection Science. 17 (Number 3-4/September-December 2005), 191-211.

Magner, U., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2012). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning & Instruction, available online 30 July, 2012.

Makatchev, M., Jordan, P. & VanLehn, K. (2004). Abductive Theorem Proving for Analyzing Student Explanations and Guiding Feedback in Intelligent Tutoring Systems. Journal of Automated Reasoning. Special issue on Automated Reasoning and Theorem Proving in Education, 32(3), 187-226.

Martin, B., Mitrovic, A., Koedinger, K.R. & Mathan, S. (2011). Evaluating and improving adaptive educational systems with learning curves. UMUAI 21:3, 249–28.

Matlen, B. & Klahr, D. (2012). Sequential Effects of High and Low Instructional Guidance on Children's Acquisition and Transfer of Experimentation Skills. Instructional Science, June 2012.

Matsuda, N. & VanLehn, K. (2004). GRAMY: A geometry theorem prover capable of construction. Journal of Automated Reasoning, 32(1), 3-33.

Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W. W., Stylianides, G. & Koedinger, K.R. (in press). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology.

Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., & Koedinger, K. R. (2013). Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment. International Journal of Artificial Intelligence in Education, 23, 1-21. DOI 10.1007/s40593-013-0009-1

Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W. W., Stylianides, G. J. & Koedinger, K.R. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163. doi: 10.1037/a0031955

McCormick, D. E., & Vercellotti, M. L. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. TESOL Quarterly, 47 (2), 410-420.

McLaren, B.M., DeLeeuw, K.E. & Mayer, R.E. (2011). A politeness effect in learning with web-based intelligent tutors. International Journal of Human Computer Studies, 69(1-2), 70-79. doi:10.1016/j.ijhcs.2010.09.001.

McLaren, B.M., DeLeeuw, K.E. & Mayer, R.E. (2011). Polite web-based intelligent tutors: Can they improve learning in classrooms? Computers & Education, 56(3), 574-584. doi: 10.1016/j.compedu.2010.09.019.

Meier, A., Spada, H. & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. International Journal of Computer-Supported Collaborative Learning.

Michaels, S., O'Connor, C. & Resnick, L. (2007). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education. DOI 10.1007/S11217-007-9071-1.

Morett, L. & MacWhinney B. (2013). Syntactic transfer in English-speaking Spanish learners. Bilingualism: Language and Cognition. 16(1), 132-151.

Moss, J., Schunn, C. D., Schneider, W., McNamara, D. S. & VanLehn, K. (2011). The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension. NeuroImage, 58(2), 675-686.

Mostow, J. & Beck, J. (2006). Some useful tactics to modify, map and mine data from intelligent tutors. Natural Language Engineering, Cambridge University Press, 12(2), 195-208.

Mu, J., Stegmann, K., Mayfield, E., Rosé, C. P. & Fischer, F. (2012). The ACODEA Framework: Developing Segmentation and Classification Schemes for Fully Automatic Analysis of Online Discussions. International Journal of Computer Supported Collaborative Learning, 7(2), 285-305. DOI 10.1007/s11412-012-9147-y

Muldner, K., Burleson, W., van de Sande, B. & VanLehn, K. (2010). An Analysis of Students’ Gaming Behaviors in an Intelligent Tutoring System: Predictors and Impacts. Journal of User Modeling and User Adapted Interaction, Special Issue on Educational Data Mining. DOI: 10.1007/s11257-010-9086-0. Winner of 2011 James Chen Annual Award for Best UMUAI Paper.

Murray, R.C., VanLehn, K. & Mostow, J. (2004). Looking ahead to select tutorial actions: A decision-theoretic approach. International Journal of Artificial Intelligence and Education, 14, 235-278.

Nelson, J., Liu, Y., Fiez, J. & Perfetti, C. (2009). Assimilation and accommodation patterns in ventral occipitotemporal cortex in learning a second writing system. Human Brain Mapping, 30(3), 810-820.

Nelson, J.R., Balass, M. & Perfetti, C. (2005). Differences between written and spoken input in learning new words. Written Language & Literacy, 8(2), 25-44.

Nokes, T.J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36.

Nokes, T.J., Hausmann, R.G.M., VanLehn, K. & Gershman, S. (2011). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science, 39(5), 645-666. DOI 10.1007/s11251-010-9151-4. Springer Science and Business Media B.V. 2010.

Nokes-Malach, T. J., VanLehn, K., Belenky, D. M., Lichtenstein, M. & Cox, G. (2012). Coordinating principles and examples through analogy and self-explanation. European Journal of Psychology of Education. DOI 10.1007/s10212-012-0164-z

Nokes-Malach, T.J. & Mestre J. (2013). Toward a Model of Transfer as Sense-Making. Educational Psychologist, 48:3, 184-207.

Pardos, Z.A., Baker, R.S.J.d., Gowda, S.M. & Heffernan, N.T. (2011). The Sum is Greater than the Parts: Ensembling Models of Student Knowledge in Educational Software. SIGKDD Explorations, 13 (2), 37-44.

Pavlik, P. (2006). Understanding and applying the dynamics of test practice and study practice. Instructional Science.

Pavlik, P. (2013). Mining the Dynamics of Student Utility and Strategy Use during Vocabulary Learning. Journal of Educational Data Mining. Special Issue on Motivation, Meta-cognition, and Self-regulated Learning, Volume 5, Issue 1.

Pavlik, P. & Anderson, J.R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101-117.

Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383.

Perfetti, C. & Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18(3), 193-210.

Perfetti, C. & Bolger, D.J. (2004). The brain might read that way. Scientific Studies of Reading, 8(3), 293-304.

Perfetti, C., Liu, Y., Fiez, J.A., Nelson, J., Bolger, D.J. & Tan, L. (2007). Reading in two writing systems: Accommodation and assimilation in the brain’s reading network. Bilingualism: Language and Cognition, 10(2). 131-146. Special issue on “Neurocognitive approaches to bilingualism: Asian languages”, P. Li (Ed.).

Perfetti, C., Liu, Y., Tan, L.H. (2005). The Lexical Constituency Model: some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43-59.

Perfetti, C., Tan, L.H. & Siok, W.T. (2006). Brain-behavior relations in reading and dyslexia: Implications of Chinese results. Brain and Language.

Perfetti, C., Wlotko, E.W. & Hart, L.A. (2005). Word learning and individual differences in word learning reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31(6), 1281-1292.

Perfetti, C., Yang, C. & Schmalhofer, F. (2008). Comprehension skill and word-to-text integration processes. Applied Cognitive Psychology, 22 (3), 303-318.

Popescu, O., Aleven, V. & Koedinger, K.R. (2005). Logic-Based Natural Language Understanding for Cognitive Tutors. Natural Language Engineering. Pages 1-15.

Porayska-Pomsta, K., Mavrikis, M., D'Mello, S., Conati, C., Baker, R.S.J.d. (in press). Knowledge Elicitation Methods for Affect Modeling in Education. International Journal of Artificial Intelligence in Education.

Presson, E., Sagarra, N., MacWhinney, B. & Kowalski, J. (2013). Compositional production in Spanish second language conjugation. Bilingualism: Language and Cognition.

Presson, N. & MacWhinney, B. (in press). Learning grammatical gender: The use of rules by novice learners. Applied Psycholinguistics.

Prior, A. & MacWhinney, B. (2012). Beyond inhibition: A bilingual advantage in task switching. Bilingualism: Language and Cognition 13: 253-262.

Prior, A., Kroll, J. & MacWhinney, B. (2012). Translation ambiguity but not word class predicts translation performance. Bilingualism: Language and Cognition, 16 (special issue 2), 458-474.

Prior, A., MacWhinney, B. & Kroll, J.F. (2007). Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity. Behavior Research Methods, 37, 134-140.

Prior, A., Wintner, S., MacWhinney, B. & Lavie, A. (2011). Translation ambiguity in and out of context. Applied Psycholinguistics, 32, 93-111.

Rau, M. A., Aleven, V., & Rummel, N. (2013). Interleaved practice in multi-dimensional learning tasks: which dimension should we interleave? Learning and Instruction, 23, 98-114.

Reed, S. K., Corbett, A., Hoffman, B., Wagner, A. & MacClaren, B. (2013). Effect of worked examples and Cognitive Tutor training on constructing equations. Instructional Science, 41, 1-24.

Reed, S. K., Stebick, S., Comey, B., & Carroll, D. (2012). Finding similarities and differences in the solutions of word problems. Journal of Educational Psychology, 104, 636-646.

Resnick, L. (2006). Making accountability really count. Educational Measurement: Issues and Practice, 25(1), 33-37.

Resnick, L. & Zurawsky, C. (2005). Getting Back on Course: Fixing Standards-Based Reform and Accountability. American Educator, 29(1), 8-46.

Ritter, S. (2005). Authoring model-tracing tutors. Technology, Instruction, Cognition and Learning, 2(3), 231-247.

Ritter, S., Anderson, J.R., Koedinger, K.R. & Corbett, A. (2007). The Cognitive Tutor: Applied research in mathematics education. Psychonomics Bulletin & Review, 14(2), pp. 249-255.

Rodrigo, M.M.T. & Baker, R.S.J.d. (2011). Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation ProblemSolving Game. Research and Practice in Technology Enhanced Learning, 6(1), 43-66.

Rodrigo, M.M.T., Baker, R.S.J.d. (in press). Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA. Teachers College Record.

Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S. & San Pedro, M.C.Z. (2012). The Effects of an Interactive Software Agent on Student Affective Dynamics while Using an Intelligent Tutoring System. IEEE Transactions on Affective Computing, 3(2), 224-236.

Rodrigo, M.M.T., Baker, R.S.J.d., Agapito, J., Nabos, J., Repalam, M.C., Reyes, S.S. & San Pedro, M.O.C.Z. (2011). The Effects of an Embodied Conversational Agent on Student Affective Dynamics while Using an Intelligent Tutoring System. IEEE Transactions on Affective Computin, 2(4), 18-37.

Roll, Aleven, McLaren, Koedinger (2011). Improving students' help-seeking skills using meta-cognitive feedback in an intelligent tutoring system. Learning and Instruction, 21(2), 267-280.

Roll, I., Aleven, V., McLaren, B. & Koedinger, K.R. (2007). Designing for Metacognition - Applying Cognitive Tutor Principles to Metacognitive Tutoring. Metacognition and Learning, 2(2), 125-140.

Roll, I., Holmes, N. G., Day, J., & Bonn, D. (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710. doi:10.1007/s11251-012-9208-7

Roscoe, R.D. & Chi M.T.H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574.

Roscoe, R.D. & Chi M.T.H. (2008). Tutor learning: The role of explaining and responding to questions. Instructional Science, 36(4), 321-350.

Rosé, C.P. & VanLehn, K. (2005). An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals. International Journal of Artificial Intelligence in Education, 15(4), 325-355.

Rosé, C.P., Kumar, R., Aleven, V., Robinson, A. & Wu, C. (2006). CycleTalk: Data Driven Design of Support for Simulation Based Learning. International Journal of Artificial Intelligence in Education, 16, 195-223.

Rosé, C.P., Wang, Y.C., Cui, Y., Arguello, J., Stegmann, K. Weinberger, A. & Fischer, F. (2008). Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning. International Journal of Computer Supported Collaborative Learning, 3(3), 237-271.

Salden, R., Aleven, V., Renkl, A. & Schwonke, R. (2009). Worked examples and tutored problem solving: redundant or synergistic forms of support? Topics in Cognitive Science, 1, 203-213.

Salden, R., Aleven, V., Schwonke, R. & Renkl, A. (2009). The Expertise Reversal Effect and Worked Examples in Tutored Problem Solving. Instructional Science, 38, 289-307. DOI 10.1007/s11251-009-9107-8.

Salden, R., Koedinger, K.R., Renkl, A., Aleven, V., McLaren, B. (2010). Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving. Educ Psychol Review, 22, 379-392. DOI 10.1007/s10648-010-9143-6

Schwonke, R., Ertelt, A., Otieno, C., Aleven, V., Salden, R., & Renkl, A. (2013). Metacognitive support promotes an effective use of instructional resources in intelligent tutoring. Learning and Instruction, 23, 136-150.

Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V. & Salden, R. (2009). The Worked-example Effect: Not an Artifact of Lousy Control Conditions. Computers in Human Behavior, 25, 258-266.

Schwonke, R., Renkl, A., Salden, R., & Aleven, V. (2011). Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Computers in Human Bahavior, 27(1), 58-62.

Siler, S.A. & 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.

Strand-Cary, Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488-511.

Tan, L.H., Spinks, J.A., Eden, G.F., Perfetti, C. & Siok, W.T. (2005). Reading depends on writing, in Chinese. PNAS, 102, 8781-8785.

Tokowicz, N. & MacWhinney, B. (2005). Implicit and explicit measures of sensitivity to violations in second language grammar: An event-related potential investigation. Studies in Second Language Acquisition, 27: 173-204.

Tricomi, E. & Fiez, J.A. (2008). Feedback signals in the caudate reflect goal achievement on a declarative memory task. NeuroImage, 41(3), 1154-1167.

Triona, L.M. & Klahr, D. (2007). Hands-on science: Does it matter what the student's hands are on in 'hands-on’ science? The Science Education Review, 6, 121-125.

Tsovaltzi, D., Rummel, N., McLaren, B., Pinkwart, N., Scheuer, O., Harrer, A. & Braun, I. (2010). Extending a Virtual Chemistry Laboratory with a Collaboration Script to Promote Conceptual Learning. International Journal of Technology Enhanced Learning (IJTEL), 2(1-2), 91-110.

VanLehn, K. (2006). The Behavior of Tutoring Systems, International Journal of Artificial Intelligence in Education. 16(3), 227-265.

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and other tutoring systems. Educational Psychologist, 46, 4, 197-221.

VanLehn, K., Graesser, A., Jackson, Jordan, P., Olney, A. & Rosé, C.P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science 31(1), 3-62.

VanLehn, K., Lynch, C., Schulze, K., Shapiro, J., Shelby, R., Taylor, L., Treacy, D., Weinstein, A. & Wintersgill, M. (2005). The Andes Physics Tutoring System: Lessons Learned. International Journal of Artificial Intelligence in Education, 15 (3). Pages 147-204.

Vercellotti, M.L. & De Jong, N. (in press). Use and Accuracy of Verb Complements in English L2 Speech. Dutch Journal of Applied Linguistics.

Vercellotti, M.L., Juffs, A. (in press). The development of lexical variety and the use of trigrams in spoken ESL. Special issue of Second Language Research, 2015.

Waalkens, M., Aleven, V., & Taatgen, N. (2013). Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems. Computers & Education, 60(1), 159–171.

Walker, E., Rummel, N., Koedinger, K.R. (2009). CTRL: A Research Framework for Providing Adaptive Collaborative Learning Support. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI), 19(5), 387-431.

Walker, E., Rummel, N., Koedinger, K.R. (2009). Integrating collaboration and cognitive tutoring data in evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning, 4(3), 221-251.

Walkington, C. (in press). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Article invited to special issue of Journal of Educational Psychology.

Walkington, C., Petrosino, A., & Sherman, M. (2013). Supporting algebraic reasoning through personalized story scenarios: How situational understanding mediates performance and strategies. Mathematical Thinking and Learning, 15(2), 89-120. DOI: 10.1080/10986065.2013.770717

Walkington, C., Sherman, M. & Petrosino, A. (2012). "Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation. Journal of Mathematical Behavior 31, 174-195. Wang, H. C., Rosé, C. P. & Chang, C. Y. (2011). Agent-based Dynamic Support for Learning from Collaborative Brainstorming in Scientific Inquiry, International Journal of Computer Supported Collaborative Learning 6(3), pp 371-396.

Wang, M., Liu, Y. & Perfetti, C. (2004). The implicit and explicit learning of Chinese orthographic structure and function by alphabetic readers. Scientific Studies of Reading, 8(4), 357-379.

Wang, M., Perfetti, C. & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88.

Winne, P.H. & Baker, R.S.J.d. (2013). The Potentials of Educational Data Mining for Researching Metacognition, Motivation, and Self-Regulated Learning. Journal of Educational Data Mining, 5 (1), 1-8.

Yang, C.L. & Perfetti, C. (2006). Contextual Constraints on the Comprehension of Relative Clause Sentences in Chinese: ERPs Evidence. Language and Linguistics, 7(3): 697-730.

Yang, C.L., Perfetti, C. & Schmalhofer, F. (2007). ERP indicators of text integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory and Cognition. Vol 33(1) 55-89.

Yang, C.L., Perfetti, C. & Schmalhofer, F. (2005). Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes. Written Language & Literacy, 8(2), 233-257.

Yang, Perfetti, C., Liu, Y. (2010). Sentence integration processes: An ERP study of Chinese sentence comprehension with relative clauses. Brain & Language, 112, 85-100.

Yoshimura, Y. & MacWhinney, B. (2010). Honorifics: A socio-cultural verb agreement cue in Japanese sentence processing. Applied Psycholinguistics 31: 551-569.

Yoshimura, Y. & MacWhinney, B. (2010). The use of pronominal case in English sentence interpretation. Applied Psycholinguistics 31: 619-633.

Conference Proceedings

Baker, Ryan; Barnes, Tiffany; Beck, Joseph. Educational Data Mining 2008: 1st International Conference on Educational Data Mining, Proceedings. Montreal, Quebec, Canada. June 2008. 2008.

Conference Papers

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.

Anthony, Lisa. Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving. Science of Learning Centers Symposium, Atlanta, Georgia. 2006.

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.

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.

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.

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.

Brown, Jonathan; Eskenazi, Maxine. Retrieval of Authentic Documents for Reader-Specific Lexical Practice. InSTIL/ICALL Symposium. 2004. 2004.

Butcher, Kirsten; Aleven, Vincent. Visual-verbal coordination: Diagram interaction promotes robust learning in geometry. Science of Learning Centers Annual Meeting, Arlington, VA. 2007.

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.

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.

Butcher, Kirsten; Bhushan, Sonal. Learning with scientific visualizations: Effects of background knowledge and interactivity. American Educational Research Association 2005. 2005.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Feeney, Chrstine; Heilman, Michael. Automatically Generating and Validating Reading-Check Questions. Ninth International Conference on Intelligent Tutoring Systems. (June, 2008). Poster. 2008.

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.

Greeno, James; MacWhinney, Brian. Perspectives in reasoning about quantities. annual meeting of the Cognitive Science Society, Vancouver, BC. 2006.

Greeno, James; MacWhinney, Brian. Learning and cognition as perspective taking: Conceptual alignment in learning environments. International Conference of the Learning Sciences, Bloomington, IN. 2006.

Hausmann, Robert. The effect of generation on robust learning. annual meeting of the Science of Learning Centers, Washington, D.C. 2007.

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.

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.

Hausmann, Robert; VanLehn, Kurt. Self-explaining in the classroom: Learning curve evidence. Physics Education Research Conference, Greensboro, NC. 2007.

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.

Hausmann, Robert; VanLehn, Kurt. A test of the interaction hypoThesis: Joint-explaining vs. self-explaining. Physics Education Research Conference, Greensboro, NC. 2007.

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.

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.

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.

Katz, Sandra. A Comparison of three modes of reflective dialogue. American Association of Physics Teachers (AAPT) meeting, 2006. 2006.

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.

Katz, Sandra; Connelly, John; Wilson, Christine; Goedde. Post-Practice Dialogues in an Intelligent Tutoring System for College-Level Physics. AAPT 2006. Poster. 2006.

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.

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.

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.

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.

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.

Nokes, Timothy; VanLehn, Kurt; Belenky. Coordinating principles and examples through analogy and explanation. Thirtieth Annual Conference of the Cognitive Science Society: Washington, DC. 2008.

Pavlik, Phillip. Classroom Testing of a Discrete Trial Practice System. 34th Annual Meeting of the Association for Behavior Analysis, Chicago, IL, (May, 2008). 2008.

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.

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.

Presson, Nora; MacWhinney, Brian. Contrasting explicit and implicit instruction for grammatical categorization. IES Research Conference (IES), 2008. 2008.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Vercellotti, Mary Lou; de Jong, Nel. “I prefer go”: English L2 Verb Complement Errors. Georgetown University Round Table, Washington, D.C., March 2009. 2009.

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.

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.

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.

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.

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.

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.

Wang, Hao-Chuan; Rose, Carolyn. Supporting collaborative idea generation: A closer look using statistical process analysis techniques. AIED 2007 (Poster). 2007.

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, Lisa; Yang, Jie; Koedinger, Kenneth. How Handwritten Input Helps Students Learning Algebra Equation Solving. Technical Report CMU-HCII-08-100, 1 Mar 2008. 2008.

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.

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.

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.

Singh, Ajit; Gordon, Geoffrey. Relational Learning via Collective Matrix Factorization. Tech report CMU-ML-08-109. 2008.


Thesis

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.

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.

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.

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.


Thesis Proposals

Ayers, Elizabeth . Predicting Performance and Creating Better Student Proficiency Models by Improving Skill Codings. PIER Thesis Proposal. 2007.

Cen, Hao. Generalized Learning Factors Analysis: Improving Cognitive Models with Machine Learning. Thesis Proposal, 2007. 2007.

Walker, Erin. Automated Adaptive Support for Peer Tutoring. PhD Thesis Proposal: Human Computer Interaction Institute, Carnegie Mellon University. 2009.


Tutorials

Aleven, Vincent; McLaren, Bruce; Sewall, Jonathan. Tutorial on Rapid Development of Intelligent Tutors using the Cognitive Tutor Authoring Tools (CTAT). 6th IEEE International Conference on Advanced Learning Technologies, ICALT 2006, Kerkrade, The Netherlands. 2006.

Baker, Ryan; Yacef, Kalina; Beck, Joseph; Koedinger, Kenneth. Educational Data Mining (EDM). Tutorial conducted at AIED 2009. 2009.


Workshops

Aleven, Vincent; Ashley, Kevin; Lynch, Collin; Pinkwart, Niels. Workshop on Applications in Ill-Defined Domains. (AIED 2007). 2007.

Aleven, Vincent; Ashley, Kevin; Lynch, Collin; Pinkwart, Niels. Workshop on Intelligent Tutoring Systems for Ill-Defined Domains: Assessment and feedback in ill-defined domains. (ITS 2008). 2008.

Aleven, Vincent; Roll, Ido. 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. 2009.

Asay, Devin; Siskin,Claire. Moving ahead with Revolution. Workshop Computer Assisted Language Instruction Consortium Conference (CALICO), San Francisco, CA, (March, 2008). 2008.

Asay, Devin; Siskin,Claire; Siskin,Claire. Getting started with Revolution. Workshop Computer Assisted Language Instruction Consortium Conference (CALICO), San Francisco, CA, (March, 2008). 2008.

Baker, Ryan; Aleven, Vincent; Koedinger, Kenneth; Rodrigo, Mercedes; Heffernan, Neil; Corbett,Albert; Roll,Ido. Gaming the System: Evidence from Data Mining and Human Observation on Affect, Attitudes, and Learning. Technology, Instruction, Cognition, and Learning Symposium. (invited presentation). 2008.

Baker, Ryan; Corbett, Albert; Aleven, Vincent. 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. 2009.

Baker, Ryan; Koedinger, Kenneth. Educational Data Mining: Opportunities for the International Internet Classroom. AAAI Fall Symposium: Education Informatics: Steps Towards the International Internet Classroom. 2008.

Hausmann, Robert; Nokes, Timothy; VanLehn, Kurt; Gershman, Sophia. The impact of prompting on self-explanation and robust learning. Symposium accepted to European Association for Research on Learning and Instruction (EARLI, Aug 2009). to appear.

Johnson, Lewis; VanLehn, Kurt. Scalability Issues in AIED. Workshop conducted at the 14th International Conference on Artificial Intelligence in Education (AIED), July 6-10, 2009, Brighton, England. 2009.

Karabinos, Michael; Cuadros, Jordi; Yaron, David. Using and Authoring Virtual Labs and Scenario based Activities in Your Classroom and Laboratory. ChemEd, Vancouver, BC, August 2005. 2005.

Klahr, David. Learning & Development, Primary & Secondary Processes, Instruction & Learning. Invited Presidential Symposium, Cognitive Development Society Biennial Meeting. Santa Fe, NM. October, 2007. 2007.

Koedinger, Kenneth. Confronting the Assistance Dilemma: Is it Better to Give Than to Receive. Learning and Instruction Symposium (AERA 2008). 2008.

Koedinger, Kenneth. 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. 2009.

McLaren, Bruce. The Pittsburgh Science of Learning Center: Learning Studies and Technology in Actual Classroom Settings. Kaleidoscope Symposium. Oberhausen, Germany. 2006.

McLaren, Bruce; Rummel, Nikol. 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 (CSCL), June 8-13, 2009, Rhodes Greece. 2009.

Pavlik, Phillip; Presson, Nora; Hora. Using the FaCT System (Fact and Concept Training System) for Classroom and Laboratory Experiments. Workshop First Annual Inter-Science Of Learning Center Conference, Pittsburgh, PA. 2008.

Perfetti, Charles. Development of Word Meanings and Reading Skill Symposium. 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008). 2008.

Pinkwart, Niels. Chair of Intelligent Tutoring Systems Symposium. 21st International FLAIRS Conference, May 15-17, 2008, Coconut Grove, Florida. 2008.

Roll, Ido; Aleven, Vincent. Workshop on Meta-Cognition and Self-Regulated Learning in Educational Technologies. (ITS 2008). 2008.

Rose, Carolyn. Making authoring of conversational interfaces accessible. Workshop on Authoring Tools for Advanced Learning Systems with Standards, November 2005. 2005.

VanLehn, Kurt; Hausmann, Robert; Craig, Scotty. The role of the self in self-explanation. Symposium 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary, 2007. 2007.

VanLehn, Kurt; Hausmann, Robert; Craig, Scotty. Is the “self” of self-explanation important? In vivo experiments. Symposium 2007 meeting of the American Educational Research Association, Chicago, IL. 2007.

Weinberger, Armin; Clark, Douglas; Dillenbourg, Pierre; Diziol, Dejana; Sampson, Victor; Stegmann, Karsten; Rummel, Nikol; Hong, Fabrice; Spada, Hans; McLaren, Bruce. Orchestrating Learning Activities on the Social and the Cognitive Level to Foster CSCL. Symposium at Conference on Computer Supported Collaborative Learning, (CSCL-07). 2007.

Invited Talks

Aleven, Vincent. CTAT: Efficiently building real-world intelligent tutoring systems through programming by demonstration. 22nd International FLAIRS Conference, May 29-21, 2009. Invited talk. 2009.

Aleven, Vincent; Evenson, Shelly; Butcher, Kirsten. Improved Interaction Design in a Cognitive Tutor for Geometry. Carnegie Mellon University: Human-Computer Interaction Institute 12th Anniversary Celebration. April 20, 2006. 2006.

Allen; Jones. French Online and the Open Learning Initiative. Digital Stream Conference: Emerging Technologies in Teaching Languages and Culture, Monterey, California. March 2006. 2006.

Anthony, Lisa. Exploration of the Effects of Handwriting on Learning in Algebra Equation Solving. ACM Multimedia EMME Workshop, Augsburg, Germany. 2007.

Anthony, Lisa. User Science and Experiences Research group seminar. IBM Almaden Research Center, San Jose, CA. Invited talk. 2007.

Anthony, Lisa . EARLI 2009 Symposium on Worked Examples, Amsterdam, the Netherlands. . 2009.

Ashley; . Some Thoughts on Using Computers to Teach Argumentation. Intelligent Tutoring Systems Invited Talk. 21st International FLAIRS Conference, May 15-17, 2008, Coconut Grove, Florida. 2008.

Assay; O'Neil Christine. Webware: Rapid Creation of Internet-based Multimedia Applications Without Web Browser Hassles. . 2006.

Baker, Ryan. Detecting and Responding to Gaming the System in Cognitive Tutors. Carnegie Learning, Inc., Pittsburgh, PA. April 3, 2008. (invited seminar). 2008.

Baker, Ryan. Using Data Mining to Better Understand Learning and Learners: Key Challenges and Directions. Department of Computer Science, University of Sherbooke. June 17, 2008. (invited seminar). 2008.

Baker, Ryan. Towards Understanding Why Students Game the System. Department of Educational and Counseling Psychology, McGill University. June 18, 2008. (invited seminar). 2008.

Baker, Ryan. Towards Understanding Why Students "Game the System" Within Educational Technology. University of Memphis. Mar 12, 2009. (invited seminar). 2009.

Balass; Bolger; Perfetti, Charles. The Role of Definition and Sentence Context in Vocabulary Learning. Thirteenth Annual Meeting Society for the Scientific Study of Reading. July 5-8, 2006. Vancouver, Canada. 2006.

Butcher, Kirsten. Society for the Advancement of Native Americans & Chicanos in Science (SACNAS) invited talk. . 2008.

Butcher, Kirsten. University of Utah invited talk. . 2007.

Butcher, Kirsten. Indiana University, Bloomington Indiana invited talk. . 2007.

Butcher, Kirsten. Kent State University, Ohio, invited talk. . 2007.

Butcher, Kirsten . Visual interaction and robust learning. Talk presented at the International Workshop on Spatial Cognition and Learning, University of Freiburg, Freiburg, Germany, September, 2008. 2008.

Butcher, Kirsten; Aleven, Vincent. Visual interaction in intelligent tutoring: Support for robust learning. Research presentation for visiting educators and officials from Singapore’s Ministry of Education, Carnegie Mellon University, Pittsburgh, PA. 2008.

Chan. Learning a tonal language by attending to the tone: an in-vivo experiment. Talk given at the Pittsburgh Science of Learning Center Chinese Learnlab Symposium, Carnegie Mellon University, Oct 19, 2007. 2007.

De Jong, Nel. Approaches to the study of second language acquisition. Guest lecture at the CUNY Graduate Center (invited by Prof. Den Dikken and Prof. Otheguy), December 2007. 2007.

De Jong, Nel. Oral fluency development in ESL classrooms. Guest lecture at the CUNY Graduate Center (invited by Prof. Klein), November 2007. 2007.

De Jong, Nel. Oral fluency development in a second language. Presentation given at the Cognitive Approaches to Second Language Acquisition research group at the University of Amsterdam, January 2008. 2008.

De Jong, Nel. The study of oral fluency development in ESL. Presentation given at the Colloquium on Teaching and Learning World Languages, March 2008, at Queens College of CUNY. 2008.

De Jong, Nel. Pre-training formulaic sequences and its effect on oral fluency. Talk given at the SLA lab meeting, CUNY Graduate Center, April 24, 2009. 2009.

De Jong, Nel . Developing oral fluency with the 4/3/2 task. Presentation given at the Multimedia Showcase, University of Pittsburgh, September 2006. 2006.

De Jong, Nel; Haldeman, Laura. 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. to appear.

Dunlap, Susan. Lexical quality of English second language learners: Effects of focused training on orthographic encoding skill. Brown Bag Presentation for the Cognitive Psychology Program, University of Pittsburgh, February, 2009. 2009.

Dunlap, Susan. Learning L2 vocabulary from semantic cues: A PSLC LearnLab study of implicit versus explicit training. Presentation to the Pitt-CMU Conference, Pittsburgh, September 2006. 2006.

Dunlap, Susan . What are some effective ways to support learning of new vocabulary in L2?: Evidence from some LearnLab studies. Brown Bag Presentation for Cognitive Psychology Program, University of Pittsburgh, PA. 2006.

Dunlap, Susan . Rules and exceptions: Semantic cues for learning new vocabulary in Chinese as a second language. Presentation at PSLC Chinese LearnLab Symposium "Bridging Chinese Pedagogy, Research, and Technology," Carnegie Mellon University, Pittsburgh. 2007.

Dunlap, Susan; Friedline; Juffs, Alan; Perfetti, Charles. Effects of a spelling intervention with learners of English as a second language. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009. to appear.

Eskenazi, Maxine. Acoustical Society of America Meeting: Speech and Education, Hawaii. . 2006.

Frishkoff; Schreiber. Research to Practice: A Bridge Worth Crossing. Talk presented at the Annual Meeting of the American Psychological Association (APA) Session: APA/IES Postdoctoral Education Research Training. Washington, D.C., August 15, 2005. 2005.

Gadgil, Soniya; Nokes, Tim. Analogical scaffolding in collaborative learning. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference, Seattle, WA. 2009.

Hausmann, Bob; Chi, Micki. The impact of constructive dialog on collaborative learning and problem solving performance. Paper presented at the Festschrift for Lauren Resnick entitled “Talk and Dialogue: How Discourse Patterns Support Learning.”. 2005.

Hausmann, Bob; Nokes, Tim. Evidence of transfer in a Physics 1 Course: An educational data-mining project. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. Seattle, WA. 2009.

Heilman, Michael; Eskenazi, Maxine. Authentic, Individualized Practice for English as a Second Language Vocabulary. Presented at Interfaces of Intelligent Computer-Assisted Language Learning Workshop at the Ohio State University, Columbus, OH. 2006.

Juffs, Alan. Opportunities and Challenges in Teaching Vocabulary Using CALL in an Intensive English Program. February 22, 2008. Ontario Institute for Studies in Education, University of Toronto, Canada. Invited talk. 2008.

Juffs, Alan. Vocabulary acquisition in English as a second language: Refining theory and practice in an Intensive English Program. Keynote address given at Second Language Acquisition and Teaching (SLAT) Roundtable, University of Arizona, March 2007. 2007.

Juffs, Alan; Friedline, Ben. L1 Influence, morphological (in)sensitivity and L2 lexical development: Evidence form production data. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009. to appear.

Klahr, David. Cognitive Science & Science Instruction: Pasteur's Quadrant in the Learning Sciences. Invited Master Lecture: SRCD 2007 Biennial Meeting. Boston, MA March 2007. 2007.

Klahr, David. Cognitive Science & Early Science Education. Invited Presentation at Seminar Series on Developmental Science and Early Schooling. Frank Porter Graham Child Development Institute. University of North Carolina, Chapel Hill, NC March 2007. 2007.

Klahr, David; Chen. 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. 2007.

Koedinger, Ken. Twenty-First National Conference on Artificial Intelligence. “Cognitive Tutors and Opportunities for Convergence of Human and Machine Learning Theory”. Plenary speaker. Boston, Massachusetts, July, 2006. 2006.

Koedinger, Ken. Studying Robust Learning through Rigorous Experiments in Real Classrooms. Askwith Education Forum at the Harvard Graduate School of Education. Harvard University. 2007.

Koedinger, Ken. Korean Academy of Science and Technology. Conference on Learning. Plenary speaker. Seoul, Korea, November, 2006. 2006.

Litman, Diane. Detecting and Adapting to Student Uncertainty in a Spoken Tutorial Dialogue System. Invited Talk at Affective Language in Human and Machine Symposium, AISB Convention, Aberdeen, Scotland, (April, 2008). 2008.

Matsuda, Noboru. Using Simulated Student to build Cognitive Tutors and beyond – Cognitive Modeling with Programming by Demonstration (2006). Department of Computer Science Colloquium, Northern Illinois University, August 2006, IN. 2006.

Matsuda, Noboru. Building Robust Learning Theories for Robust Learning (2006). International Symposium on e-Learning, Osaka Prefecture University, May 2006, Osaka, Japan. 2006.

Matsuda, Noboru. Beyond Building Cognitive Tutors by Demonstration – When SimStudent helps building a bridge between technology and education. School of Education, Stanford University. June 2007, Palo Alto, CA. 2007.

Matsuda, Noboru. Building Cognitive Model for Cognitive Tutors by Demonstration (2006). Seminar series on e-Learning, Kumamoto University, May 2006, Kumamoto, Japan. 2006.

Matsuda, Noboru . SimStudent: Teaching a smart machine to learn how people learn. Human Computer Interaction Graduate Program, Iowa State University. April 2008, Ames, IA. 2008.

Matsuda, Noboru; Cohen; Koedinger, Ken. Building Cognitive Tutors with Programming by Demonstration. International Conference on Inductive Logic Programming, Technische Universitat Munchen. 2005. Pages pp. 41-46. 2005.

McLaren, Bruce. Kaleidoscope Symposium, Oberhausen, Germany, July 2006. Title of talk: "The Pittsburgh Science of Learning Center: Learning Studies and Technology in Actual Classroom Settings.". 2006.

Nokes, Tim. Taking cognitive science to school: How cognitive science can improve conceptual learning in physics classrooms. Learning Sciences and Policy Brown Bag Series, College of Education, University of Pittsburgh: Pittsburgh, PA. 2008.

Nokes, Tim. Taking cognitive science to school: How cognitive science can improve conceptual learning in physics classrooms. Learning Sciences and Policy Brown Bag Series, University of Pittsburgh: Pittsburgh, PA, December 2008. Invited talk. 2008.

Nokes, Tim. Taking cognitive science to school: How cognitive science can improve student learning in physics classrooms. Paper to be presented to the annual meeting of the Eastern Psychological Association, March 2009, Pittsburgh, PA. 2009.

Perfetti, Charles. Reducing the complexities of reading comprehension: A Simplying framework. Presented at the Institute of ducation Sciences Research Conference, June 7-9, 2009, Washington DC. 2009.

Pino; Eskenzi. L1 Effects in students' answers to word recall questions and cloze questions. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009. to appear.

Presson , Nora. Explicit Instruction of Cues to Grammar: Prototypes or Exemplars. Presented at the 1st annual iSLC Student / Postdoc Conference, Pittsburgh, PA. 2008.

Rodrigo; Baker, Ryan; Sugay; Tabano. Monitoring novice programmer affect and behaviors to identify learning bottlenecks. Presentation at Philippine Computing Society Congress 2009. 2009.

Rodrigo; M.M.T.; Baker, Ryan; R.S.J.d.; Abalos; N.; Bacuyag; K.; Basuel; B.; Bautista; M.; Cortez; M.; Dulla; G.; Elomina; S.; Gineta; M.A.; Rara; A.; Rodriguez; R.; Sanggalang; J.; Sugay; J.; Tan; A.K.; Tan; M.; Trajano; E.; Uy; F.; Victorino; N.; Villaflor; K. . A comparison of learners’ affect and behaviors while using an intelligent tutor and an educational game. Presentation at Philippine Computing Society. 2009.

Roll, Ido. Teaching for learning versus teaching for retention. 2nd Inter-Science of Learning Centers Conference, February 2009. Seattle, WA. 2009.

Roll, Ido. Can Help-Seeking Be Taught Using Tutoring Systems? Searching For the Secret Sauce of Meta-cognitive Tutoring. Department of Education, Haifa University, December 2007. Invited talk. 2007.

Roll, Ido. Modeling and scaffolding general learning skills with intelligent tutoring systems. Department of Management Information Systems. Haifa University, December 2007. Invited talk. 2007.

Roll, Ido. Debugging the Learning Process: Can Tutoring Systems Teach General Learning Skills? Department of Computer Science, Worcester Polytechnic Institute. July 2007. Invited talk. 2007.

Roll, Ido. Teaching for learning versus teaching for retention. Presentation at the 2nd Inter-Science of Learning Centers Conference, 2009. Seattle, WA. 2009.

Rose, Carolyn. Towards Adaptive Support for On-line Learning, Technology-integrated Science and Engineering Education. (TechSEE) Keynote Speech Taipei May 2006. 2006.

Salden, Ron. Life, the Universe, and Worked Examples in Cognitive Tutors. AI Seminar of the Intelligent Systems Program (ISP) at the University of Pittsburgh, USA, October 24, 2008. 2008.

Sewall; Bett. Cognitive Tutor Authoring Tools and Pittsburgh Science of Learning Center. Software & Information Industry Association Ed Tech Business Forum, December 2008. 2008.

Siskin, Claire. Presentation of the software component at the “Multimedia Showcase” sponsored by the Robert Henderson Media Center at the University of Pittsburgh. . 2005.

VanLehn, Kurt. “When is tutorial dialogue more effective than cheaper instruction. ” Serious Games Workshop, Institute for Creative Technology, Marina del Rey, CA, August 2006. 2006.

VanLehn, Kurt. The Pittsburgh Science of Learning Center: Studying robust learning in LearnLab classrooms. International Conference on Cognition and Neural Science, Boston, MA, May 2006. 2006.

VanLehn, Kurt. When Is Tutorial Dialogue More Effective Than Less Interactive Instruction. American Educational Research Association, New York, NY, March 28, 2008. 2008.

VanLehn, Kurt. Intelligent Tutoring Systems: What Do We Do Next. Fordham University, New York, NY, March 27, 2008. 2008.

VanLehn, Kurt. Pittsburgh Science of Learning Center (PSLC). International Conference of the Learning Sciences (ICLS). Bloomington, IN, USA. 2006.

VanLehn, Kurt. The Pittsburgh Science of Learning Center: Studying robust learning in LearnLab classrooms. International Conference on Cognition and Neural Science. Boston, MA. 2006.

VanLehn, Kurt. The interaction plateau: Answer-based tutoring < Step-based tutoring = Natural tutoring. Keynote talk, Intelligent Tutoring Systems, July, 2008. 2008.

VanLehn, Kurt. Designing for conceptual understanding: College physics. Open Learning Interplay 2008, Pittsburgh, PA, March 10, 2008. 2008.

Vercelloti . Choosing a verb complement: Use and accuracy in English L2. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009. to appear.

Wu, Sue-mei. Literacy Promotion and Grammar Consolidation in an Intermediate Chinese Curriculum. Presentation at the annual meeting of the Chinese Languages Teachers Association (CLTA)/American Council on the Teaching of Foreign Languages (ACTFL) Conference. Nov 20- 23, 2008. Orlando, Florida. 2008.

Wu, Sue-mei. Robust Learning of Language and Cultural Literacy in Chinese Online. Presented at the Multimedia Showcase. September 25, 2008, University of Pittsburgh, Pittsburgh, PA. 2008.

Wu, Sue-mei. The PSLC Chinese LearnLab Online project. The Opening Learning Interplay Symposium: The Evolution of Open Learning. March 10-12, 2008. Carnegie Mellon University, Pittsburgh, PA. 2008.

Wylie, Ruth. Does Self-Explanation Always Help?: The effects of adding self-explanation prompts to an English as a Second Language grammar tutor. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. February 5-7, 2009. 2009.

Wylie, Ruth; Koedinger, Ken; Mitamura, Teruko. Would someone explain this? Adding self-explanation to an English Article Tutor. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009. to appear.

Wylie, Ruth; Mitamura, Teruko; Rankin . From Practice to Production: Developing Tutoring Systems for English Article Use. Presentation at the Three Rivers Teachers of English to Speakers of Other Languages (3RTESOL) Conference. Pittsburgh, Pennsylvania. October 28, 2006. 2006.

Wylie, Ruth; Mitamura, Teruko; Rankin; Koedinger, Ken. Two Tutors, One Goal: Two tutoring systems for teaching English articles. University of Pittsburgh’s Multimedia Showcase. Pittsburgh, Pennsylvania. September 27, 2006. 2006.

Wylie, Ruth; Mitamura, Teruko; Rankin; Koedinger, Ken; MacWhinney. Developing Intelligent Tutoring Systems for Language Learning. Science of Learning Center Symposium at the Society for Neuroscience conference. Atlanta, Georgia. October 13, 2006. 2006.

Yaron, Dave; Karabinos; Davenport; Leinhardt. Virtual lab activities for introductory chemistry labs. American Chemical Society Annual Meeting, San Francisco, September 2006. 2006.

Yaron, Dave; Karabinos; Davenport; Leinhardt. Virtual labs and scenario-based activities for introductory chemistry. American Chemical Society - Penn-Ohio Regional Meeting, Theil College, Greenville, PA, October 2006. 2006.

Yaron, Dave; Karabinos; Leinhardt; Davenport; greeno. Making the implicit explicit in the teaching of chemical equilibrium. Gordon Conference on Chemical Education Research and Practice, invited paper. 2007.

Yaron, Dave; Leinhardt; Karabinos et al. Virtual labs and scenario-based learning for introductory chemistry. Pacifichem, Hawaii, December 2005. 2005.

Yu. Designing systematic exercises to generate learning: How exercises should be developed for optimal effectiveness. Chinese Language Teachers Association (CLTA/ ACTFL), November 18-20, 2005, Baltimore, Maryland. 2005.

Zhang. Awareness of Chinese CALL Learners. The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), November 18-20, 2005, Baltimore, Maryland. 2005.

Zhang. The Development of Morphological Awareness and Literacy Skills in Young Heritage Chinese Learners. The Annual Meeting of Chinese Language Teachers Association (CLTA/ACTFL). 2006.