Arthur C. Graesser: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Presents Arthur C. Graesser as the 2011 winner of the American Psychological Association Award for Distinguished Contributions of Applications of Psychology to Education and Training. "As a multifaceted psychologist, cognitive engineer of useful education and training technologies, and mentor of new talent for the world of applied and translational cognitive science, Arthur C. Graesser is the perfect role model, showing how a strong scholar and intellect can shape both research and practice. His work is a mix of top-tier scholarship in psychology, education, intelligent systems, and computational linguistics. He combines cognitive science excellence with bold use of psychological knowledge and intelligent systems to design new generations of learning opportunities and to help lay the foundation for a translational science of learning." (PsycINFO Database Record (c) 2011 APA, all rights reserved).

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[11]  Arthur C. Graesser,et al.  Question answering in the context of scientific mechanisms , 1991 .

[12]  Arthur C. Graesser,et al.  Using LSA in AutoTutor: Learning through mixed-initiative dialogue in natural language. , 2007 .

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[18]  Arthur C. Graesser,et al.  Verification of Statements about Story Worlds That Deviate from Normal Conceptions of Time: What Is True aboutEinstein's Dreams? , 1998, Cognitive Psychology.

[19]  Arthur C. Graesser,et al.  When Are Tutorial Dialogues More Effective Than Reading? , 2007, Cogn. Sci..

[20]  Arthur C. Graesser,et al.  Multimethod assessment of affective experience and expression during deep learning , 2009, Int. J. Learn. Technol..

[21]  Arthur C. Graesser,et al.  Computational Analyses of Multilevel Discourse Comprehension , 2011, Top. Cogn. Sci..

[22]  D. K. Meyer,et al.  Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts , 2006 .

[23]  Arthur C. Graesser,et al.  Component processes in text comprehension and some of their interactions , 1985 .

[24]  Danielle S. McNamara,et al.  iSTART: A Web-based tutor that teaches self-explanation and metacognitive reading strategies. , 2007 .

[25]  Arthur C. Graesser,et al.  Question Understanding Aid (QUAID) A Web Facility that Tests Question Comprehensibility , 2006 .

[26]  Arthur C. Graesser,et al.  Coh-Metrix: Capturing Linguistic Features of Cohesion , 2010 .

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[32]  Cristina Conati,et al.  Probabilistic assessment of user's emotions in educational games , 2002, Appl. Artif. Intell..

[33]  Arthur C. Graesser,et al.  A study on textual entailment , 2005, 17th IEEE International Conference on Tools with Artificial Intelligence (ICTAI'05).

[34]  David I. Beaver,et al.  Social language processing: A framework for analyzing the communication of terrorists and authoritarian regimes , 2010 .

[35]  Heather H. Mitchell,et al.  AutoTutor: A tutor with dialogue in natural language , 2004, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.

[36]  Arthur C. Graesser,et al.  Recognition memory for typical and atypical actions in scripted activities: Tests of a script pointer + tag hypothesis , 1979 .

[37]  Ivan K. Ash,et al.  Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks , 2009 .

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[41]  Rolf A. Zwaan,et al.  Discourse comprehension. , 1997, Annual review of psychology.

[42]  Arthur C. Graesser,et al.  Agent Technologies Designed to Facilitate Interactive Knowledge Construction , 2008 .

[43]  Arthur C. Graesser,et al.  Meta-Knowledge in Tutoring , 2009 .

[44]  Arthur C. Graesser,et al.  Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments , 2010, Int. J. Hum. Comput. Stud..

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[49]  Brent A. Olde,et al.  How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. , 2003 .

[50]  Arthur C. Graesser,et al.  Coh-Metrix , 2011 .

[51]  Arthur C. Graesser,et al.  Coh-Metrix: Analysis of text on cohesion and language , 2004, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.

[52]  Arthur C. Graesser,et al.  Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts on devices when the devices break down , 2005, Memory & cognition.

[53]  P. L. Adams.  THE ORIGINS OF INTELLIGENCE IN CHILDREN , 1976 .

[54]  J. M. Golding,et al.  A test of the on-line status of goal-related inferences , 1992 .

[55]  Arthur C. Graesser,et al.  What is a good question , 2010 .

[56]  Joseph P. Magliano,et al.  Collaborative dialogue patterns in naturalistic one-to-one tutoring , 1995 .

[57]  James W. Pennebaker,et al.  Linguistic Inquiry and Word Count (LIWC2007) , 2007 .

[58]  Yasmin B. Kafai,et al.  How computer games help children learn , 2008 .

[59]  Arthur C. Graesser,et al.  Human or Computer? AutoTutor in a Bystander Turing Test , 2002, Intelligent Tutoring Systems.

[60]  L. Resnick.  Nested Learning Systems for the Thinking Curriculum , 2010 .

[61]  A. Graesser,et al.  Quantitative discourse psychology , 1997 .

[62]  R. Mayer,et al.  Role of guidance, reflection, and interactivity in an agent-based multimedia game , 2005 .

[63]  Arthur C. Graesser,et al.  Multimodal semi-automated affect detection from conversational cues, gross body language, and facial features , 2010, User Modeling and User-Adapted Interaction.

[64]  G. T. Jackson,et al.  Intelligent Tutoring and Games (ITaG) , 2010 .

[65]  Arthur C. Graesser,et al.  Adaptive Technologies for Training and Education: Emotions during Learning with AutoTutor , 2012 .