Faculty and Staff Profiles

• Funded (Co-PI, Art Graesser) - Chi Systems - $180,000 - 2012-2014
• Funded (co-PI, Xiangen Hu is PI) - Army Research Lab - $1,500,000 - 2012-2017
• Funded (PI, Art Graesser) - Institute of Education Sciences - $2,219,911 - 2012-2017

• Institute of Education Sciences - 2006-10

• Sottilare, R., Graesser, A.C., Hu, X., & Goldberg, B. (Eds.)(2014). Design Recommendations for Intelligent Tutoring Systems: Adaptive Instructional Strategies (Vol.2). Orlando, FL: Army Research Laboratory.
• Graesser, A.C. (1981). Prose comprehension beyond the word. New York: Springer-Verlag.
• Graesser, A.C., & Black, J.B. (1985) (Eds.). The psychology of questions. Hillsdale, NJ: Erlbaum.
• Graesser, A.C., & Clark, L.C. (1985). Structures and procedures of implicit knowledge. Norwood, NJ: Ablex.
• Graesser, A.C., & Bower, G.H. (1990) (Eds.). The psychology of learning and motivation: Inferences and text comprehension.  New York: Academic Press.   
• Lauer, T., Peacock, E., & Graesser, A. C. (1992) (Eds.). Questions and information systems. Hillsdale, NJ: Erlbaum.
• Britton, B.F., & Graesser, A.C. (1996) (Eds.). Models of understanding text. Mahwah, NJ: Erlbaum.
• Hacker, D.J., Dunlosky, J., & Graesser, A.C. (1998)(Eds.). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
• Goldman, S., Graesser, A.C., & van den Broek, P. (1999)(Eds). Narrative comprehension, causality, and coherence. Mahwah, NJ: Erlbaum.
• Otero, J., Leon, J.A., & Graesser, A.C. (2002)(Eds). The psychology of science text comprehension. Mahwah, NJ: Erlbaum.
• Graesser, A.C., Gernsbacher, M.A., & Goldman, S. (2003)(Eds.). Handbook of discourse processes.  Mahwah, NJ: Erlbaum.
• DeVega, M., Glenberg, A.M., & Graesser, A.C. (2008).  Symbols and embodiment: Debates on meaning and cognition. Oxford: Oxford University Press. 
• Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.) (2009). Handbook of metacognition in education. Mahwah, NJ: Erlbaum/Taylor & Francis.   
•  Dimitrova, V., Mizoguchi, R., Du Boulay, B., & Graesser, A.C. (Eds.)(2009).  Artificial Intelligence in Education.  Amsterdam: IOS Press.
• McNamara, D.S., Graesser, A.C., McCarthy, P.M., Cai, Z. (2014).  Automated evaluation of text and discourse with Coh-Metrix.  Cambridge, MA: Cambridge University Press.
• D’Mello, S. K., Graesser, A. C., Schuller, B., & Martin, J. (Eds.). (2011). Affective Computing and Intelligent Interaction. Berlin: Springer-Verlag.
• Sottilare, R., Graesser, A., Hu, X., Holden, H. (2013). Design Recommendations for Intelligent Tutoring  Systems: Learner Modeling (Vol.1). Orlando, FL: Army Research Laboratory.
• Graesser, A. C., & Nakamura, G. V. (1982). The impact of schemas on comprehension and memory. In G. H. Bower (Ed.), The Psychology of Learning and Motivation, Vol. 16. New York: Academic Press.
• Graesser, A. C., Robertson, S. P., & Clark, L. F. (1983). A question answering method for exploring the on-line construction of prose representations. In J. Fine & R. O. Freedle (Eds.), Developmental issues in discourse. Norwood, NJ: Ablex.
• Graesser, A. C., & Riha, J. R. (1984). An application of multiple regression techniques to sentence reading times. In D. Kieras & M. Just (Eds.), New methods in reading comprehension research. Hillsdale, NJ: Erlbaum.
• Graesser, A. C. (1985). Introduction and overview. In A.C.Graesser & J. B. Black (Eds.), The psychology of questions. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., & Clark, L. F. (1985). A model of inference generation during narrative comprehension. In G. Rickheit (Ed.), Inferences in text processing. Amsterdam: Horth Holland.
• Graesser, A. C., & Goodman, S. M. (1985). How to construct conceptual graph structures. In B. Britton & J. B. Black (Eds.), Understanding expository text. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., & Goodman, S. M. (1985). Implicit knowledge, question answering, and the representation of expository text. In B. Britton & J. B. Black (Eds.), Understanding expository text. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., & Murachver, T. (1985). Symbolic procedures of question answering. In A. C. Graesser & J. B. Black (Eds.), The psychology of questions. Hillsdale, NJ: Erlbaum.
• Murachver, T., Murray, K., & Graesser, A. C. (1985). Answering some questions about a model of question answering. In A. C. Graesser & J. B. Black (Eds.), The psychology of questions. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Lang, D., & Elofson, C. S. (1986). Some tools for redesigning system-operator interfaces. In D. Berger, K. Pezdek, and W. Banks (Eds.), Applications of Cognitive Psychology: Computing and Education. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Millis, K. K., & Long, D. L. (1986). The construction of knowledge structures and inferences during text comprehension. In N. E. Sharkey (Ed.), Advances in cognitive science, Vol.1. London: Ellis Horwood.
• Lang, K., & Graesser, A. C. (1986). Using state-transition networks in the design of system-operator interfaces. In W. Karwowski (Ed.), Trends in ergonomics/human factors. Amsterdam: Elsevier.
• Graesser, A. C., Haberlandt, K., & Koizumi, D. (1987). How is reading time influenced by knowledge-based inferences and world knowledge? In B. Britton (Ed.), Executive control processes in reading. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Mio, J., & Millis, K. (1988). Metaphors in persuasive communication. In D. Meutsch & R.Viehoff (Ed.), Comprehension of literary discourse: Results and problems of interdisciplinary approaches (pp. 131-154). Berlin: Walter de Gruyter.
• Long, D. L., Graesser, A. C., & Long, C. (1988). Four computational models for investigating neuropsychological decision-making. In M. A. Williams & C. Long (Eds.), Cognitive approaches to neuropsychology. New York: Plenum.
• Graesser, A. C. (1989). Introduction to creativity in science. In B. Gholson, W. Shadish, R. A. Neimeyer, & A. Houts (Eds.), Psychology of science: Contributions to metascience. Cambridge: Cambridge University Press.
• Graesser, A. C., & Murray, K. (1989). An analysis of verbal protocols to explore the acquisition of a computer environment. In S. P. Robertson, W. Zachary, & J. B. Black (Eds.), Cognition, computing, and interaction. Norwood, NJ: Ablex.
• Haberlandt, K., & Graesser, A. C. (1990). Integration and buffering of new information. In A. C. Graesser & G. H. Bower (Eds.), The Psychology of Learning and Motivation: Inferences and text comprehension. New York: Academic Press.
• Long, D., Golding, J., Graesser, A. C., & Clark, L. F. (1990). Inference generation during story comprehension: A comparison of goals, events, and states. In A. C. Graesser & G. H. Bower (Eds.), The Psychology of Learning and Motivation: Inferences and text comprehension. New York: Academic Press.
• Millis, K. K., Morgan, D., & Graesser, A. C. (1990). The influence of knowledge-based inferences on reading time for expository text. In A. C. Graesser & G. H. Bower (Eds.), The Psychology of Learning and Motivation: Inferences and text comprehension. New York: Academic Press.
• Graesser, A. C., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research. London: Longman.
• Graesser, A. C., & Gordon, S. E. (1991). Question answering and the organization of world knowledge. In W. Kessen, A. Ortony, & F. Craik (Eds.), Memories, thoughts, and emotions: Essays in honor of George Mandler. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., & Magliano, J.P. (1991). Cognition and context. In R. Cohen & A. W. Siegel (Eds.), Context and development. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Byrne, P. J., & Behrens, M. L. (1992). Answering questions about information in structured databases. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), Questions and information `systems. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Magliano, J.P., & Tidwell, P. (1992). World knowledge, inferences, and questions. In R. Beach, J. L. Green, M. L. Kamil, & T. Shanaham (Eds.), Multidisciplinary perspectives on literacy research. Urbana, IL: National Council of Teachers of English.
• Graesser, A. C., Person, N., & Huber, J. (1992). Mechanisms that generate questions. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), Questions and information systems. Hillsdale, NJ: Erlbaum.
• Lang, K. L., Graesser, A. C., Dumais, S. T., & Kilman, D. (1992). Question asking in human-computer interfaces. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), Questions and information systems. Hillsdale, NJ: Erlbaum
• Lauer, T., & Graesser, A. C. (1992). Introduction. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), Questions and information systems. Hillsdale, NJ: Erlbaum.
• Graesser, A. C. & Marks, W. (1993). Models that simulate driver performance with hand controls. In B. Peacock & W. Karwowski (Eds.), Automotive ergonomics: Human factors in the design and use of automobiles. London: Taylor & Francis.
• Graesser, A. C., Person, N., & Huber, J. (1993). Question asking during tutoring and in the design of educational software. In. M. Rabinowitz (Ed.), Cognitive science foundations of instruction. Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Langston, M. C., & Baggett, W. B. (1993). Exploring information about concepts by asking questions. In G. V. Nakamura, R. M. Taraban, & D. Medin (Eds.), The psychology of learning and motivation: Vol. 29. Categorization by humans and machines (pp. 411-436). Orlando, FL: Academic Press.
• Graesser, A. C., (1993). Knowledge representations and cognitive procedures. In G. Strube & K. F. Wender (Eds.), The cognitive psychology of knowledge: The German Wissenspsychologie Project (Advances in Psychology Series). Amsterdam: Elsevier (North Holland).
• Langston, M.C., & Graesser, A.C. (1993). The Point and Query interface: Exploring knowledge by asking questions. In H. Maurer (Ed.), Educational Multimedia and Hypermedia Annual. Charlottesville, VA: AACE.
• Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In R, Zwaan & H. van Oostendorp (Eds.), Naturalistic text comprehension (pp. 9-33). Norwood, NJ: Ablex.
• Graesser, A. C., McMahen, C. L., & Johnson, B. K. (1994). Question asking and answering. In M. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 517-538). San Diego, CA: Academic Press.
• Graesser, A. C., Bertus, E. L., & Magliano, J. P. (1995). Inference generation during the comprehension of narrative text. In Lorch, R. & O'Brien, E. (Eds.), Sources of coherence in text comprehension (pp. 295-320). Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Kassler, M. A., Dijkstra, K., Zwaan, R. A., McLain Allen, B. (1995). Comprehending novel mental models of time in "Einstein's Dreams." In G. Rusch (Ed.), Proceedings of the Fourth Conference of the International Society for the Empirical Study of Literature (pp. 348-353), Siegen, Germany: Siegen University Press.
• Graesser, A.C., & Wilkiewicz, J.J. (1995). Preface. Book written by Joachim Hasebrook, Electronic media for learning. Heidelberg, Germany: SPEKTRUM.
• Graesser, A. C., & Zwaan, R. A. (1995). Inference generation and the construction of situation models. In C. A. Weaver, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Strategies and processing revisited (pp. 117-139). Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Bommareddy, S., Swamer, S., & Golding, J.M. (1996). Integrating questionnaire design with a cognitive computational model of human question answering. In N. Schwarz & S. Sudman (Eds.), Answering questions: Methodology for Determining Cognitive and Communicative Processes in Survey Research (pp. 143-175). San Francisco, CA: Jossey-Bass.
• Graesser, A.C. & Britton, B. (1996). Five metaphors for understanding. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 341-352). Hillsdale, NJ: Erlbaum.
• Graesser, A.C. & Ottati, V. (1996). Why stories? Some evidence, questions, and challenges. In R.S. Wyer (Ed.), Knowledge and memory: The real story (pp. 121-132). Hillsdale, NJ: Erlbaum.
• Graesser, A. C., Person, N., & Johnston, G. S. (1996). Three obstacles in empirical research on aesthetic and literary comprehension. In R. J. Kreuz & M. S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 3-22). Norwood, NJ: Ablex.
• Graesser, A. C., Swamer, S. S., Baggett, W. B., & Sell, M. A. (1996). New models of deep comprehension. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 1-32). Hillsdale, NJ: Erlbaum.
• Magliano, J. P., Baggett, W. B., & Graesser, A. C. (1996). A taxonomy of inference categories that may be generated during the comprehension of literary texts. In R. J. Kreuz & M. S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 201-220). Norwood, NJ: Ablex.
• Graesser, A. C., Gernsbacher, M. A., & Goldman, S. (1997). Cognition. In T. Van Dijk (Ed.), Discourse: A multidisciplinary introduction (pp. 292-319). London: Sage.
• Graesser, A.C., Bowers, C.A., Hacker, D.J., & Person, N. K. (1997). An anatomy of naturalistic tutoring. In K. Hogan and M. Pressley (Eds.), Effective scaffolding of instruction. Brookline Books.
• Graesser, A.C., Millis, K.K., & Zwaan, R.A. (1997). Discourse comprehension. In J.T. Spence, J.M. Darley, and D.J. Foss (Eds.), Annual Review of Psychology, Vol. 48. Palo Alto, CA: Annual Reviews Inc.
• Graesser, A.C., & Tipping, P. (1998). Understanding texts. In W. Bechtel and G. Graham (Eds.), A companion to cognitive science. (pp. 324-330). Oxford: Blackwell.
• Graesser, A.C., Bowers, C.A., Hacker, D.J., & Person, N. K. (1998). An anatomy of naturalistic tutoring. In K. Hogan and M. Pressley (Eds.), Scaffolding of instruction. Brookline Books.
• Craig, S.D., Hu, X., Marks, W., Graesser, A.C., & the Tutoring Research Group (1999). Source monitoring among multiple virtual agents: A study of who said what. In G. Cumming, T. Okamoto, & L. Gomez (Eds.), Advanced research in computers and communications in education: New human abilities for the networked society, Vol. 1 (pp. 141-148). Washington, DC: IOS Press.
• Graesser, A.C., Kennedy, T., Wiemer-Hastings, P., & Ottati, V. (1999). The use of computational cognitive models to improve questions on surveys and questionnaires. In M.G. Sirken, D.J. Hermann, S. Schechter, N. Schwarz, J.M. Tanur, & R. Tourangeau (Eds.), Cognition and survey methods research (pp 69-86). New York: Wiley.
• Graesser, A.C., Kennedy, T.., Wiemer-Hastings, P., & Ottati, V.C. (1999). The use of computational cognitive models to improve questions on surveys and questionnaires. In M.G. Sirken, T. Jabine, G. Willis, E. Martin, & C. Tucker (Eds), A new agenda for interdisciplinary survey research methods (p. 28). Hyatstsville, MD: US Department of Health and Human Services.
• Goldman, S.R., Graesser, A.C., & van den Broek, P. (1999). Essays in honor of Tom Trabasso. In Goldman, S.R., Graesser, A.C., and van den Broek, P. (Eds). Narrative comprehension, causality, and coherence (pp. 1-10). Mahwah, NJ: Erlbaum.
• Graesser, A.C., & Wiemer-Hastings, K. (1999). Situation models and concepts in story comprehension. In Goldman, S.R., Graesser, A.C., and van den Broek, P. (Eds). Narrative comprehension, causality, and coherence (pp. 77-92). Mahwah, NJ: Erlbaum.
• Magliano, J.P., Zwaan, R.A., & Graesser, A.C. (1999). The role of situational continuity in narrative understanding. In S.R. Goldman and H. van Oostendorp (Eds.), The construction of mental representations during reading. Mahwah, NJ: Erlbaum.
• Person, N.K, & Graesser, A.C. (1999). Evolution of discourse in cross-age tutoring. In A.M. O'Donnell and A. King (Eds.), Cognitive perspectives on peer learning (pp.69-86). Mahwah, NJ: Erlbaum.
• Whitten, S.N., & Graesser, A.C. (1999). Lo studio sistematico della comprensione del discorso (The systematic study of discourse comprehension.) In A. Nemesio (Ed.), L'esperienza del testo (Empirical research on text studies.) Meltemi Editore: Rome.
• Graesser, A.C., Bowers, C.A., Bayen, U.J., Hu, X. (2000). Who said what? Who knows what? Tracking speakers and knowledge in narrative. In W. van Peer & S. Chatman, (Eds.), Narrative perspective: Cognition and emotion (pp. 255-272). New York: SUNY Press.
• Graesser, A.C. (2001). Is Siegfried Schmidt's constructivism alive and well today? In A. Barsch, G. Rusch, and R. Viehoff (Eds.), Leitideen-Leitdifferenzen: Festschrift for Siegfried Schmidt.
• Graesser, A.C., & Klettke, B. (2001). Plot, agency, and a structural affect theory of literary short story comprehension. In D. Schram and S. Steen (Eds.), Psychology and sociology of literature. (pp. 57-69). Amsterdam: John Benjamins.
• Graesser, A.C., Pomeroy, V., & Craig, S. (2001). Psychological and computational research on theme comprehension. In W. van Peer and M.M. Louwerse (Eds.), Thematics in psychology and literary studies (pp. 19-34). Amsterdam: Benjamins.
• Graesser, A.C., Wiemer-Hastings, P., & Wiemer-Hastings, K. (2001). Constructing inferences and relations during text comprehension. In T.Sanders, J. Schilperoord, & W. Spooren (Eds.), Text representation: Linguistic and psycholinguistic aspects. (pp. 249-271). Amsterdam: Benjamins.
• Graesser, A. C., Olde, B., and Klettke, B. (2002). How does the mind construct and represent stories? In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative Impact: Social and Cognitive Foundations (231-263). Mahwah NJ: Lawrence Erlbaum Associates.
• Graesser, A.C., Leon, J.A., & Otero, J.C. (2002). Introduction to the psychology of science text comprehension. In J. Otero, J.A. Leon, & A.C. Graesser (Eds). The psychology of science text comprehension (pp. 1-15). Mahwah, NJ: Erlbaum.
• Graesser, A.C., Gernsbacher, M.A., & Goldman, S.R. (2003). Introduction to the Handbook of Discourse Processes. In A.C. Graesser, M.A. Gernsbacher, and S.R. Goldman (Eds.), Handbook of discourse processes (pp. 1-24). Mahwah, NJ: Erlbaum.
• Graesser,A.C., McNamara,D.S.,& Louwerse,M.M (2003). What do readers need to learn in order to process coherence relations in narrative and expository text. In A.P. Sweet and C.E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). New York: Guilford Publications.
• DiPaolo, R.E., Graesser, A.C., White, H.A., & Hacker, D.J. (2004).  Hints in human and computer tutoring.  In M. Rabinowitz (Ed.), The design of instruction and evaluation (pp. 155-182).  Mahwah, NJ: Erlbaum.
• Graesser, A.C., Hu, X., & McNamara,D.S. (2005). Computerized learning environments that incoporate research in discourse psychology, cognitive science, and computational linguistics.  In A.F. Healy (Ed.), Experimental Cognitive Psychology and its Applications: Festschrift in Honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 183-194).  Washington, D.C.: American Psychological Association.
• Graesser, A.C., Olney, A., Haynes, B.C., & Chipman, P. (2005).  AutoTutor: A cognitive system that simulates a tutor that facilitates learning through mixed-initiative dialogue.  In C. Forsythe, M.L. Bernard, and T.E. Goldsmith (Eds.), Cognitive systems: Human cognitive models in systems design.  Mahwah, NJ: Erlbaum.
• Graesser, A.C., Person, N., Lu, Z., Jeon, M.G., & McDaniel, B. (2005).  Learning while holding a conversation with a computer.  In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 143-167).  Greenwich, CT: Information Age Publishing.
• Graesser, A.C., & Petschonek, S. (2005).  Automated systems that analyze text and discourse: QUAID, Coh-Metrix, and AutoTutor.  In W. R. Lenderking and D. Revicki (Eds.), Advancing health outcomes research methods and clinical applications.  McLean, VA: Degnon Associates.   
• Graesser, A.C., & Person, N. P.  (2006).  Discourse: Cognitive perspective.  In J.W. Guthrie (Ed.), Encyclopedia of Education. New York: Macmillan. 
• Hacker, D.J., & Graesser, A.C. (2006).  The role of dialogue in reciprocal teaching and naturalistic tutoring.  In R. Horowitz (Ed.), Talk about text: How speech and writing interact in school learning.  Mahwah, NJ: Erlbaum.    
• Louwerse, M.M., & Graesser, A.C. (2006).  Coherence.  In K. Brown (Ed.), Encyclopedia of language and linguistics, 2^nd ed.  Oxford: Elsevier. 
• Louwerse, M.M., & Graesser, A.C. (2006).  Macrostructure.  In K. Brown (Ed.), Encyclopedia of language and linguistics, 2^nd ed.  Oxford: Elsevier. 
• Person, N.P., & Graesser, A.C. (2006).  Pedagogical agents and tutors.  In J.W. Guthrie (Ed.), Encyclopedia of Education (pp. 1169-1172).  New York: Macmillan. 
• Graesser, A.C. (2007).  An introduction to strategic reading comprehension.  In D. McNamara (Ed.), Theories of text comprehension: The importance of reading strategies to theoretical foundations of reading comprehension (pp. 3-26).  Mahwah, NJ: Erlbaum. 
• Graesser, A. C., Jeon, M., & McDaniel, B. (2007). Survey interviews with new communication technologies: Synthesis and future opportunities. In F. G. Conrad & M. F. Schober (Eds.), Envisioning the survey interview of the future (pp. 267–284). New York: Wiley.
• Graesser, A.C., Louwerse, M.M., McNamara, D., Olney, A., Cai, Z., & Mitchell, H. (2007).  Inference generation and cohesion in the construction of situation models: Some connections with computational linguistics.  In F. Schmalhofer and C. Perfetti (Eds.), Higher level language processes in the brain: Inferences and comprehension processes (pp. 289-310).  Mahwah, NJ: Erlbaum.  
• Graesser, A.C., & McDaniel, B. (2007).  Conversational agents can provide formative assessment, constructive learning, and adaptive instruction.  In C.Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 85-112).  Mahwah, NJ: Erlbaum.
• Graesser, A.C., Penumatsa, P., Ventura, M., Cai, Z., & Hu, X. (2007).  Using LSA in AutoTutor: Learning through mixed initiative dialogue in natural language.  In T. Landauer, D. McNamara, S. Dennis, and W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 243-262).  Mahwah, NJ: Erlbaum.  
• Hu, X., Cai, Z., Wiemer-Hasting, P., Graesser, A., & McNamara, D.S. (2007).  Strengths, limitations, and extensions of LSA. In T. Landauer, D.S., McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 401-426). Mahwah, NJ: Erlbaum. 
• Pashler, H., Bain, P., Bottge, B., Graesser, A.C., Koedinger, K., McDaniel, M., & Metcalf, J. (2007).  Organizing instruction and study to improve student learning: A practice guide. Washington, DC: Institute of Education Sciences.   
• VanderVeen, A., Huff, K., Gierl, M., McNamara, D.S., Louwerse, M., & Graesser, A.C. (2007).  Developing and validating instructionally relevant reading competency profiles measured by the critical reading sections of the SAT.  In D.S. McNamara (Ed.), Theories of text comprehension: The importance of reading strategies to theoretical foundations of reading comprehension (pp. 137-172). Mahwah, NJ: Erlbaum.   
• Wisher, R.A., & Graesser, A.C. (2007).  Question asking in advanced distributed learning environments. In S.M. Fiore and E. Salas (Eds.), Toward a science of distributed learning and training (pp. 209-234).  Washington, D.C.: American Psychological Association. 
• De Vega, M., Graesser, A. C., & Glenberg, A. (2008). Reflections on the debate. In M. de Vega, A. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 397–440). Oxford, U.K.: Oxford University Press.
• Glenberg, A., de Vega, M., & Graesser, A. C. (2008). Framing the debate. In M. de Vega, A. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 1–10). Oxford, U.K.: Oxford University Press.
• Graesser, A. C., Chipman, P., & King, B. G. (2008). Computer-mediated technologies. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3^rd ed., pp. 211–224). London: Taylor & Francis.
• Graesser, A. C., Jeon, M., Cai, Z., & McNamara, D. S. (2008). Automatic analyses of language, discourse, and situation models. In J. Auracher & W. van Peer (Eds.), New beginnings in literary studies (pp. 72–88). Cambridge, U.K.: Cambridge Scholars Publishing.
• Graesser, A. C., & Jackson, G. T. (2008). Body and symbol in AutoTutor: Conversations that are responsive to the learners’ cognitive and emotional states. In M. de Vega, A. Glenberg, & A. C. Graesser (Eds.), Symbols and embodiment: Debates on meaning and cognition (pp. 33–56). Oxford, U.K.: Oxford University Press.
• Graesser, A.C., & King, B. (2008).  Technology-based training.  In J.J. Blascovich and C.H. Hartel (Eds.), Human behavior in military contexts (pp. 127-149). Washington, DC: National Academy of Sciences.
• Graesser, A. C., Rus., V., D’Mello, S., & Jackson, G. T. (2008). AutoTutor: Learning through natural language dialogue that adapts to the cognitive and affective states of the learner. In D. H. Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning and instruction: Recent innovations in educational technology that facilitate student learning (pp. 95–125). Information Age Publishing.
• Graesser, A. C., Chipman, P., Leeming, F., & Biedenbach, S. (2009). Deep learning and emotion in serious games. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 81-100).  New York and London: Routledge, Taylor & Francis.
• Graesser, A. C., D’Mello, S., & Person, N. K. (2009). Metaknowledge in tutoring. In D. Hacker, J. Donlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 361-382). Mahwah, NJ: Taylor & Francis. 
• Graesser, A. C., & Morgan, B. (2009). An analysis of Will Van Peer’s scholarly contributions with an automated text analysis tool called Coh-Metrix. In S. Zyngier, M. Bortolussi, A. Chesnokova, & J. Auracher (Eds.), Directions in empirical literary studies: Essays in honor of Willie van Peer (pp. 161-173). Amsterdam: John Benjamins.
• Graesser, A., Ozuru, Y., & Sullins, J. (2009). What is a good question? In M. G. McKeown & L. Kucan (Eds.), Threads of coherence in research on the development of reading ability (pp. 112-141). NY: Guilford. 
• Graesser, A. C., Lin, D., & D’Mello, S. (2010). Computer learning environments that support deep comprehension. In M. T. Banich & D. Caccamise (Eds.), Generalization of knowledge (pp. 201-224). Mahwah, NJ: Erlbaum.
• McNamara, D. S., Jackson, G. T., & Graesser, A. C. (2010). Intelligent tutoring and games (ITaG). In Y. K. Baek (Ed.), Gaming for classroom-based learning: Digital role-playing as a motivator of study (pp. 44-65). Hershey, PA: IGI Global.

• Graesser, A. C. (1981). Reading and writing from multiple perspectives. Contemporary Psychology, 26, 184-185.
• Graesser, A. C. (1982). A pallid forest with abstract trees. Contemporary Psychology, 27, 123-124.
• Graesser, A. C. (1982). Another text on human memory. Contemporary Psychology, 27, 216-217.
• Graesser, A. C. (1983). How to develop a theory of story points. The Behavioral and Brain Sciences, 3, 610-611.
• Graesser, A. C. (1985). A computer program that comprehends stories (perhaps like people do). Contemporary Psychology, 30, 460-461.
• Graesser, A. C. (1986). Discourse analysis in the 1980's: Integrating language structure, communicative function, and sociocultural context. Contemporary Psychology, 31, 849-851.
• Graesser, A. C. (1987). Contemporary issues in language and discourse processes. Contemporary Psychology, 32, 813.
• Graesser, A. C. (1987). How to convince your microcomputer to collect the data. Contemporary Psychology, 32, 278.
• Graesser, A. C. (1988). The first comprehensive text in cognitive science. Contemporary Psychology, 33, 583-585.
• Graesser, A. C. (1989). The content, sequencing, and timing of skilled action. Contemporary Psychology, 34. 735-736.
• Graesser, A. C. (1993). Narrative thought and narrative language. Language and Speech, 36, 109-112.
• Graesser, A.C. (1995). Imagine law without simple rules. Contemporary Psychology, 40, 143-144.
• Graesser, A.C., and Bowers, C. (1996). Review of "Deixis in Narrative: A Cognitive Science Perspective." Minds and Machines, 6, 395-399.
• Graesser, A.C. (1996). Review of "Time-constrained Memory: A Reader-based Approach to Text Comprehension." Computational Linguistics, 22, 265-266.
• Graesser, A.C. (1997). How did I ever remember that song? Contemporary Psychology, 42, 582-583.
• Graesser, A.C., & Wiemer-Hastings, P. (1997). What do children write? What do they know about writing? The American Journal of Psychology, 110,.646-651.
• Graesser, A.C. (1997). Reflections on IGEL 5 at Nakoda Lodge, Alberta, Canada. IGELnews, 5, 9-11.
• Graesser, A.C., & Whitten, S. (2000). Review of Walter Kintsch's book, "Comprehension: A paradigm in cognition." Journal of Pragmatics, 32, 1247-1252.
• Graesser, A.C., & Hoeffner, J. (2000). Complex computer models are needed to understand complex learning. Contemporary Psychology.
• Graesser, A.C., & Whitten, S.N. (2001). Scripts of the mind and educational reform. Contemporary Psychology, 46, 261-262.

• Mandler, G., Worden, P. E., & Graesser, A. C. (1974).  Subjective disorganization: Search for the locus of list organization.  Journal of Verbal Learning and Verbal Behavior, 13, 220-235. 
• Graesser, A. C., & Mandler, G. (1975).  Recognition memory for the meaning and surface structure of sentences.  Journal for Experimental Psychology: Human Learning and Memory, 104, 238-248. 
• Mandler, G., & Graesser, A. C. (1976).  Analyse dimensionell et le "locus" de l' organisation.  In S. Erhlich and E. Tulving (Eds.), La Memoire Semantique.  (A journal issue devoted to psychological research on semantic memory).
• Graesser, A. C. (1978).  How to catch a fish: The memory and representation of common procedures.  Discourse Processes, 1, 72-89.
• Graesser, A. C. (1978).  Tests of a holistic chunking model of sentence memory through analyses of noun intrusions.  Memory and Cognition, 6, 527-536.
• Graesser, A. C., Higginbotham, M.W., Robertson, S.P., & Smith, W.R. (1978).  A natural inquiry into the National Enquirer: Self-induced versus task-induced reading comprehension.  Discourse Processes, 1, 355-372.
• Graesser, A. C., & Mandler, G. (1978).  Limited processing capacity constrains the storage of unrelated sets of words and retrieval from natural categories.  Journal of Experimental Psychology: Human Learning and Memory, 4, 86-100.
• Graesser, A. C., Gordon, S. E., & Sawyer, J. D. (1979).  Recognition memory for typical and atypical actions in scripted activities: Tests of a script pointer plus tag hypothesis.  Journal of Verbal Learning and Verbal Behavior, 18, 319-322.
• Graesser, A. C., Hauft-Smith, K., Cohen, A. D., & Pyles, L. D. (1980).  Advanced outlines, familiarity, text genre, and retention of prose.  Journal of Experimental Education, 48, 209-220.
• Graesser, A. C., Hoffman, N. L., & Clark, L. F. (1980).  Structural components of reading time.  Journal of Verbal Learning and Verbal Behavior, 19, 131-151.
• Graesser, A. C., Robertson, S. P., Lovelace, E. R., & Swinehart, D. M. (1980).  Answers to why-questions expose the organization of story plot and predict recall of actions.  Journal of Verbal Learning and Verbal Behavior, 19, 110-119.
• Graesser, A. C., Woll, S. B., Kowalski, D. J., & Smith, D. A. (1980).  Memory for typical and atypical actions in scripted activities.  Journal of Experimental Psychology: Human Learning and Memory, 6, 503-515.
• Graesser, A. C., Robertson, S. P., & Anderson, P. A. (1981).  Incorporating inferences in narrative representations: A study of how and why.  Cognitive Psychology, 13, 1-26.
• Smith, D. A., & Graesser, A. C. (1981).  Memory for actions in scripted activities as a function of typicality, retention interval, and retrieval task.  Memory and Cognition, 9, 550-559.
• Woll, S. B., & Graesser, A. C. (1982).  Memory discrimination for information typical or atypical of person schemata.  Social Cognition, 1, 287-310.
• Britton, B. K., Graesser, A. C., Glynn, S. M., Hamilton,T., & Penland, M. (1983).  Use of cognitive capacity in reading: Effects of some content factors in text.  Discourse Processes, 6, 39-58.
• Graesser, A. C., Hopkinson, P., Lewis, E., & Bruflodt, H. (1984).  The impact of different information sources on idea generation: Writing off the top of our heads.  Written Communication, 1, 341-364.
• Haberlandt, K., & Graesser, A. C. (1985).  Component processes in text comprehension and some of their interactions.  Journal of Experimental Psychology: General, 114, 357-374.
• Nakamura, G. V., Graesser, A. C., Zimmerman, J. A., & Riha, J. (1985).  Script processing in a natural situation.  Memory and Cognition, 13, 140-144.
• Graesser, A. C., & Haberlandt, K. (1986).  Research on component processes in reading: Reply to Danks.  Journal of Experimental Psychology: General, 115, 198-200.
• Haberlandt, K., Graesser, A. C., Schneider, N. J., & Kiely, J. (1986).  The impact of end-of-clause processes and new arguments on reading times.  Journal of Memory and Language, 25, 314-322.
• Graesser, A. C., Hopkinson, P., & Schmid, C. (1987).  Differences in interconcept organization between nouns and verbs.  Journal of Memory and Language, 26, 242-253.
• Dillon, J. T., Golding, J., & Graesser, A. C. (1988).  An annotated bibliography of question asking.  Questioning Exchange, 2, 81-85.
• Graesser, A. C. (1988).  Introduction to cognitive science perspectives on question generation.  Questioning Exchange, 2, 1-2.
• Graesser, A. C., & Golding, J. (1988).  Models of questioning in cognitive psychology and artificial intelligence.  Questioning Exchange, 2, 315-324.
• Graesser, A. C., Lang, K., & Horgan, D. (1988).  A taxonomy of question generation.  Questioning Exchange, 2, 3-16.
• Long, D., & Graesser, A. C. (1988).  Wit and humor in discourse processing.  Discourse Processes, 11, 35-60.
• Graesser, A. C., Long, D., & Mio, J. S. (1989).  What are the cognitive and conceptual components of humorous texts?  Poetics, 18, 143-164.
• Haberlandt, K., & Graesser, A. C. (1989).  Buffering new information during reading.  Discourse Processes, 12.  479-494.
• Haberlandt, K., & Graesser, A. C. (1989).  Processing of new arguments at clause boundaries.  Memory and Cognition, 17, 186-193.
• Haberlandt, K., Graesser, A. C., & Schneider, N. J. (1989).  Reading strategies in fast and slow readers.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 815-823.
• Dwyer, W. O., Graesser, A. C., Hopkinson, P. L. & Lupfer, M. B. (1990).  Application of script theory to police officer's use of deadly force.  Journal of Police Science and Administration, 17, 276-301.
• Golding, J. M., Graesser, A. C., & Millis, K. K. (1990).  What makes a good answer to a question?:  Testing a psychological model of question answering.  Discourse Processes, 13, 305-325.
• Graesser, A. C., & Franklin, S. P. (1990).  QUEST: A  cognitive model of question answering.  Discourse Processes, 13, 279-303.
• Graesser, A. C., Roberts, R. M., & Hackett-Renner, C. (1990).  Question answering in the context of telephone surveys, business interactions, and interviews.  Discourse Processes, 13, 327-348.
• Lang, K. L., Graesser, A. C., & Hemphill, D. D. (1990).  The role of questioning in knowledge engineering and the interface of expert systems.  Poetics, 19,  143-166.
• Graesser, A. C., Gordon, S. E.,  Forsythe, C., & Greer, J. (1991).  Design of optimal person-artifact interfaces:  Contributions from cognitive science.  Educational Training Technology International, 28, 15-22.
• Graesser, A. C. & Hemphill, D.  (1991).  Question answering in the context of scientific mechanisms.  Journal of Memory and Language, 30, 186-209.
• Graesser, A. C., Lang, K. L., & Roberts, R. M. (1991).  Question answering in the context of stories.  Journal of Experimental Psychology: General, 120, 254-277.
• Kreuz, R. J., & Graesser, A. C.  (1991).  Aspects of idiom interpretation:  comment on Nayak and Gibbs.  Journal of Experimental Psychology:  General, 120, 90-92.
• Magliano, J. P., & Graesser, A. C. (1991).  A three-pronged method for studying inference generation in literary text.  Poetics, 20, 193-232.
• Mio, J. S., & Graesser, A. C. (1991).  Humor, language and metaphor.  Metaphor and Symbolic Activity, 6, 87-102.
• Graesser, A. C., Gordon, S. E., & Brainerd, L. E. (1992).  QUEST:  A model of question answering.  Computers and Mathematics with Applications, 23, 733-745.
• Graesser, A. C., Langston, M. C., & Lang, K. L., (1992).  Designing educational software around questioning.  Journal of Artificial Intelligence in Education, 3, 235-241.
• Long, D. L., Golding, J. M. & Graesser, A. C. (1992). Test on the on-line status of goal-related inferences.  Journal of Memory and Language, 31, 634-647.
• Graesser, A. C., & Kreuz, R. J. (1993).  A theory of inference generation during text comprehension.  Discourse Processes, 16, 146-160.
• Graesser, A. C., & McMahen, C. L. (1993).  Anomalous information triggers questions when adults solve problems and comprehend stories.  Journal of Educational Psychology, 85, 136-151.
• Kreuz, R. J., & Graesser, A. C. (1993).  The assumptions behind questions in letters to advice columnists.  Text, 13, 65-89.
• Langston, M.C., & Graesser, A.C.  (1993).  The Point and Query Interface:  Exploring knowledge by asking questions.  Journal of Educational Multimedia and Hypermedia, 2, 355-368.
• Magliano, J. P., Baggett, W. B., Johnson, B. K., & Graesser, A. C. (1993).  The time course of generating causal antecedent and causal consequence inferences.  Discourse Processes, 16, 35-53.
• Magliano, J.P., Graesser, A.C., Eymard, L.A., Haberlandt, K., & Gholson, B. (1993). The locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 704-709.
• Magliano, J. P., Little, L. D., & Graesser, A. C. (1993).  The impact of comprehension instruction on the calibration of comprehension.  Journal of Reading and Instruction, 32, 49-63.
• Millis, K., Graesser, A.C., & Haberlandt, K. (1993).  The impact of connectives on memory for expository texts.  Applied Cognitive Psychology, 7, 317-340.
• Graesser, A.C. (1993).  Inference generation during text comprehension.  Discourse Processes, 16,  1-2.
• Graesser, A.C. (1993).  Psychological mechanisms in literary and aesthetic comprehension. Poetics, 22,1-3.
• Zwaan, R.A., & Graesser, A.C. (1993). Reading goals and situation models: A commentary on Glenberg & Mathew. Psycoloquy 4(5).
• Zwaan, R.A., & Graesser, A.C. (1993). There is no empirical evidence that inferences are generated automatically or partially: A commentary on Garnham. Psycoloquy 4(5).
• Dijkstra, K., Zwaan, R.A., Graesser, A.C., & Magliano, J.P. (1994). Character and reader emotions in literary texts. Poetics, 23, 139-57.
• Graesser, A. C., & Person, N. K.  (1994).  Question asking during tutoring.  American Educational Research Journal, 31, 104-137.
• Graesser, A.C., Singer, M., & Trabasso, T. (1994).  Constructing inferences during narrative text comprehension.  Psychological Review, 101, 371-95.
• Millis, K., & Graesser, A.C. (1994).  The time-course of constructing knowledge-based inferences for scientific texts.  Journal of Memory and Language, 33, 583-599.
• Person, N. K., Graesser, A. C., Magliano, J. P., & Kreuz, R. J. (1994).  Inferring what the student knows in one-to-one tutoring: The role of student questions and answers.  Learning and Individual Differences, 6, 205-29.
• Quinn, R. A., Houts, A. C., & Graesser, A. C. (1994).  Naturalistic conceptions of morality: A question answering approach.  Journal of Personality, 62, 239-262.
• Sell, M. A., Cohen, R., Graesser, A. C., Duncan, M. K., Ray, G. E., MacDonald, C. D., & Crain, M. (1994).  The form and function of speech act exchanges in children’s dyadic interactions.  Discourse Processes, 18, 119-139.
• Singer, M., Graesser, A. C., & Trabasso, T.  (1994).  Minimal or global inference during reading.  Journal of Memory and Language, 33, 421-41.
• Graesser, A. C., Person, N. K., & Magliano, J. P. (1995).  Collaborative dialogue patterns in naturalistic one-to-one tutoring.  Applied Cognitive Psychology, 9, 359.1-28.
• Linz, D., Donnerstein, E., Shafer, B. J., Land, K. C., McCall, P. L., & Graesser, A. C. (1995).  Discrepencies between the legal code and community standards for sex and violence:  An empirical challenge to traditional assumptions in obscenity law.   Law & Society Review, 29, 127-168.
• Person, N. K., Kreuz, R. J., Zwaan, R., & Graesser, A. C.  (1995). Pragmatics and pedagogy:  Conversational rules and politeness strategies may inhibit effective tutoring.  Cognition and Instruction, 13, 161-188.
• Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995).  The construction of situation models in narrative comprehension:  An event-indexing model.  Psychological Science, 6, 292-297.
• Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995).  Dimensions of situation model construction in narrative comprehension.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 21, 386-397.
• Golding, J. M., Graesser, A. C., & Hauselt, J.  (1996).  The process of answering direction-giving questions is lost on a university campus:  The role of pragmatics.  Applied Cognitive Psychology, 10, 23-39. 
• Graesser, A.C., Baggett, W., & Williams, K. (1996).  Question-driven explanatory reasoning.  Applied Cognitive Psychology, 10, S17-S32. 
• Graesser, A.C. (1997).  Where is the body in the mental model for a story?  Brain and Behavior Sciences, 20, 25. 
• Graesser, A.C. & Gernsbacher, M.A. (1997).  Preface: Discourse processes after two decades.  Discourse Processes, 23, 223-224. 
• Graesser, A.C., Swamer, S., & Hu, X. (1997).  Quantitative discourse psychology.  Discourse Processes, 23, 229-263.   
• Wiemer-Hastings, K., & Graesser, A.C. (1997).  Requiem for the mind.  Siegener Periodicum zur Internationalen Empirischen Literaturwissenschaft, 16, 377-383.
• Graesser, A.C., & Bertus, E.L. (1998).  The construction of causal inferences while reading expository texts on science and technology.  Scientific Studies of Reading, 2, 247-269.    
• Graesser, A.C., Kassler, M.A., Kreuz, R.J., & McLain-Allen, B. (1998).  Verification of statements about story worlds that deviate from normal conceptions of time: What is true about Einstein's Dreams?  Cognitive Psychology, 35, 246-301. 
• Wiemer-Hastings, K. & Graesser, A.C. (1998).  Who needs created features? Brain and Behavior Sciences, 21, 39. 
• Williams, K.E., Hultman, E., & Graesser, A.C. (1998).  CAT: A tool for eliciting knowledge on how to perform procedures.  Behavior Research Methods, Instruments, & Computers, 30,565-572.
• Zwaan, R.A., & Graesser, A.C. (1998).  Constructing meaning during reading.  Scientific Studies of Reading, 2, 195-198.    
• Franklin, S.B., & Graesser, A.C. (1999).  A software agent model of consciousness.  Consciousness and Cognition, 8, 285-301. 
• Graesser, A.C., Bowers, C.A., Olde, B., & Pomeroy, V. (1999).  Who said what?  Source memory for narrator and character agents in literary short stories.  Journal of Educational Psychology, 91, 284-300.
• Graesser, A.C., Bowers, C., Olde, B., White, K., & Person, N. (1999).  Who knows what: Propagation of knowledge among agents in a literary storyworld.  Poetics: Journal of Empirical Research on Literature, the Media, and the Arts, 26, 143-175. 
• Graesser, A.C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & the TRG (1999).  AutoTutor: A simulation of a human tutor.  Journal of Cognitive Systems Research, 1, 35-51. 
• Krovi, R., Graesser, A.C., and Pracht, W.E.  (1999).  Agent behaviors in virtual negotiation environments.  IEEE Transactions on Systems, Man, and Cybernetics, 29, 15-25. 
• Magliano, J., Trabasso, T., & Graesser, A.C. (1999).  Strategic processing during comprehension.  Journal of Educational Psychology, 91, 615-629.
• Ottati, V., Rhoads, S., & Graesser, A.C. (1999).  The effect of metaphor on processing style in a persuasion task: A motivational resonance model.  Journal of Personality and Social Psychology, 77, 688-697. 
• Wiemer-Hastings, K., & Graesser, A.C. (1999).  Perceiving abstract concepts. Brain and Behavior Sciences.
• Craig, S.D., Gholson, B., Ventura, M., Graesser, A.C., & the TRG (2000).  Overhearing dialogues and monologues in virtual tutoring sessions: Effects on questioning and vicarious learning.  International Journal of Artificial Intelligence in Education, 11, 242-253. 
• Graesser, A.C., Wiemer-Hastings, K., Kreuz, R., & Wiemer-Hastings, P. , & Marques, K. (2000).  QUAID: A questionnaire evaluation aid for survey methodologists.  Behavior Research Methods, Instruments, and Computers, 32, 254-262. 
• Graesser, A.C., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Person, N., and the TRG (2000).  Using latent semantic analysis to evaluate the contributions of students in AutoTutor.  Interactive Learning Environments, 8, 129-148. 
• Wharton, C., Thompson, J., Sevostianov, A., Graesser, A.C., Fromm, S.J., Courtney, S., Bowles, A., & Braun, A. (2000).  Phonological working memory in narrative construction: An fMRI study.  Neuroimage, 11, S356.
• Wiemer-Hastings, P., & Graesser, A.C. (2000).  Supporting composition feedback with LSA in Select-a-Kibitzer.  Interactive Learning Environments, 8, 149-169. 
• Graesser, A.C., Person, N., Harter, D., & TRG (2001).  Teaching tactics and dialog in AutoTutor.  International Journal of Artificial Intelligence in Education, 12, 257-279. 
• Graesser, A.C., VanLehn, K., Rose, C., Jordan, P., & Harter, D. (2001).  Intelligent tutoring systems with conversational dialogue.  AI Magazine, 22, 39-51.  
• Link, K.E., Kreuz, R.J., Graesser, A.C., & TRG (2001).  Factors that influence the perception of feedback delivered by a pedagogical agent.  International Journal of Speech Technology, 4, 145-153. 
• Otero, J., & Graesser, A.C. (2001).  PREG: Elements of a model of question asking.  Cognition & Instruction, 19, 143-175.
• Person, N.K., Graesser, A.C., Kreuz, R.J., Pomeroy, V., & TRG (2001).  Simulating human tutor dialog moves in AutoTutor.  International Journal of Artificial Intelligence in Education, 12,23-39. 
• Rajan, S., Craig, S.D., Gholson, B., Person, N.K., Graesser, A.C., & TRG (2001).  AutoTutor: Incorporating backchannel feedback and other human-like conversational behaviors into an intelligent tutoring system. International Journal of Speech Technology, 4, 117-126. 
• Whitten, S.N. (2001).  Introduction: The psychology of themes.  Poetics, 29, 135-138.
• Graesser, A.C., Person, N., & Hu, X. (2002).  Improving comprehension through discourse processes.  New Directions in Teaching and Learning, 89, 33-44.
• Vidal-Abarca, E., Reyes, H., Gilabert, R., Calpe, J., Soria, E., & Graesser, A.C. (2002).  ETAT: Expository text analysis tool.  Behavior Research Methods, Instruments, and Computers, 34, 93-107. 
• Driscoll, D.M.,Craig, S.D., Gholson, B., Ventura, M.,Hu, X., & Graesser, A.C. (2003).  Vicarious learning: Effects of overhearing dialog and monolog-like discourse in a virtual tutoring session.  Journal of Educational Computing Research, 29, 431-450. 
• Graesser, A.C., & Olde, B.A. (2003).  How does one know whether a person understands a device?  The quality of the questions the person asks when the device breaks down.  Journal of Educational Psychology, 95, 524-536.
• Craig, S.D., Graesser, A.C., Sullins, J., & Gholson, B. (2004). Affect and learning: An exploratory look into the role of affect in learning. Journal of Educational Media, 29, 241-250.
• Graesser, A.C., Hu, X., Person, P.,Jackson, T., and Toth, J (2004). Modules and information retrieval facilities of the Human Use Regulatory Affairs Advisor (HURAA).  International Journal on eLearning, 3, 29-39. 
• Graesser, A.C., Lu, S., Jackson, G.T., Mitchell, H., Ventura, M., Olney, A., & Louwerse, M.M. (2004).  AutoTutor: A tutor with dialogue in natural language.  Behavioral Research Methods, Instruments, and Computers, 36, 180-193.    
• Graesser, A.C., McNamara, D.S., Louwerse, M.M., & Cai, Z. (2004).  Coh-Metrix: Analysis of text on cohesion and language.  Behavioral Research Methods, Instruments, and Computers, 36, 193-202.
• Hu, X., & Graesser, A.C. (2004).  Human Use Regulatory Affairs Advisor (HURAA):  Learning about research ethics with intelligent learning modules.   Behavioral Research Methods, Instruments, and Computers, 36,  241-249.
• Song, K., Hu,X., Olney, A., Graesser, A.C., & TRG (2004).   A framework of synthesizing tutoring conversation capability with web based distance education courseware.  Computers & Education. 42, 375-388. 
• Graesser, A.C., Chipman, P., Haynes, B.C., & Olney, A. (2005).  AutoTutor: An intelligent tutoring system with mixed-initiative dialogue.  IEEE Transactions in Education, 48, 612-618.
• Graesser, A.C., Lu, S., Olde, B.A., Cooper-Pye, E., & Whitten, S. (2005).  Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts on devices when the devices break down.  Memory and Cognition, 33, 1235-1247. 
• Graesser, A.C., McNamara, D.S., & VanLehn, K. (2005).  Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225-234. 
• Graesser, A.C., Olde, B., Pomeroy, V., Whitten, S., Lu, S., & Craig, S. (2005).  Inferences and questions in science text comprehension.  Tarbiya (a Portugese journal), 36, 103-128. 
• Louwerse, M.M., Graesser, A.C., Lu, S., & Mitchell, H.H. (2005).  Social cues in animated conversational agents.  Applied Cognitive Psychology, 19, 693-704. 

• D’Mello, S.K., Craig, S.D., & Graesser, A.C. (2006).  Predicting affective states through an emote-aloud procedure from AutoTutor’s mixed-initiative dialogue.  International Journal of Artificial Intelligence in Education, 16, 3-28.

• Graesser, A.C. (2006).  Views from a cognitive scientist: Cognitive representations underlying discourse are sometimes social.  Discourse Studies, 8, 59-66.
• Graesser, A.C., Cai, Z., Louwerse, M., Daniel, F. (2006).  Question Understanding Aid (QUAID): A web facility that helps survey methodologists improve the comprehensibility of questions.  Public Opinion Quarterly, 70, 3-22.  

• Hempelmann, C.F., Rus, V., Graesser, A.C., & McNamara, D.D. (2006).  Evaluating the state-of-the-art Treebank-style parsers for Coh-Metrix and other learning technology environments.  Natural Language Engineering, 12, 131-144.

• Jackson, G.T., & Graesser, A.C. (2006).  Applications of human tutorial dialog in AutoTutor: An intelligent tutoring system.  Revista Signos, 39, 31-48. 
• Penumatsa, P., Ventura, M., Graesser, A.C., Franceschetti, D.R., Louwerse, M., Hu, X., Cai, Z., & the Tutoring Research Group (2006).  The right threshold value: What is the right threshold of cosine measure when using latent semantic analysis for evaluating student answers?  International Journal of Artificial Intelligence Tools, 15, 767-777. 
• Sanford, A.J., & Graesser, A.C. (2006).  Introduction: Shallow processing and underspecification.  Discourse Processes, 42, 99-108. 

• Craig, S., D’Mello, S., Witherspoon, A., & Graesser, A. (2007). Emote aloud during learning with AutoTutor: Applying the Facial Action Coding System to cognitive-affective states during learning. Cognition and Emotion, 22, 777–788.

•  D’Mello, S.K., Picard, R., & Graesser, A.C. (2007).  Toward an affect-sensitive AutoTutor.  IEEE Intelligent Systems, 22, 53-61.
• Duran, N.D., McCarthy, P.M., Graesser, A.C., & McNamara, D.S. (2007). Using temporal cohesion to predict temporal coherence in narrative and expository texts. Behavior Research Methods, 39, 212-223. 
• Graesser, A.C., Hakel, M., & Halpern, D. (2007).  Life long learning at work and at home...and at the APS 19^th Annual Convention.  The Observer. 
• Graesser, A.C., Jackson, G.T., & McDaniel, B. (2007).  AutoTutor holds conversations with learners that are responsive to their cognitive and emotional states.  Educational Technology, 47, 19-22. 
• Graesser, A.C., Jeon, M., Yang, Y., & Cai, Z. (2007).  Discourse cohesion in text and tutorial dialogue.  Information Design Journal, 15, 199-213.  
• VanLehn, K., Graesser, A.C., Jackson, G.T., Jordan, P., Olney, A., & Rose, C.P. (2007).  When are tutorial dialogues more effective than reading?  Cognitive Science, 31, 3-62. 
• D’Mello, S. K., Craig, S. D., Witherspoon, A., McDaniel, B., & Graesser, A. C. (2008). Automatic detection of learner’s affect from conversational cues. User Modeling and User-Adapted Interaction, 18, 45–80.
• Graesser, A. C. (2008). Advances in text comprehension: Commentary and final perspective. Applied Cognitive Psychology, 22, 425–429.
• Graesser, A. C., D’Mello, S. K., Craig, S. D., Witherspoon, A., Sullins, J., McDaniel, B., & Gholson, B. (2008). The relationship between affect states and dialogue patterns during interactions with AutoTutor. Journal of Interactive Learning Research, 19, 293–312.
• Graesser, A. C., Jeon, M., & Dufty, D. (2008). Agent technologies designed to facilitate interactive knowledge construction. Discourse Processes, 45, 298–322.
• Rus, V., McCarthy, P. M., McNamara, D. S., & Graesser, A. C. (2008). A study of textual entailment. International Journal on Artificial Intelligence Tools, 17, 659–685.
• Verhoeven, L., & Graesser, A. C. (2008). Introduction: Cognitive and linguistic factors in interactive knowledge construction. Discourse Processes, 45, 289–297.
• D’Mello, S.K., Craig, S.D., & Graesser, A.C. (2009).  Multi-method assessment of affective experience and expression during deep learning.  International Journal of Learning Technology, 4, 165-187.
• D’Mello, S. K., & Graesser, A. C. (2009). Automatic detection of learner’s affect from gross body language. Applied Artificial Intelligence, 23, 123–150.
• Gholson, B., Witherspoon, A., Morgan, B., Brittingham, J. K., Coles, R., Graesser, A. C., Sullins, J., & Craig, S. D. (2009). Exploring the deep-level reasoning questions effect during vicarious learning among eighth to eleventh graders in the domains of computer literacy and Newtonian physics. Instructional Science, 37, 487-493.
• Graesser, A. C. (2009). Inaugural editorial for Journal of Educational Psychology. Journal of Educational Psychology, 101, 259-261.
• Graesser, A.C. (2009).  Cognitive scientists prefer theories and testable principles with teeth.  Educational Psychologist, 44, 193-197.
• Louwerse, M. M., Graesser, A. C., McNamara, D. S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23, 1244-1255.
• Lu, S., Harter, D., & Graesser, A. C. (2009). An empirical and computational investigation of perceiving and remembering event temporal relations. Cognitive Science, 33, 345-373.
• McCarthy, P. M., Myers, J. C., Briner, S. W., Graesser, A. C., & McNamara, D. S. (2009). Are three words all we need? A psychological and computational study of genre recognition. Journal for Language Technology and Computational Linguistics, 1, 23-57. 

• Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46, 1060-1106.

• Baker, R.S., D’Mello, S.K., Rodrigo, M.T., & Graesser, A.C. (2010). 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. International Journal of Human-Computer Studies, 68, 223-241. 
•  D’Mello, S., & Graesser, A.C. (2010).  Multimodal semi-automated affect detection from conversational cues, gross body language, and facial features.  User Modeling and User-adapted Interaction, 20, 187.  
•  D'Mello, S. K., Graesser, A. C., & King, B. (2010). Toward spoken human-computer tutorial dialogues. Human Computer Interaction, 25, 289-323.
• Graesser, A.C., & McNamara, D.S. (2010).  Self-regulated learning in learning environments with pedagogical agents that interact in natural language.  Educational Psychologist, 45, 234-244. 
• Hancock, J.T., Beaver, D.I., Chung, C.K., Frazee, J., Pennebaker, J.W., Graesser, A., & Cai, Z. (2010).  Social language processing: A framework for analyzing the communication of terrorists and authoritarian regimes. Behavioral Sciences of Terrorism and Political Aggression, 2, 108-132.
• Klettke, B., Graesser, A. C., & Powell, M.B. (2010). Expert testimony in child abuse sexual abuse cases: The effects of evidence, coherence, and credentials on juror decision making. Applied Cognitive Psychology, 24, 481-491.
• McNamara, D. S., Louwerse, M. M., McCarthy, P. M., & Graesser, A. C. (2010). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes, 47, 292-330.
• Mitchell, H.H., Graesser, A.C., Louwerse, M.M. (2010). The effect of context on humor: A constraint-based model of verbal jokes. Discourse Processes, 47, 104 – 129.
• Shala, L., Rus, V., & Graesser, A. C. (2010). Automated speech act classification in Arabic. Subjetividad y Procesos Cognitivos, 14, 284-292.

• Sullins, J., Craig, S.D., & Graesser, A.C. (2010).  The influence of modality of deep reasoning questions.  International Journal of Learning Technology,5, 378-387.

• D’Mello, S., Dowell, N., & Graesser, A.C. (2011).  Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language?  Journal of Experimental Psychology: Applied, 17, 1-17.
• D’Mello, S., & Graesser, A.C. (2011).  The half-life of cognitive-affective states during learning.  Cognition & Emotion, 25, 1299-1308.
• Graesser, A.C. (2011).  Learning, thinking, and emoting with discourse technologies.  American Psychologist, 66, 743-757.
• Graesser, A.C. (2011).  Improving learning.  Monitor on Psychology, July/August, 58-64.
• Graesser, A.C., Dowell, N., & Moldovan, C. (2011).  A computer’s understanding of literature.  Scientific Studies of Literature, 1, 24-33.
• Graesser, A.C., & McNamara, D.S. (2011).  Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science, 3, 371-398.
• Graesser, A.C., McNamara, D.S., & Kulikowich, J. (2011).  Coh-Metrix: Providing multilevel analyses of text characteristics.  Educational Researcher, 40, 223-234.
• D’Mello, S. K., Dale, R. A., & Graesser, A. C. (2012). Disequilibrium in the mind, disharmony in the body. Cognition & Emotion, 26, 362-374.
• D’Mello, S. K. & Graesser, A. C. (2012). Dynamics of affective states during complex learning.  Learning and Instruction, 22, 145-157.
• D’Mello, S., & Graesser, A.C. (in press). Language and discourse are powerful signals of student emotions during tutoring.  IEEE Transactions on Learning Technologies. 
• Graesser, A.C., & Hu, X. (in press).  Commentary on causal prescriptive statements.  Educational Psychology Review. 
• Hu, X., Craig, S. D., Bargagliotti A. E., Graesser, A. C., Okwumabua, T., Anderson, C., Cheney, K. R., & Sterbinsky, A. (in press). The effects of a traditional and technology-based after-school setting on 6th grade students’ mathematics skills. Journal of Computers in Mathematics and Science Teaching.
• Kopp, K., Britt, A., Millis, K., & Graesser, A. (in press). Improving the efficiency of dialogue in tutoring.  Learning and Instruction.
• Olney, A.M., Graesser, A.C., & Person, N.K. (in press).  Question generation from concept maps.  Dialogue & Discourse. 
• Black, J. B., & Graesser A. C. (1984).  How do psychologists think anyhow?  Proceedings of the Cognitive Science Society, (pp. 47-50).  Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C., Koizumi, D., Vamos, G., & Elofson, C. S. (1985).  A model of question answering.  Proceedings of the Cognitive Science Society, (pp. 288-292).  Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C., & Lang, K. (1985).  Collecting informative data for modifying a system-operator interface in a communication control system.  Proceedings of the IEEE International Conference on Systems, Man, and Cybernetics, (pp. 366-370).  Hillsdale, NJ:  Erlbaum. 
• Golding, J., & Graesser, A. C. (1987). Answering why-questions: Tests of a psychological model of question answering.  Proceedings of the Cognitive Science Society, (pp. 945-949).  Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C., Hemphill, D. H., & Brainerd, L. E. (1989).  Question answering in the context of causal mechanisms.  Proceedings of the Cognitive Science Society, (pp. 621-626).  Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C. (1981).  A question answering method of exploring prose comprehension: An overview.  Proceedings of the Cognitive Science Society, (pp. 168-169).  Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C. (1990).   Symposium on coherence.  Proceedings of the Cognitive Science Society, (pp.1052-1059).  Hillsdale, NJ: Erlbaum. 
• Graesser, A. C., Langston, M. C., & Lang, K. L. (1991).  Designing educational software around questioning.  Proceedings of the First International Conference on Learning Sciences, (pp 204-210).  Charlottsville, VA:  Association of the Advancement of Computing Education. 
• Lang, K. L., Graesser, A. C., & Langston, M. C. (1991).  Question asking in electronic documentation.  Proceedings of the Electronic Document Delivery Conference, (pp.201-214).  East Brunswick, NJ.:  Belcore Documentation 
• Graesser, A. C., McMahen, C. L., & Johnson, B. K. (1991).  Tests of some mechanisms that trigger questions.  Proceedings of the Thirteenth Annual Cognitive Science Society Society, (pp.13-18).  Hillsdale, NJ: Erlbaum. 
• Long, D. L., & Graesser, A. C. (1991).  Differences between oral and literary discourse:  The effect of pragmatic information on recognition memory.  Preceedings of the Second IGEL-Conference. (pp. 105-109).  Amsterdam:  Rodopi. 
• Langston, M. C., & Graesser, A. C. (1992).  Question asking during learning with a point and query interface.  Proceeding of the 14th Annual Cognitive Science Society, (pp. 921-926).  Hillsdale, NJ:  Erlbaum. 
• Langston, M. C., & Graesser, A. C. (1992).  Students’ questioning patterns as a function of time and goals.  Proceedings of the Sixth National Conference on Undergraduate Research.  Asheville, NC:  University of North Carolina Press. 
• Swamer, S. S.,Graesser, A. C., Franklin, S. P., Sell, M. A., Cohen, R., Baggett, W. B. (1993). A connectionist model of speech act prediction.  Proceedings of the 15th Annual Cognitive Science Society, (pp. 994-999). Hillsdale, NJ:  Erlbaum. 
• Graesser, A. C. (1993).  Dialogue patterns and feedback mechanisms during naturalistic tutoring.  Proceedings of the 15th Annual Cognitive Science Society, (pp. 126-130).  Hillsdale, NJ:  Erlbaum. 
• Baggett, W.B., & Graesser, A.C. (1995).  Question answering in the context of illustrated expository text.  Proceedings of the 17th Annual Conference of the Cognitive Science Society (pp. 334-339).  Hillsdale, NJ: Lawrence Erlbaum. 
• Tidwell, P.M., Graesser, A.C., & Hall, L.  (1996).  In the Proceedings of the Society for Consumer Psychology, 1996 Conference.  
• Franklin, S., & Graesser, A.C. (1996).  Is it an agent or just a program?  A taxonomy for autonomous agents.  Proceedings of the Agent Theories, Architectures, and Languages Workshop.  Berlin: Springer-Verlap.  
• Wiemer-Hastings, K., & Graesser, A.C. (1997). Interconcept organization of abstract nouns, concrete nouns, and verbs: Hierarchical versus matrix representation. Proceedingsof the 19^th Annual Conference of the Cognitive Science Society (p. 1085). Hillsdale, NJ: Lawrence Erlbaum Associates. 
• Wiemer-Hastings, P., Graesser, A.C., & Wiemer-Hastings, K. (1997). Symbolic, statistical, and human verb acquisition. Proceedings of the 19th Annual Conference of the Cognitive Science Society (p. 1086). Hillsdale, NJ: Lawrence Erlbaum Associates.   
• Graesser, A.C., Franklin, S., & Wiemer-Hastings, P. and the Tutoring Research Group (1998).  Simulating smooth tutorial dialogue with pedagogical value.  Proceedings of the American Association for Artificial Intelligence (pp. 163-167). Menlo Park, CA: AAAI Press. 
• Hu, X., Graesser, A.C., and the Tutoring Research Group (1998).  Using WordNet and latent semantic analysis to evaluate the conversational contributions of learners in tutorial dialog.  Proceedings of the International Conference on Computers in Education,Vol. 2 (pp. 337-341). Beijing, China: Springer. 
• McCauley, L., Gholson, B., Hu, X., Graesser, A.C., and the Tutoring Research Group (1998).  Delivering smooth tutorial dialogue using a talking head.  Proceedings of the Workshop on Embodied Conversation Characters (pp. 31-38). Tahoe City, CA: AAAI and ACM.   
• Wiemer-Hastings, K., & Graesser, A.C. (1998).  Contextual representations of abstract nouns: A neural network approach.  Proceedings of the 20th Annual Conference of the Cognitive Science Society (pp. 1036-1041).  Mahwah, NJ: Erlbaum.  
• Wiemer-Hastings, P., Graesser, A.C., Harter, D., and the Tutoring Research Group (1998).  The foundations and architecture of AutoTutor.  Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 334-343).  Berlin, Germany: Springer-Verlag.   
• Wiemer-Hastings, P., Graesser, A.C., & Wiemer-Hastings, K. (1998). Inferring the meaning of verbs from context. Proceedings of the 20th Annual  Conference of the Cognitive Science Society (pp. 1142-1147).  Mahwah, NJ: Erlbaum.  
• Zhang, Z., Franklin, S., Olde, B., Graesser, A.C., & Wan, Y. (1998).  Natural language sensing for autonomous agents.  Proceedings of the International IEEE Joint Symposia on Intelligence and Systems (pp. 374-381).  Rockville, MD. 
• Corbett, A., Anderson, J., Graesser, A., Koedinger, K., & van Lehn, K. (1999).  Third generation computer tutors: Learn from or ignore human tutors?  Proceedings of the 1999 Conference of Computer-Human Interaction (pp. 85-86).  New York: ACM Press.  
• Du Boulay, B., Greer, J., Lepper, M., Graesser, A., Van Lehn, K., & Moore, J. (1999).  Panel on issues involving human and computer tutoring. In S.P. Lajoie and M. Vivet, Artificial Intelligence in Education (pp. 780-781).  Amsterdam: IOS Press. 
• Graesser, A.C., & Craig, S. (1999).  The construction of multiple agents during the comprehension of discourse and literary short stories.  In A.B. Gomez, AESLA Proceedings.  
• Olde, B.A., Hoeffner, J., Chipman, P., Graesser, A.C., and the Tutoring Research Group (1999).  A connectionist model for part of speech tagging. Proceedings of the American Association for Artificial Intelligence (pp. 172-176).   Menlo Park, CA: AAAI Press. 
• Wiemer-Hastings, K., & Graesser, A.C. (1999). A neural network analysis of sentence context features: A comparison of abstract versus concrete nouns. Proceedings of the 6th International Cognitive Linguistics Conference. 
• Wiemer-Hastings, P., Wiemer-Hastings, K., Graesser, A., and the Tutoring Research Group (1999).  Approximate natural language understanding for an intelligent tutor. Proceedings of the American Association for Artificial Intelligence.  Menlo Park, CA: AAAI Press. 
• Wiemer-Hastings, P., Wiemer-Hastings, K., and Graesser, A. (1999).  Improving an intelligent tutor's comprehension of students with Latent Semantic Analysis. In S.P. Lajoie and M. Vivet, Artificial Intelligence in Education (pp. 535-542).  Amsterdam: IOS Press. 
• Craig, S.D., Hu, X., Gholson, B., Marks, W., Graesser, A., & TRG (2000).  AutoTutor: A human tutoring simulation with an animated pedagogical agent interface.  In P. Hamberger (Ed.), Proceedings of the International Society for Optical Engineering: Integrated command environments (pp. 23-30). San Diago, CA: SPIE Proceedings Series. 
• Graesser, A.C., Karnavat, A., Pomeroy, V., Wiemer-Hastings, & TRG (2000).  Latent semantic analysis captures vestiges of causal, goal-oriented, and taxonomic structures.  Proceedings of the Cognitive Science Society.   
• Graesser, A.C., Person, N., Harter, D., & TRG (2000).  Teaching tactics in AutoTutor.  Proceedings of the workshop on modeling human teaching tactics and strategies at the Intelligent Tutoring Systems 2000 conference.  University of Quebec at Montreal, 49-57. 
• Graesser, A.C., Wiemer-Hastings, K., Wiemer-Hastings, P., & Kreuz, R. (2000).  The gold standard of question quality on surveys: Experts, computer tools, versus statistical indices.  Proceedings of the Section on Survey Research Methods of the American Statistical Association. (pp. 459-464).  American Statistical Association. 
• Klettke, B., & Graesser, A.C. (2000).  Coherence and evidence in testimony evaluation on incest narratives.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 154-155).  Lyon, France.   
• Link, K.,  Pomeroy, V., DiPaolo, R., Rajan, S., Klettke, B., Bautista, L., Kreuz, R., Graesser, A.C., & TRG (2000).  The effectiveness of tutorial dialog in an automated conversational tutor.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 18-19).  Lyon, France.   
• Marineau, J., Wiemer-Hastings, P., Harter, D., Olde, B., Chipman, P., Karnavat, A., Pomeroy, S., Graesser, A.C.,  & TRG (2000).  Classification of speech acts in tutorial dialog.  Proceedings of the workshop on modeling human teaching tactics and strategies at the Intelligent Tutoring Systems 2000 conference.  University of Quebec at Montreal, 65-71. 
• Olde, B.A., & Graesser, A.C. (2000).  Causal factors that influence story agents’ blame and responsibility.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 202-203).  Lyon, France.   
• Person, N.H., Bautista, L., Kreuz, R.J., Graesser, A.C., & TRG (2000).  The Dialog Advancer Network: A Conversation Manager for AutoTutor.  Proceedings of the workshop on modeling human teaching tactics and strategies at the Intelligent Tutoring Systems 2000 conference.  University of Quebec at Montreal, 86-92. 
• Person, N.K., Craig, S., Price, P., Hu, X., Gholson, B., Graesser, A., & TRG (2000).  Incorporating human-like conversational behaviors in AutoTutor.  Proceedings of the Workshop on Conversational Agents at the Fourth International Conference on Autonomous Agents 2000 (pp. 93-97).  Barcelona, Spain: ACM Press. 
• Person, N.K., Graesser, A.C., & TRG (2000).  AutoTutor’s conversational behaviors.  Proceedings of the Third Workshop on Human-Computer Conversation. 
• Person, N.K., Graesser, A.C., and the Tutoring Research Group (2000).  Designing AutoTutor to be an effective conversational partner.  Proceedings of the Fourth International Conference of the Learning Sciences.   Ann Arbor: MI.  
• Person, N., Graesser, A.C., Harter, D. & TRG (2000).  The Dialog Advancer Network: A mechanism for improving AutoTutors conversational skills. Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 20-21).  Lyon, France.   
• Person, N.K., Graesser, A.C., Harter, D., Mathews, E., & TRG (2000).  Dialog move generation and conversation management in AutoTutor.  Proceedings of the AAAI Fall Symposium 2000 on Building Dialogue Systems for Tutorial Applications  (pp 45-51).  Menlo Park, CA: AAAI Press.  
• Price, P.A., Craig, S., Graesser, A., Marks, W., & TRG (2000).  The making of Marco: Incorporating lifelike behaviors into AutoTutor.  Proceedings of the Workshop on Conversational Agents at the Fourth International Conference on Autonomous Agents 2000 (pp. 93-96).  Barcelona, Spain: ACM Press. 
• Rajan, S., Harter, D., Graesser, A.C., & TRG (2000).  Back channel feedback in human and intelligent tutoring systems.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 102-103).  Lyon, France.   
• Vidal-Abarca, E., Reyes, H., Gilabert, R., Calpe, J., Soria, E., & Graesser, A.C. (2000).  ETAT: A tool to analyze expository text coherence.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 88-99).  Lyon, France.   
• Whitten, S.N., Lu, S., & Graesser, A.C. (2000).  What determines deep comprehension for illustrated texts.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 176-177).  Lyon, France. 
• Wiemer-Hastings, K. & Graesser, A.C. (2000).  Verb-based classification of abstract concepts.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 104-105).  Lyon, France.   
• Wiemer-Hastings, P., & Graesser, A.C. (2000).  Select-a-Kibitzer: A multi-agent architecture for giving feedback on student compositions.  Proceedings of the 10^th Annual Meetings of the Society for Text and Discourse (pp. 96-97).  Lyon, France.   
• Wiemer-Hastings, K., Wiemer-Hastings, P., Rajan, S., Graesser, A.C., Kreuz, R.J., & Karnavat, A. (2000).  DP—A detector for presuppositions in survey questions.  Proceedings of the Joint Language Technology Conference (pp. 90-96).   ACL Press. 
• Craig, S.D., Ghohlson, B., Susarla, S., Hu, X., Graesser, A., & Toth, J. (2001). The Human Use Regulatory Affairs Advisor: A web-based information retrieval system with a user-friendly interface design.  In W. Fowler, and J. Hasebrook (Eds.), Proceedings for Webnet, the World Conference on the WWW and the Internet (pp. 241-246).  Norfolk, VA:  Association for the Advancement of Computing in Education.    
• Franceschetti, D.R., Karnavat, A., Marineau, J., McCallie, G.L., Olde, B.A., Terry, B.L., & Graesser, A.C. (2001).  Development of physics text corpora for latent semantic analysis.  In J.D. Moore and K. Stenning (Eds.), Proceedings of the 23^rd Annual Conference of the Cognitive Science Society (pp. 297-300).  Mahwah, NJ: Erlbaum.  
• Franklin, S., & Graesser, A.C. (2001).  Modeling cognition with software agents.  In J.D. Moore and K. Stenning (Eds.), Proceedings of the 23^rd Annual Conference of the Cognitive Science Society (pp. 301-306).  Mahwah, NJ: Erlbaum.  
• Graesser, A.C. (2001).  Military psychology in personnel management.  In T. Filjak (Ed.), Proceedings of the 36^th International Applied Military Psychology Symposium (pp. 293-294).    Zagreb, Croatia:  Ministry of Defense of the Republic of Croatia.  
• Graesser, A.C., Olde, B., & Lu, S. (2001).  Question-driven explanatory reasoning about devices that malfunction.  In T. Filjak (Ed.), Proceedings of the 36^th International Applied Military Psychology Symposium (pp. 114-119).    Zagreb, Croatia:  Ministry of Defense of the Republic of Croatia.  
• Graesser, A.C., Hu, X., & Person, N.K. (2001).  Teaching with the help of talking heads.  In the Proceedings of the IEEE International Conference on Advanced Learning Technologies (pp. 460-461).  Los Alamitos, CA: IEEE Computer Society. 
• Graesser, A.C., Hu, X., Susarla, S., Harter, D., Person, N., Louwerse, M., Olde, B., & the TRG (2001).  AutoTutor: An intelligent tutor and conversational tutoring scaffold.  Papers from the Workshop on “Tutorial Dialog Systems” at the Artificial Intelligence in Education 2001 Conference (pp. 47-49).  San Antonio, TX.  
• Graesser, A.C., Karnavat, A.B., Daniel, F.K., Cooper, E., Whitten, S.N., & Louwerse, M. (2001).  A computer tool to improve questionnaire design.  In Statistical Policy Working Paper 33, Federal Committee on Statistical Methodology (pp. 36-48).  Washington, DC:  Bureau of Labor Statistics. 
• Harter, D., Kozma, R., & Graesser, A.C. (2001).  Models of  ontogenetic development for autonomous adaptive systems.  In J.D. Moore and K. Stenning (Eds.), Proceedings of the 23^rd Annual Conference of the Cognitive Science Society (pp. 405-410).  Mahwah, NJ: Erlbaum.  
• Jackson, T., Mueller, J., Person, N., & Graesser, A.C. (2001).  Assessing the pedagogical effectiveness and conversational appropriateness in three versions of AutoTutor.  In J.D. Moore, C.L. Redfield, and W.L. Johnson (Eds.)  Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future (pp. 263-267).  Amsterdam: OIS Press. 
• Lu, S., Olde, B., Cooper, E., & Graesser, A.C. (2001).  Individual differences in reasoning about broken devices: An eye tracking study.  In J.D. Moore and K. Stenning (Eds.), Proceedings of the 23^rd Annual Conference of the Cognitive Science Society (pp. 582-587).  Mahwah, NJ: Erlbaum.  
• Klettke, B., & Graesser, A.C. (2001).  The effect of expert testimony in child sexual abuse cases.  Australian Journal of Psychology, 53, 19. 
• Lu, S., & Graesser, A.C. (2001).  Does an illustration help to comprehend scientific texts?   Proceedings of the Third International Conference of Cognitive Science (Pp. 643).  Beijing, China: Press of the University of Science and Technology of China.  
• Person, N.K., Gholson, B., Craig, S., Hu, X., Stewart, C., & Graesser, A.C. (2001).  HURA Advisor: A web-based  intelligent agent who manages mixed initiative dialog to optimize information retrieval.  Proceedings for Ed-Media: World Conference on Education, Multimedia, Hypermedia and Telecommunications (pp. 1476-1481).  IEEE. 
• Person, N.K., Graesser, A.C., Bautista, L., Mathews, E., & TRG (2001).  Evaluating student learning gains in two versions of AutoTutor.  In J.D. Moore, C.L. Redfield, and W.L. Johnson (Eds.)  Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future (pp. 286-293).  Amsterdam: OIS Press. 
• Graesser, A.C., Hu, X., Person, N.K., Stewart, C., Toth, J., Jackson, G.T., Susarla, S., Ventura, M.  (2002).  Learning about the ethical treatment of human subjects in experiments on a web facility with a conversational agent and ITS components.  In S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2002 (pp. 972-981). Berlin, Germany: Springer.  
• Graesser, A.C., Hu, X., Olde, B.A., Ventura, M., Olney, A., Lowerse, M., Franceschetti, D.R., Person, N.K. (2002).  Implementing latent semantic analysis in learning environments with conversational agents and tutorial dialog.  In W. G. Gray and C.D. Schunn (Eds.), Proceedings of the 24^rd Annual Conference of the Cognitive Science Society (pp. 37).  Mahwah, NJ: Erlbaum.  
• Graesser, A.C., Hu, X., Person, P.,Jackson, T., and Toth, J (2002). Modules and information retrieval facilities of the Human Use Regulatory Affairs Advisor (HURAA). In M. Driscoll and T. C. Reeves (Eds.), Proceedings for E-Learning 2002: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (pp. 353-360).  Montreal, Canada: AACE.  (Outstanding Paper Award) 
• Hu, X., Mathews, E., Graesser, A.C., and Susarla, S. (2002). EBOOK.EXE: A desktop authoring tool for HURAA. M. & T.C. Reeves (Eds.), Proceedings for E-Learning 2002: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (pp. 471-476). Montreal, Canada. 
• Louwerse, M.M., Graesser, A.C., Olney,A.,& TRG (2002).  Good computational manners: Mixed-initiative dialog in conversational agents.  Proceedings of the AAAI Fall Symposium on Computer Etiquette. 
• Louwerse, M., Graesser, A., Hu, X., Person, N. (2002) The role of intelligent tutoring systems in education: An overview of  AutoTutor. In Proceedings of the Society for Information Technology & Teacher Education. Association for the Advancement of Computing in Education. 
• Marineau, J., Olney, A., Louwerse, M., Person, N., Olde, B., Susarla, S., Chipman, P., Graesser, A.C., & TRG (2002).  AutoTutor’s log files and categories of language and discourse.  In C. P. Rose and V. Eleven (Eds.), Workshop Proceedings of Empirical Methods for Tutorial Dialogue Systems at IRS 2002 (pp. 85-92). San Sebastian, Spain. 
• Moreno, K.N., Klettke, B., Nibbaragandla, K., Graesser, A.C., & the Tutoring Research Group (2002).  Perceived characteristics and pedagogical efficacy of animated conversational agents.  In S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2002 (pp. 963-971).  Berlin, Germany: Springer.  
• Olde, B.A., Franceschetti, D.R., Karnavat, A., Graesser, A.C. & TRG (2002).  The right stuff: Do you need to sanitize your corpus when using latent semantic analysis?  In W. G. Gray and C.D. Schunn (Eds.), Proceedings of the 24^rd Annual Conference of the Cognitive Science Society (pp. 708-713).  Mahwah, NJ: Erlbaum.  
• Person, N.K., Erkel, M., Graesser, A.C., & TRG (2002).  AutoTutor passes the bystander Turing test.  In M. Driscoll and T. C. Reeves (Eds.), Proceedings for E-Learning 2002: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (pp. 778-782).  Montreal, Canada: AACE.  
• Person, N.K., Graesser, A.C., & the Tutoring Research Group (2002).  Human or computer?: AutoTutor in a bystander Turing test.  In S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2002 (pp. 821-830).  Berlin, Germany: Springer.  
• Ryder, J.M., Graesser, A.C., McNamara, J., Karnavat, A., & Pop, E. (2002).  A dialog based intelligent tutoring system for practicing command reasoning skills. Paper presented at I/ITSEC.  
• Wiley, J., Goldman, S.R., & Graesser, A.C. (2002).  Promoting critical inquiry from web sources.  In W. G. Gray and C.D. Schunn (Eds.), Proceedings of the 24^rd Annual Conference of the Cognitive Science Society (pp. 23).  Mahwah, NJ: Erlbaum.  
• Craig, S.D., & Graesser, A. (2003). Why am I confused: An exploratory look into the role of affect in learning. In A. Méndez-Vilas and J.A. Mesa González (Eds.) Advances in Technology-based Education: Towards a Knowledge-based Society (pp. 808-812).  Badajoz, Spain: Junta de Extremadura.  
• Franceschetti, D., Adcock, A., & Graesser, A.A. (2003). Analysis of strategies in expert tutoring dialog for use in intelligent tutoring system development. In R. Alterman and D. Hirsh (Eds.), Proceedings of the 25^rd Annual Conference of the Cognitive Science Society (pp. 1).  Boston, MA: Cognitive Science Society.  
• Graesser, A.C. (2003).  AutoTutor and other conversational agents that scaffold learning.  In F. Schmalhofer, R.M. Young, and G. Katz (Eds.), Proceedings of the European Cognitive Science Society 2003 (p. 11).  Mahwah, NJ: Erlbaum. 
• Graesser, A.C., Jackson, G.T., Mathews, E.C., Mitchell, H.H., Olney, A.,Ventura, M., Chipman, P., Franceschetti, D., Hu, X., Louwerse, M.M., Person, N.K., & TRG (2003).  Why/AutoTutor: A test of learning gains from a physics tutor with natural language dialog.  In R. Alterman and D. Hirsh (Eds.), Proceedings of the 25^rd Annual Conference of the Cognitive Science Society (pp. 1-6).  Boston, MA: Cognitive Science Society.  
• Graesser, A.C., Moreno, K., Marineau, J., Adcock, A., Olney, A., & Person, N. (2003).  AutoTutor improves deep learning of computer literacy: Is it the dialog or the talking head?  In U. Hoppe, F. Verdejo, and J. Kay (Eds.), Proceedings of Artificial Intelligence in Education. (pp, 47-.54).  Amsterdam: IOS Press.  (finalist for outstanding paper award).    
• Graesser, A.C., Ventura, M., Jackson, G.T., Mueller, J., Hu, X., & Person, N. (2003).  The impact of conversational navigational guides on the learning, use, and perceptions of users of a web site.  Proceedings of the AAAI Spring Symposium 2003 on Agent-mediated Knowledge Management (pp. 9-14).  Palo Alto, CA: AAAI Press.  
• Hu, X., Cai, Z. Louwerse, M., Olney, A., Penumatsa, P., Graesser, A.C., & TRG (2003).  Proceedings of the 2003 International Joint Conference on Artificial Intelligence (pp. xx-xx).  
• Hu, X., Cai, Z., Franceschetti, D., Penumatsa,P., Graesser, A.C.,Louwerse, M.M., McNamara, D.S., & TRG (2003).  LSA: The first dimension and dimensional weighting. In R. Alterman and D. Hirsh (Eds.), Proceedings of the 25^rd Annual Conference of the Cognitive Science Society (pp. 1-6).  Boston, MA: Cognitive Science Society.  
• Jackson, G.T., Mathews, E.C., Lin, K., Olney, A., Graesser, A.C. (2003).  Modeling student performance to enhance the pedagogy of AutoTutor.  In the Proceedings of the 2003 conference on User Modeling. 
• Louwerse, M.M., Graesser, A.C. and the Tutoring Research Group (2003). Language use in intelligent tutoring systems: mixed-initiative dialog in AutoTutor. In A.K. Noor (Ed.), Proceedings of workshop on Advanced learning technologies and learning networks and their impact on future aerospace workforce (pp. 251-276). Hanover, MD: NASA Center for Aerospace Information (NASA/CP-2003-212437). 
• Mathews, E.C., Jackson, G.T., Olney, A., Chipman, P., & Graesser, A.C. (2003).  Achieving domain independence in AutoTutor.  In N.Callaos, M. Margenstern, J. Zhang, O. Castillo, E. Doberkat (Eds.), The Seventh World Multiconference on Systemics, Cybernetics, and Informatics Proceedings: Computer Science and Engineering I, Vol. 5 (pp.172-176).  Orlando, FL: IEEE.   (Outstanding Paper Award). 
• Mathews, E., Jackson, G.T., Person, N.K., Graesser, A.C., & TRG (2003).  Discourse patterns in Why/AutoTutor.  In the Proceedings of the 2003 AAAI Spring Symposium Series on Natural Language Generation in Spoken and Written Dialog (pp.97-103).  Palo Alto, CA: AAAI Press.  
• Olney , A., Louwerse, M., Mathews, E., Marineau, J., Hite-Mitchell, H., & Graesser, A. (2003). Utterance Classification in AutoTutor. In J. Burstein & C. Leacock (Eds.), Building Educational Applications using Natural Language Processing: Proceedings of the Human Language Technology - North American Chapter of the Association for Computational Linguistics Conference 2003 Workshop, May 31, ( pp. 1-8). Philadelphia: Association for Computational Linguistics. 
• Penumatsa, P., Ventura, M., Olde, B.A., Franceschetti, D.R., Graesser,A.C., & TRG (2003).  The right threshold value: What is the right threshold of cosine measure when using latent semantic analysis for evaluating student answers?  In the Proceedings of the 2003 Florida Artificial Intelligence Research Conference.  Menlo Park, CA: AAAI Press.  
• Person, N., & Graesser, A.C. (2003).  Fourteen facts about human tutoring: Food for thought for ITS developers.   In V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H. Pain, F. Verdejo, and K. Yacef (Eds.), AIED2003 Supplemental Proceedings (pp. 335-344).  Sydney, Australia: University of Sydney School of Information Technologies.   
• Susarla, S., Adcock, A., Van Eck, R., Moreno, K., & Graesser, A.C. (2003).  Development and evaluation of a lesson authoring tool for AutoTutor.  In V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H. Pain, F. Verdejo, and K. Yacef (Eds.), AIED2003 Supplemental Proceedings (pp. 378-387).  Sydney, Australia: University of Sydney School of Information Technologies.   
• Cai, Z., McNamara, D. S., Louwerse, M., Hu, X., Rowe, M. & Graesser, A. C. (2004). NLS: A Non-Latent Similarity Algorithm. In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26rd Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum. 
• Graesser, A.C., & Petschonek, S. (2004).  Automated systems that analyze text and discourse: QUAID, Coh-Metrix, and AutoTutor.  In W. R. Lenderking (Ed.) Proceedings of the International Society of Quality of Life.  McLean, VA: Quality of Life Society.    
• Jackson, G.T., Person, N.K., and Graesser, A.C. (2004) Adaptive Tutorial Dialogue in AutoTutor. Proceedings of the workshop on Dialog-based Intelligent Tutoring Systems at the 7^th International conference on Intelligent Tutoring Systems. Universidade Federal de Alagoas, Brazil, 9-13. 
• Jackson, G.T., Ventura, M.J., Chewle, P., Graesser, A.C., and the Tutoring Research Group (2004). The Impact of Why/AutoTutor on Learning and Retention of Conceptual Physics. .  In J.C. Lester, R.M. Vicari, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2004 (pp. 501-510).  Berlin, Germany: Springer. 
• Louwerse, M.M., McCarthy, P.M., McNamara, D.S., Graesser, A.C. (2004). Variation in language and cohesion across written and spoken registers. In K.D. Forbus, D. Gentner, T. Regier (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society.  Mahwah, NJ: Erlbaum. 
• Lu, S., & Graesser, A. C. (2004). What is universal in perceiving, remembering, and describing event temporal relations? In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26rd Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum  
• Person, N.K., Hancock, J.T., Burke, A.C., & Graesser, A.C. (2004).  A linguistic model that infers user states and traits.  ITS 2004 Workshop Proceedings on Social and Emotional Intelligence in Learning Environments.  Maceio, Brazil.    
• Ventura, M.J., Hu, X., Graesser, A. C., Louwerse, M.M., & Olney, A. (2004). The context dependent sentence abstraction model.  In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26rd Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.  
• Ventura, M.J.,  Franchescetti, D.R.,  Pennumatsa, P.,   Graesser, A.C., Jackson, G.T., Hu, X., Cai, Z., and the Tutoring Research Group (2004). Combining computational models of short essay grading for conceptual physics problems.  In J.C. Lester, R.M. Vicari, & F. Paraguacu (Eds.), Intelligent Tutoring Systems 2004 (pp. 423-431).  Berlin, Germany: Springer. 
• Baylor, A.L., Cole, R., Graesser, A., & Johnson, W.L. (2005).  Pedagogical agent research and development: Next steps and future possibilities.  In C. Looi, G. McCalla, B. Bredeweg, and J. Breuker (Eds.), Artificial Intelligence in Education: Supporting learning through intelligent and socially informed technology (pp. 985).  Amsterdam: IOS Press.  
• Chipman, P., Olney, A., & Graesser, A. C. (2005). The AutoTutor 3 architecture: A software architecture for an expandable, high-availability ITS. In J. Cordeiro, V`. Pedrosa, B. Encarnacao, & J. Filipe (Eds.), Proceedings of WEBIST 2005: First International Conference on Web Information Systems and Technologies (pp. 466-473). Portugal: INSTICC Press. 
• D'Mello, S. K., Craig, S. D., Gholson, B., Franklin, S., Picard, R.,& Graesser, A. C. (2005). Integrating affect sensors in an intelligent tutoring system. In Affective Interactions: The Computer in the Affective Loop Workshop at 2005 International conference on Intelligent User Interfaces (pp. 7-13) New York: AMC Press. 
• D’Mello, S.K., Craig, S.D., McDaniel, B., Witherspoon, A., Sullins, J., Gholson, B., Graesser, A.C. (2005).  The relationship between affective states and dialog patterns during interactions with AutoTutor.  Proceedings for the e-Learning 2005: World Conference on E-learning in Corporate, Government, Healthcare, and Business.  Vancouver, CA: AACE.   
• Graesser, A.C., Olney, A., Ventura, M., & Jackson, G.T. (2005).  AutoTutor’s coverage of expectations during tutorial dialogue.  In the Proceedings of the Florida Artificial Intelligence Research Society.  Menlo Park, AAAI.    
• Hempelmann, C.F., Dufty, D., McCarthy, P., Graesser, A.C., Cai, Z., & McNamara, D.S. (2005).  Using LSA to automatically identify givenness and newness of noun-phrases in written discourse.  In B. Bara (Ed.), Proceedings of the 27^th Annual Meetings of the Cognitive Science Society.  Mahwah, NJ: Erlbaum.  
• Jeon, M., O’Reilly, T., McDaniel, B., Graesser, A.C., Goldman, S., & Wiley, J. (2005).  Scaffolding critical thinking on SEEK.  Proceedings for the e-Learning 2005: World Conference on E-learning in Corporate, Government, Healthcare, and Business (pp.2123-2128)  Vancouver, CA: AACE.   
• Kim, H.J., Graesser, A., Jackson, G.T., Olney, A., & Chipman, P. (2005).  Computer simulation as an instructional technology in AutoTutor.  In C. Looi, G. McCalla, B. Bredeweg, and J. Breuker (Eds.), Artificial Intelligence in Education: Supporting learning through intelligent and socially informed technology (pp. 845-847).  Amsterdam: IOS Press.  
• Kim, H.J., Graesser, A., Jackson, G.T., Olney, A., & Chipman, P. (2005). The effectiveness of computer simulations in a computer-based learning environment.  Proceedings for the e-Learning 2005: World Conference on E-learning in Corporate, Government, Healthcare, and Business.  Vancouver, CA: AACE.   
• VanLehn, K., Graesser, A.C., Jackson, G.T., Jordan, P., Olney, A., & Rose, C.P. (2005).  When is reading just as effective as one-on-one interactive tutoring? .  In B. Bara (Ed.), Proceedings of the 27^th Annual Meetings of the Cognitive Science Society.  Mahwah, NJ: Erlbaum.  
• Rus, V., McCarthy, P.M., & Graesser, A.C. (2006).  Analysis of a text entailer.  In A. Gelbukh (Ed.), Lecture notes in computer science: Computational linguistics in intelligent text processing: 7^th international conference (pp. 287-298).  New York: Springer Verlag. 
• Stanley, G., & Graesser, A. C. (1973).  Constancy scaling and the brackets illusion.  Bulletin of the Psychonomics Society, 2, 198-200.
• Rabinowitz, J. C., & Graesser, A. C. (1976).  Word recognition as a function of retrieval processes.  Bulletin of the Psychonomics Society, 7, 75-77.
• Cohen, A. D., & Graesser, A. C. (1980).  The influence of advanced outlines on the free recall of prose.  Bulletin of the Psychonomics Society, 15, 348-350.
• Graesser, A. C., & Riggio, R. E. (1983).  Computerizing a business.  Business to Business, 28-29.
• Riggio, R. E., & Graesser, A. C. (1983).  Guidelines for purchasing and computerizing a business.  Business News, 73-75.
• Nakamura, G. V., & Graesser, A. C. (1985).  Memory for script-typical and script-atypical actions: A reaction time study.  Bulletin of Psychonomics Society, 23, 384-386.
• Graesser, A. C. (1992).  Questioning mechanisms during complex learning. (ERIC Document Reproduction Service No. ED 350.306).
• Graesser, A. C. (1993).  Questioning mechanisms during tutoring, conversation, and human-computer interaction.  (ERIC Document Reproduction Service No. TM 020 505).
• Cai, Z., Rus, V., Kim, H.J., Susarla S., Karnam, P., & Graesser A.C., (2006). NLGML: A Natural Language Generation Markup Language.  In T. C. Reeves, S. F. Yamashita (Eds.), Proceedings of E-Learn 2006 (pp. 2747-2752). Honolulu, Hawaii. AACE.
• D’Mello, S., & Graesser, A.C. (2006).  Affect detection from human-computer dialogue with an intelligent tutoring system.  In J. Gratch, M. Young, R. Aylett, D. Ballin, and P. Oliver (Eds.), Lecture Notes in Computer Science: Intelligent Virtual Agents: 6^th International Conference (pp. 54-67). Berlin, Heidelberg, Germany: Springer.   
• Dufty, D.F., Graesser, A.C., Louwerse, M, McNamara, D.S. (2006). Assigning grade levels to textbooks: Is it just readability? In R. Son (Ed.), Proceedings of the 28^th Annual Meetings of the Cognitive Science Society. (pp. 1251-1256). Mahwah, NJ: Erlbaum.
• Duran, N.D., McCarthy, P.M., Graesser, A.C., McNamara, D.S. (2006). Using Coh-Metrix temporal indices to predict psychological measures of Time. In R. Son (Ed.), Proceedings of the 28^th Annual Meetings of the Cognitive Science Society. (pp. 190-195). Mahwah, NJ: Erlbaum.
• Graesser, A.C., Witherspoon, A., McDaniel, B., D’Mello, S., Chipman, P., Gholson, B. (2006). Detection of emotions during learning with AutoTutor.  In R. Son (Ed.), Proceedings of the 28^th Annual Meetings of the Cognitive Science Society. (pp. 285-290). Mahwah, NJ: Erlbaum.
• Jackson, G.T., Olney, A., Graesser, A.C., Kim, H.J. (2006). AutoTutor 3-D Simulations: Analyzing user’s actions and learning trends. In R. Son (Ed.), Proceedings of the 28^th Annual Meetings of the Cognitive Science Society. (pp. 1557-1562). Mahwah, NJ: Erlbaum.
• McNamara, D.S., Ozuru, Y., Graesser, A.C., Louwerse, M. (2006). Validating Coh-Metrix. In R. Son (Ed.), Proceedings of the 28^th Annual Meetings of the Cognitive Science Society. (pp. 573-578). Mahwah, NJ: Erlbaum.
• Rus, V., & Graesser, A.C. (2006).  Deeper natural language processing for evaluating student answers in intelligent tutoring systems.  In the Proceedings of the American Association of Artificial Intelligence. Menlo Park, CA: AAAI.
• Rus, V., McCarthy, P.M., & Graesser, A.C. (2006).  Analysis of a text entailer.  In A. Gelbukh (Ed.), Lecture notes in computer science: Computational linguistics in intelligent text processing: 7^th international conference (pp. 287-298).  New York: Springer Verlag.
• D’Mello, S. K., Chipman, P., & Graesser, A. C. (2007). Posture as a predictor of learner’s affective engagement. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 905-910). Austin, TX: Cognitive Science Society.
• D’Mello, S. K., & Graesser, A. C. (2007). Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (pp. 161-168). Amsterdam, The Netherlands: IOS Press.
• D’Mello, S. K., Taylor, R., & Graesser, A. C. (2007). Monitoring Affective Trajectories during Complex Learning. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 203-208). Austin, TX: Cognitive Science Society.
• Graesser, A. C. Chipman, P., King, B., McDaniel, B., & D’Mello, S. (2007). Emotions and Learning with AutoTutor. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (pp. 569-571). Amsterdam, The Netherlands: IOS Press.
• Jackson, G. T., & Graesser, A. C. (2007). Content Matters: An investigation of feedback categories within an ITS. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial Intelligence in Education: Building technology rich learning contexts that work (pp. 127-134). Amsterdam, The Netherlands: IOS Press.
• McCarthy, P.M., Rus, V., Crossley, S.A., Bigham, S.C., Graesser, A.C., & McNamara, D.S. (2007). Assessing entailer with a corpus of natural language. In D. Wilson and G. Sutcliffe (Eds.), Proceedings of the twentieth International Florida Artificial Intelligence Research Society Conference (pp. 247-252). Menlo Park, California: The AAAI Press.
• McDaniel, B. T., D’Mello, S. K., King, B. G., Chipman, P., Tapp, K., & Graesser, A. C. (2007). Facial Features for Affective State Detection in Learning Environments. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 467-472). Austin, TX: Cognitive Science Society.
• Rus, V., McCarthy, P.M., Lintean, M.C., Graesser, A.C., & McDaniel, D. (2007).  Deep natural language processing for evaluating student self-explanations in iSTART. In the Proceedings of the 2003 Florida Artificial Intelligence Research Conference (pp. 422-427).  Menlo Park, CA: AAAI Press. 
• Rus, V., McCarthy, P. M., Lintean, M. C., Graesser, A. C., & McNamara, D.S. (2007). Assessing student self-explanations in an intelligent tutoring system. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 623-628). Austin, TX: Cognitive Science Society.
• D’Mello, S. D., Taylor, R., Davidson, K., & Graesser, A. C. (2008). Self versus teacher judgments of learner emotions during a tutoring session with AutoTutor. In B. P. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Intelligent Tutoring Systems: 9^th International Conference (pp. 9–18). Heidelberg, Germany: Springer.
• Gholson, B., Graesser, A. C., & Craig, S. D. (2008). An implementation of vicarious learning with deep-level reasoning questions in middle school and high school classrooms. Paper in symposium on Enhancing learning using adaptive computerized tutoring in K–12 settings, organized by C. O’Donnell and R. Harwood. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30^th Annual Conference of the Cognitive Science Society (pp. 695–696). Austin, TX: Cognitive Science Society.
• McCarthy, P. M., Briner, S. W., Myers, J. C., Graesser, A. C., & McNamara, D. S. (2008). Are three words all we need? Recognizing genre at the sub-sentential level. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30^th Annual Conference of the Cognitive Science Society (pp. 613–618). Austin, TX: Cognitive Science Society.
• McCarthy, P. M., Rus, V., Crossley, S. S., Graesser, A. C., & McNamara, D. S. (2008). Assessing forward-, reverse-, and average-entailer indices on natural language input from the intelligent tutoring system, iSTART. In D. C. Wilson & H. Chad Lane (Eds.), Proceedings of the 21^st International Florida Artificial Intelligence Research Society Conference (pp. 165–170). Menlo Park, CA: AAAI Press.
• Rus, V., McCarthy, P. M., Lintean, M. C., McNamara, D. S., & Graesser, A. C. (2008). Paraphrase identification with lexico-syntactic graph subsumption. In D. C. Wilson & H. Chad Lane (Eds.), Proceedings of the 21^st International Florida Artificial Intelligence Research Society Conference (pp. 201–206). Menlo Park, CA: AAAI Press.
• Azevedo, R., Witherspoon, A., Graesser, A.C., McNamara, D.S., Chauncey, A., Siler, E., Cai, Z., & Lintean, M. (2009).  MetaTutor: Analyzing self-regulated learning in a tutoring system for biology.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 635-637).  Amsterdam: IOS Press.
• Cai, Z., Graesser, A.C., Millis, K.K., Halpern, D., Wallace, P., Moldovan, C., & Forsyth, C. (2009).  ARIES!: An intelligent tutoring system assisted by conversational agents.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 796).  Amsterdam: IOS Press.
• D’Mello, S.D., Dowell, N., & Graesser, A.C. (2009).  Cohesion relationships in tutorial dialogue as predictors of affective states.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 9-16).  Amsterdam: IOS Press.
• Hu, X., Cai, Z., Han, L., Craig, S.D., Wang, T., & Graesser, A.C. (2009).  AutoTutor Lite. In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 802).  Amsterdam: IOS Press.
• Jackson, G.T., Graesser, A.C., & McNamara, D.S. (2009).  What students expect may have more impact than what they know or feel.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 73-80).  Amsterdam: IOS Press.
• Millis, K., Cai, Z., Graesser, A., Halpern, D. & Wallace, P. (2009). Learning scientific inquiry by asking questions in an educational game. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2951-2956). Chesapeake, VA: AACE.
• Rus, V., Lintean, M., Graesser, A.C., & McNamara, D.S. (2009).  Assessing student paraphrases using lexical semantics and word weighting.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 165-172).  Amsterdam: IOS Press. 
• Sullins, J., Craig, S., & Graesser, A.C. (2009).  Tough love: The influence of an agent’s negative affect on students’ learning.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 677-679).  Amsterdam: IOS Press. 
• Sullins, J., Jeon, M., D’Mello, S., & Graesser, A.C. (2009).  The relationship between modality and Metacognition while interacting with AutoTutor.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 674-676).  Amsterdam: IOS Press. 
• Wallace, P., Graesser, A.C., Millis, K., Halpern, D., Cai, Z., Britt, M.A., Magliano, J., Wiemer, K. (2009).  Operation ARIES!: A computerized game for teaching scientific inquiry.  In V. Dimitrova, R. Mizoguchi, B. Du Boulay, B., & A.C. Graesser (Eds.)(2009).  Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 602-604).  Amsterdam: IOS Press. 
• D'Mello, S., & Graesser, A. (2010). Mining bodily patterns of affective experience during learning . In A.  Merceron, P. Pavlik, and R. Baker (Eds.),  Proceedings of the Third International Conference on Educational Data Mining  (pp. 31-40). Pittsburgh, PA: WordPress.
• D'Mello, S., & Graesser, A. (2010). Modeling cognitive-affective dynamics with Hidden Markov Models. In R. Catrambone & S. Ohlsson (Eds.), Proceedings of the 32nd Annual Cognitive Science Society (pp. 2721-2726). Austin, TX: Cognitive Science Society
• Forsyth, C., Butler, H., Graesser, A., Halpern, D., Millis, K., Cai, Z., Wood, J. (2010). Higher contributions correlate with higher learning gains. In R.S.J.D. Baker, A. Merceron, and P.I. Pavlik  ( Eds.) (2010). Proceedings of the3rd International Conference on Educational Data Mining (pp 287-288). Pittsburgh, PA: WordPress.
• Graesser, A.C., Britt, A., Millis, K., Wallace, P., Halpern, D., Cai, Z., Kopp, K. & Forsyth, C. (2010). Critiquing media reports with flawed scientific findings: Operation ARIES!, a game with animated agents and natural language trialogues. In J. Aleven, J. Kay, & J. Mostow (Eds.)(2010). Lecture Notes in Computer Science (pp.327-329).London: Springer.
• Cai, Z., Graesser, A.C., Forsyth, C., Burkett, C., Millis, K., Wallace, P., Halpern, D. & Butler, H. (2011). Trialog in ARIES: User Input Assessment in an Intelligent Tutoring System. In W. Chen & S. Li (Eds.), Proceedings of the 3^rd IEEE International Conference on Intelligent Computing and Intelligent Systems (pp.429-433). Guangzhou: IEEE Press.
• Craig, S.D., Anderson, C., Bargagloitti, A., Graesser, A. C., Okwumabua, T., Sterbinsky, A., & Hu, X. (2011). Learning with ALEKS: The Impact of Students' Attendance in a Mathematics After-School Program. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 450-452). Berlin: Springer-Verlag.
• Dowell, N., D’Mello, S. K., Mills, C., & Graesser, A. C. (2011). Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 435-437). Berlin: Springer-Verlag.
• Lehman, B. A., D'Mello, S. K., Strain, A., Gross, M., Dobbins, A., Wallace, P., Millis, K., & Graesser, A. C. (2011). Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 171-178). Berlin: Springer-Verlag.
• Morgan, B., Burkett, C., Bagley, E.,  & Graesser, A. C. (2011). Typed versus Spoken Conversations in a Multi-party Epistemic Game. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 513-515). Berlin: Springer-Verlag.
• Morgan, B., D’Mello, S. K., Fielding, J., Fike, K., Tamplin A., Radvansky, G., Arnett, J., Abbott, R., & Graesser, A. C. (2011). Strategy Shifting in a Procedural-Motor Drawing Task. In C. Hölscher, T. F. Shipley, & L. Carlson (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2099-2104). Austin, TX: Cognitive Science Society.
• Strain, A. C. & D’Mello, S. K. & Graesser, A. C. (2011). Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 616-618). Berlin: Springer-Verlag.

• National Institute of Mental Health.  The memory and representation of prose passages, 1978, $5,300 (PI).  
• National Institute of Mental Health.  Memory for schema-relevant and irrelevant information, 1979-81,  $135,000 (PI).   
• Hughes Aircraft Corporation.  An analysis of conceptual errors of first-time users of computer text editors, 1982, $ 1500 (PI).  
• IBM, Intelligent computer assisted instruction for introductory psychology, 1983-84, $50,000 (with John Black at Yale University as PI)..
• Hughes Aircraft Corporation.  Developing a prototype expert system for clinical diagnosis, 1985, $1,200 (PI).   
• Singer Corporation.  An operator task analysis for a communication control system, 1985, $11,800 (PI).  
• General Motors Corporation.  Quantification of driver information handling activities, 1987, $11,430 (PI).  
• Office of Naval Research.  Investigations of human question answering, 1987-89, $211,498 (PI)  
• General Motors Corporation.  A human factors tool for the prediction of driver performance with hand controls, 1988-89, $56,000 (PI).    
• Office of Naval Research.  Questioning mechanisms during complex learning, 1990-92, $252,360 (PI).  
• Office of Naval Research.  Questioning mechanisms during tutoring, conversation, and human-computer interaction, 1992-93, $97,000 (PI).   
• National Institute of Aging.  Generating causal antecedent and consequence inferences while comprehending scientific text, 1994, $3,000.  
• Office of Naval Research.  Predicting information needed prior to request with cognitive models of the user’s task knowledge, 1995-1996, $ 92,879 (PI).  
• United States Bureau of Census, QUEST questionnaire evaluation tool, 1998-1999, $58,512 (PI).   
• National Science Foundation, Simulating tutors with natural dialog and pedagogical strategies, 1997-2001, $900,000 (PI).    
• Office of Naval Research. Question-driven explanatory reasoning about devices that malfunction, 1998-2000, $135,312 (PI).  
• National Science Foundation, Developing and testing a computer tool that critiques survey questions, 2000-2002, $205,990 (PI).     
• Office of Naval Research, Why2000: A tutor that teaches mental models using natural language dialogs, 2000-2005, $1,168,700 (PI, other PI is Kurt van Lehn at University of Pittsburgh).  Plus $90,175 for graduate student fellowship.  
• Institute for Defense Analysis and ONR NAWCTSD, A Web Site on Institutional Review Boards and the Ethical Use of Human Subjects, 2000-2001, $950,000 ($750,000 through Thoughtware Corporation and $200,000 through U. of Memphis)(PI).  
• National Science Foundation, Developing AutoTutor for computer literacy and physics, 2001-2005, $1,274,075 (PI).   
• Office of Naval Research, Eye tracking while answering questions in electronic multimedia environments, 2001-2002, $120,000 (PI).   
• National Science Foundation, Understanding in Science, 2002-2005, $296,902 (PI on subcontract to University of Illinois at Chicago, with Jennifer Wiley as PI).  
• National Science Foundation, Monitoring Emotions while Students Learn with AutoTutor, 2003-2008, $1,250,000 (PI, with a subcontract given to MIT).  
• Northern Illinois University, AutoTutor for critical thinking, 2005-2006, $80,000 (PI).  
• National Institutes of Health.  Smoking cessation in the elderly, 1998-2004, $2,100,000 (co-PI, Dr. Bob Klesges is PI).  
• National Institutes of Health, National Heart, Lung, and Blood Institute.  Decreasing weight gain in African American preadolescent girls, 1999-2004, $4,501,168  (Dr. Bob Klesges is PI). 
• Institute for Education Sciences.  Coh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension, 2002-2007, $1425,000 (co-PI, Dr. Danielle McNamara is PI).   
• Institute of Education Sciences.  An implementation of vicarious learning with deep-level reasoning questions in middle school and high school classrooms, 2005-2008, $1,050,000 (co-PI, Dr. Barry Gholson is PI). 
• National Science Foundation, Tracking multimodal communication in humans and agents.  2004-2007, $699,949 (co-PI, Dr. Max Louwerse is PI).   
• Office of Naval Research (Senior Researcher).  Analyses of expert human tutors, 2005-2008, $445,674 (Dr. Natalie Person is PI). 
• National Science Foundation.  Symbols, embodiment, and meaning: A workshop, 2005-2006, $26,183 (co-PI, Dr. Arthur Glenberg is PI at University of Wisconsin, Madison).   
• National Science Foundation, Effectiveness of pedagogical agents in regulating students’ understanding of science.   2006-2009, $904,581 (co-PI, Dr. Roger Azevedo is PI).   
• Institute for Education Sciences. iSTART: Interactive Strategy Training for Active Reading and Thinking, 2004-2008, $1,800,000 (Senior Researcher, Dr. Danielle McNamara is PI).   
• National Science Foundation. Student funding for Artificial Intelligence in Education Conference, 2007, $25,000 (co-PI, Dr. Roger Azevedo is PI).  
• Office of Naval Research, Automated performance assessment for after-action review with individuals and teams, 2008, $75,000 (PI on subcontract from Sandia Labs, with Chris Forsythe as PI). 
• Institute of Education Sciences, Acquiring research investigative and evaluative skills (ARIES) for scientific inquiry, 2007-2011, $640,000 (PI on subcontract from Northern Illinois University, with Keith Millis as PI).
• Department of Defense Counterintelligence Field Activity, Computer-based text analysis across cultures: Viewing language samples through English and Arabic Eyes, 2007-2008, $167,990 (PI on subcontract from University of Texas at Austin, with James Pennebaker as PI).
• National Science Foundation. Learning reading strategies for science texts in a gaming environment: iSTART versus iTaG, 2008–2010, $370,000 (Danielle McNamara is PI).
• Institute of Education Sciences. The Writing Pal: An intelligent tutoring system that provides interactive writing strategy training, 2008–2011, $2,015,456 (co-PI, Danielle McNamara is PI). 
• Institute of Education Sciences. Guru: A computer tutor that models expert human tutors, 2008–2011, $1,858,176 (co-PI, Andrew Olney is PI). 
• Sandia Labs, Robust automated knowledge capture, 2008-2010, $99,000 (PI on contract).   
• National Science Foundation. Workshop on the question generation shared task and evaluation challenge.   2008-2009, $25,345 (co-PI, Dr. Vasile Rus is PI).    
• American Psychological Association, Editing Journal of Educational Psychology. 2008-2013, $400,000 (PI).
• Institute of Education Sciences. Applications of Intelligent Tutoring Systems (ITS) in Improving the Skill Levels of Students with Deficiencies in Mathematics, 2009–2014, $2,322,310 (co-PI, Xiangen Hu is PI).  
• National Science Foundation. Student funding for Artificial Intelligence in Education Conference, 2009, $20,000 (co-PI, Roger Azevedo is PI). 
• National Science Foundation, AutoMentor: Virtual Mentoring and Assessment in Computer Games for Stem Learning, 2009–2014, $742,428 (PI on subcontract from University of Wisconsin, with David Shaffer as PI).
• National Science Foundation, Modeling Discourse and Social Dynamics in Authoritarian Regimes, 2009-2012, $582,000 (PI on grant, with collaborators Cornell University and University of Texas that have separate budgets). 
• National Science Foundation, Inducing, Tracking, and Regulating Confusion and Cognitive Disequilibrium during Complex Learning, 2009-2012, $420,000 (PI).