All Stories

  1. Math Discourse Linguistic Components (Cohesive Cues within a Math Discussion Board Discourse)
  2. Third Annual Workshop on A/B Testing and Platform-Enabled Learning Research
  3. Reading comprehension and metacognition: The importance of inferential skills
  4. Combining click-stream data with NLP tools to better understand MOOC completion
  5. Spendency: Students’ Propensity to Use System Currency
  6. Pssst... textual features... there is more to automatic essay scoring than just you!
  7. Are you reading my mind?
  8. Discourse cohesion
  9. You've got style
  10. Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment
  11. From Generating in the Lab to Tutoring Systems in Classrooms
  12. A hierarchical classification approach to automated essay scoring
  13. The Writing Pal Intelligent Tutoring System: Usability Testing and Development
  14. Reading comprehension components and their relation to writing
  15. Emergent behaviors in computer-based learning environments: Computational signals of catching up
  16. Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners
  17. Coh-Metrix Measures Text Characteristics at Multiple Levels of Language and Discourse
  18. Frequency effects and second language lexical acquisition
  19. Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement
  20. Analyzing Discourse Processing Using a Simple Natural Language Processing Tool
  21. Automated Evaluation of Text and Discourse with Coh-Metrix
  22. Chapter 3.1 A Multi-Dimensional analysis of essay writing
  23. Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications
  24. The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy
  25. Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study
  26. Learning Isn't Random: Assessing How Students' Expectations Moderate Behaviors That Affect Learning
  27. Chapter 4. Validating lexical measures using human scores of lexical proficiency
  28. Chapter 5. Computer simulations of MRC Psycholinguistic Database word properties
  29. The impact of individual differences on learning with an educational game and a traditional ITS
  30. Developing pedagogically-guided algorithms for intelligent writing feedback
  31. Expectations of Technology: A Factor to Consider in Game-Based Learning Environments
  32. Linguistic Content Analysis as a Tool for Improving Adaptive Instruction
  33. Feedback and Revising in an Intelligent Tutoring System for Writing Strategies
  34. You Are Your Words: Linguistic Correlates of Cognitive Task Performance
  35. The Impact of System Interactions on Motivation and Performance in a Game-Based Learning Environment
  36. Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation System
  37. Comparing comprehension measured by multiple-choice and open-ended questions.
  38. Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom.
  39. Motivation and performance in a game-based intelligent tutoring system.
  40. Changing How Students Process and Comprehend Texts with Computer-Based Self-Explanation Training
  41. Natural language processing in an intelligent writing strategy tutoring system
  42. The effect of metacomprehension judgment task on comprehension monitoring and metacognitive accuracy
  43. Understanding the Relationship Between Comprehension Processes and Task-Oriented Reading
  44. Automated analysis of essays and open-ended verbal responses.
  45. Shared features of L2 writing: Intergroup homogeneity and text classification
  46. Classifying paragraph types using linguistic features: Is paragraph positioning important?
  47. Text-to-Text Similarity of Sentences
  48. Applying NLP Metrics to Students’ Self-Explanations
  49. Computationally Assessing Expert Judgments of Freewriting Quality
  50. Maximizing ANLP Evaluation
  51. Coh-Metrix
  52. Interlanguage Talk
  53. Newness and Givenness of Information
  54. The Writing-Pal
  55. The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension
  56. Measuring deep, reflective comprehension and learning strategies: challenges and successes
  57. Computational Analyses of Multilevel Discourse Comprehension
  58. What Is Lexical Proficiency? Some Answers From Computational Models of Speech Data
  59. Short and Long Term Benefits of Enjoyment and Learning within a Serious Game
  60. Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features
  61. Students’ Enjoyment of a Game-Based Tutoring System
  62. Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing
  63. The bit in the middle and why it’s important: a computational analysis of the linguistic features of body paragraphs
  64. Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts
  65. Self-Regulated Learning in Learning Environments With Pedagogical Agents That Interact in Natural Language
  66. Computational Methods to Extract Meaning From Text and Advance Theories of Human Cognition
  67. Computer-based scaffolding to facilitate students' development of expertise in academic writing
  68. Predicting second language writing proficiency: the roles of cohesion and linguistic sophistication
  69. The action dynamics of overcoming the truth
  70. The linguistic correlates of conversational deception: Comparing natural language processing technologies
  71. Coh-Metrix: Capturing Linguistic Features of Cohesion
  72. The Development of Polysemy and Frequency Use in English Second Language Speakers
  73. MiBoard: Creating a Virtual Environment from a Physical Environment
  74. Assessing Cognitively Complex Strategy Use in an Untrained Domain
  75. The Evolution of an Automated Reading Strategy Tutor: From the Classroom to a Game-Enhanced Automated System
  76. The Efficacy of iSTART Extended Practice: Low Ability Students Catch Up
  77. Embodied conversational agents as conversational partners
  78. Synthesis and Analysis in Artificial Intelligence: The Role of Theory in Agent Implementation
  79. Identification of Sentence-to-Sentence Relations Using a Textual Entailer
  80. The components of paraphrase evaluations
  81. Measuring L2 Lexical Growth Using Hypernymic Relationships
  82. Computational assessment of lexical differences in L1 and L2 writing
  83. Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
  84. Chapter 9 Toward a Comprehensive Model of Comprehension
  85. Where’s the difficulty in standardized reading tests: The passage or the question?
  86. Identifying topic sentencehood
  88. Assessing L2 reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy & McNamara (2007)
  89. Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
  90. High-Skilled Readers Resonate; Low-Skilled Readers Minimalize
  91. Does Your Arm Know You Are Lying?
  92. Comparing Multiple-Choice and Open-Ended Questions in Memory-Based Reading Comprehension Assessment
  93. Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension
  94. iSTART 2: Improvements for efficiency and effectiveness
  95. Using temporal cohesion to predict temporal coherence in narrative and expository texts
  96. Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers
  97. A Linguistic Analysis of Simplified and Authentic Texts
  98. Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers
  99. Bringing Cognitive Science into Education, and Back Again: The Value of Interdisciplinary Research
  100. Evaluating State-of-the-Art Treebank-style Parsers for Coh-Metrix and Other Learning Technology Environments
  101. Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools
  102. Improving Adolescent Students' Reading Comprehension with Istart
  103. Interference timing and acknowledgement response with voice and datalink ATC commands
  104. Expected question difficulty effects on comprehension: Interactions with reader ability
  105. The Coh-Metrix project: Interactive effects of reader and text on comprehension
  106. Analysis of tutorial dialogue on cohesion and language with Coh-Metrix
  107. Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
  108. Multimedia and Hypermedia Solutions for Promoting Metacognitive Engagement, Coherence, and Learning
  109. Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training
  110. Deep-Level Comprehension of Science Texts
  111. Evaluating state-of-the-art treebank-style parsers for Coh-metrix and other learning technology environments
  112. SERT: Self-Explanation Reading Training
  113. Coh-Metrix: Analysis of text on cohesion and language
  114. iSTART: Interactive strategy training for active reading and thinking
  115. Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks
  116. Aprender del texto: Efectos de la estructura textual y las estrategias del lector
  117. Automatic evaluation of aspects of document quality
  118. Suppressing Irrelevant Information: Knowledge Activation or Inhibition?
  119. Computerizing reading training: Evaluation of a latent semantic analysis space for science text
  120. Data link communications: Perspectives from the air and ground
  121. Implementing speech and simulated data link commands: The role of task interference and message length
  122. Using latent semantic analysis to assess reader strategies
  123. Comprehension skill: Suppression versus knowledge activation
  124. Working memory capacity and strategy use
  125. Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge.
  126. A Procedural Explanation of the Generation Effect for Simple and Difficult Multiplication Problems and Answers
  127. Comprehension-Based Skill Acquisition
  128. The Use of Latent Semantic Analysis as a Tool for the Quantitative Assessment of Understanding and Knowledge
  129. Optimizing skill training: Effects on contextual interference and prior knowledge
  130. Learning from texts: Effects of prior knowledge and text coherence
  131. Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
  132. VERBAL LEARNING AND MEMORY: Does the Modal Model Still Work?
  133. Effects of prior knowledge on the generation advantage: Calculators versus calculation to learn simple multiplication.
  134. Learning From History Texts: Effects of Text Coherence and Background Knowledge
  135. The Long-Term Retention of Knowledge and Skills
  136. Prompt comprehension in UNIX command production
  137. Effects of Same-Modality Interference on Immediate Serial Recall of Auditory and Visual Information
  138. Understanding the decision to take the predictive test for Huntington disease
  139. Action planning: The role of prompts in command production
  140. A generation advantage for multiplication skill and nonword vocabulary acquisition
  141. Evaluating Self-Explanations in iSTART
  142. Optimizing LSA Measures of Cohesion
  143. LSA and Meaning
  144. Natural Language Understanding and Assessment
  145. NLP Techniques in Intelligent Tutoring Systems
  146. The User-Language Paraphrase Corpus
  147. Dedication
  148. Introduction
  149. The Importance of Text Cohesion
  150. Coh-Metrix Measures
  151. Using Coh-Metrix Measures
  152. The Strategy
  153. The Introduction
  154. The Corpus
  155. The Tool
  156. The Results
  157. The Discussion
  158. Concluding Remarks
  159. References
  160. Coh-Metrix 3.0 Indices
  161. Coh-Metrix Indices Norms
  162. Methods of Automated Text Analysis
  163. Assessing and Improving Comprehension With Latent Semantic Analysis
  164. Strengths, Limitations, and Extensions of LSA
  165. Intelligent Tutoring and Games (ITaG)
  166. Newness and Givenness of Information
  167. Game-Based Writing Strategy Practice with the Writing Pal
  168. What Is Text and Why Analyze It?
  169. The Science and Technology That Led to Coh-Metrix
  170. Coh-Metrix Measures of Text Readability and Easability
  171. A Generation Advantage for Multiplication Skill Training and Nonword Vocabulary Acquisition
  172. Evaluating Self-Explanations in iSTART: Word Matching, Latent Semantic Analysis, and Topic Models
  173. Textual Signatures: Identifying Text-Types Using Latent Semantic Analysis to Measure the Cohesion of Text Structures
  174. Computerized Learning Environments That Incorporate Research in Discourse Psychology, Cognitive Science, and Computational Linguistics.
  175. Using LIWC and Coh-Metrix to Investigate Gender Differences in Linguistic Styles
  176. The Writing-Pal