Books:

Graesser, A.C., Gernsbacher, M.A., & Goldman, S. (2003) (Eds.). Handbook of discourse processes. Mahwah, NJ: Erlbaum. Table of Contents Chapter 1 PDF version

Britton, B.F., & Graesser, A.C. (1996) (Eds.). Models of understanding text. Mahwah, NJ: Erlbaum.

Louwerse, M.M. & Van Peer, W. (2002). Thematics: Interdisciplinary Studies. Amsterdam/Philadelphia, John Benjamins.

Otero, J., Leon, J.A., & Graesser, A.C. (2002)(Eds). The psychology of science text comprehension. Mahwah, NJ: Erlbaum.

Goldman, S., Graesser, A.C., & van den Broek, P. (1999) (Eds). Narrative comprehension, causality, and coherence. Mahwah, NJ: Erlbaum.

Hacker, D.J., Dunlosky, J., & Graesser, A.C. (1998)(Eds.). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.

Lauer, T., Peacock, E., & Graesser, A. C. (1992) (Eds.). Questions and information systems. Hillsdale, NJ: Erlbaum.

Refereed Journal Publications:

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. DOC Version

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. PDF Version

D’Mello, S.K., Picard, R., & Graesser, A.C. (2007). Toward an affect-sensitive AutoTutor. IEEE Intelligent Systems, 22(4), 53-61. PDF Version

Craig, S. D., Gholson, B., & Driscoll, D. (2002) Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy. Journal of Educational Psychology. 94, (428-434). PDF version  

Craig, S., Gholson B., Ventura, M., Graesser, A. C. & the TRG (2000). Overhearing dialogues and monologues in a virtual tutoring session: Effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education, 11, 242-253. PDF version

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.  PDF version

D'Mello, S.K., Craig, S.D., & Graesser, A.C. (in press).  Predicting affective states through an emote-aloud procedure from AutoTutor mixed-initiative dialogue. International Journal of Artificial Intelligence in Education.

Driscoll, D., Craig, S. D., Gholson, B., Ventura, M., Hu, X., & Graesser, A. (2003) Vicarious Learning: Effects of Overhearing Dialogue and Monologue-like discourse in a Virtual Tutoring session. Journal of Educational Computing Research, 29, 431-450. PDF version

Franklin, S.B., & Graesser, A.C. (1999). A software agent model of consciousness. Consciousness and Cognition, 8, 285-301.

Graesser, A.C. (2006).  Views from a cognitive scientist: Cognitive representations underlying discourse are sometimes social.  Discourse Studies, 8, 59-66. PDF Version

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. PDF Version   

Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one-to-one tutoring. Applied Cognitive Psychology, 9, 1-28.

Graesser, A., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., &the Tutoring Research Group (1999). AutoTutor: A simulation of a human tutor. Journal of Cognitive Systems Research, 1,35-51. PDF version

Graesser, A., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D.,Person, N., & the Tutoring Research Group. (2000). Using Latent Semantic Analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8 ,149-169. PDF version

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. DOC version

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., 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., 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, 1-20.  PDF Version

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. DOC Version

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.  PDF version

Graesser, A.C., Jackson, G.T., & McDaniel, B. (in press).  AutoTutor holds conversations with learners that are responsive to their cognitive and emotional states.  Educational Technology. DOC Version

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. DOC Version 

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

Graesser, A.C., Olde, B., Pomeroy, V., Whitten, S., Lu, S., & Craig, S. (2005).  Inferences and questions in science text comprehension.  Tarbiya (a Spanish journal), 36, 103-128.

Graesser, A.C., Person, N., & Hu, X. (2002). Improving comprehension through discourse processes. New Directions in Teaching and Learning, 89, 33-44. PDF version

Graesser, A.C., Person, N., Harter, D., & TRG (2001). Teaching tactics and dialog in AutoTutor. International Journal of Artificial Intelligence in Education. PDF version

Graesser, A.C., VanLehn, K., Rose, C., Jordan, P., & Harter, D. (2001). Intelligent tutoring systems with conversational dialogue. AI Magazine, 22, 39-51. PDF version

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.

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

Hu, X, Cai, Z. & Graesser, A. C. (2005). Adaptive resolution method for Latent Semantic Analysis. Journal of Mathematical Psychology, 49(1), 92.

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. DOC Version

Jackson, G.T., & Graesser, A.C. (2006).  Applications of human tutorial dialog in AutoTutor: An intelligent tutoring system.  Revista Signos, 39, 31-48.  

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.

Link, K. E., Kreuz, R. J., Graesser, A. C., & the Tutoring Research Group (2001). Factors that influence the perception of feedback delivered by a pedagogical agent. International Journal of Speech Technology, 4, 145-153. PDF version

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.

Louwerse, M.M. & Mitchell, H.H. (2003). Towards a taxonomy of a set of discourse markers in dialog: a theoretical and computational linguistic account. Discourse Processes, 35(3), 199-239.

Louwerse, M.M. (1999) Computational thematics: Where to start? Journal of Literary Semantics, 28(1), 1-19.

Louwerse, M.M. (2002). An analytic and cognitive parameterization of coherence relations. Cognitive Linguistics, 291-315.

Louwerse, M.M., Graesser, A.C., Lu, S., & Mitchell, H.H. (2005). Social cues in animated conversational agents. Applied Cognitive Psychology. 19, 693-704.   

Magliano, J., Trabasso, T., & Graesser, A.C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91, 615-629.

Otero, J., & Graesser, A.C. (2001). PREG: Elements of a model of question asking. Cognition & Instruction, 19, 143-175. PDF version

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.

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, 205-219. PDF version

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.

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. PDF version

Sanford, A.J., & Graesser, A.C. (in press).  Introduction: Shallow processing and underspecification.  Discourse Processes. DOC Version

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.

VanLehn, K., Graesser, A.C., Jackson, G.T., Jordan, P., Olney, A., & Rose, C.P. (in press).  When are tutorial dialogues more effective than reading?  Cognitive Science. PDF Version

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.

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.

Whitten, S.N. (2001). Introduction: The psychology of themes. Poetics, 29, 135-138.

Wiemer-Hastings, K., & Graesser, A.C. (1999). Perceiving abstract concepts. Brain and Behavior Sciences.

Wiemer-Hastings, P., & Graesser, A.C. (2000). Supporting composition feedback with LSA in Select-a-Kibitzer. Interactive Learning Environments, 8, 149-169.

Book Chapters: 

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. PDF version

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.  DOC version

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. DOC version

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. PDF version

Wisher, R.A., & Graesser, A.C. (2005).  Question asking in advanced distributed learning environments. In S.M. Fiore and E. Salas (Eds.), Toward a science of distributed learning and training.  Washington, D.C.: American Psychological Association. 

Graesser, A.C., & Person, N. P.  (2006). Discourse: Cognitive perspective.  In J.W. Guthrie (Ed.), Encyclopedia of Education. New York: Macmillan.

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. DOC version

Graesser, A.C., & McDaniel, B. (in press).  Conversational agents can provide formative assessment, constructive learning, and adaptive instruction.  In C.Dwyer (Ed.), The future of assessment: Shaping teaching and learning.  Mahwah, NJ: Erlbaum.

Conference Proceedings: 

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.

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.  PDF version

Conference Presentations (refereed): 

Jeon, M., Graesser, A.C., Wiley, J., Goldman, S., O’Reilly, T., & McDaniel, B. (2006, April). A SEEK web tutor: Fostering critical thinking while learning about causes of volcanic eruption.  Paper presented at the American Psychological Association, San Francisco, CA.  

Undergraduate Conference Presentations: 

Petschonek, S., McDaniel, B., & Graesser, A. (2003, November). Plate Tectonics: Googling for answers.  Paper presented at the FedEx Institute of Technology Grand Opening, Memphis, TN. PPT version

McDaniel, B., Mitchell, H.H., & Graesser, A. (2004, February). Relationship between Internet experience and ability to detect reliable websites on the Internet. Paper presented at 7^th annual Mid-South Psychology Conference, Memphis, TN.  PPT version

Petschonek, S.,  Mitchell, H.H., & Graesser, A. (2004, February). Correlations between metacognition and critical stance. Paper presented at 7^th annual Mid-South Psychology Conference, Memphis, TN.  Honorable Mention

McDaniel, B., Petrowski, M., O'Reilly, T., & Graesser, A. (2005, February).  Surf's up on critical thinking. Paper presented at 8^th annual Mid-South Psychology Conference, Memphis, TN. Honorable Mention  PPT version

McDaniel, B., O’Reilly, T., & Graesser, A. (2005, April). Prior knowledge and the relationship to students' essay performance on volcanic eruptions. Paper presented at the 4^th annual Georgia Undergraduate Research in Psychology Conference, Kennesaw, GA.         Outstanding Student Paper Award. PPT version

Tapp, K., McDaniel, B.,  O'Reilly, T., & Graesser, A. (2006, February). SEEKing Critical Thinking. Paper presented at 9^th annual Mid-South Psychology Conference, Jackson, TN.