Keith Cochran, Clayton Cohn, Peter Hastings, and Jean-Francois Rouet. Improving Automated Evaluation of Student Text Responses using GPT-3.5 for Text Data Augmentation. In Proceedings of the 24th International Conference on Artificial Intelligence in Education, pp. 217–228, 2023.
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Keith Cochran, Clayton Cohn, and Peter Hastings. Improving NLP Model Performance on Small Educational Data Sets Using Self-Augmentation. In Proceedings of the 15th International Conference on Computer Science Education, pp. 70–78, 2023.
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Keith Cochran, Clayton Cohn, Peter Hastings, Noriko Tomuro, and Simon Hughes. Using BERT to Identify Causal Structure in Students' Explanatory Explanations. International Journal of Artificial Intelligence in Education, Springer, 2023.
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Daneih Ismail and Peter Hastings. Emotionally Adaptive Intelligent Tutoring System to Reduce Foreign Language Anxiety. In Proceedings of the 24th International Conference on Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, pp. 353–358, 2023.
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Keith Cochran, Clayton Cohn, Nicole Hutchins, Gautam Biswas, and Peter Hastings. Improving Automated Evaluation of Formative Assessments with Text Data Augmentation. In In Proceedings of the 23nd International Conference on Artificial Intelligence in Education, Part I, pp. 390–401, 2022.
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Daneih Ismail and Peter Hastings. Toward Ubiquitous Foreign Language Learning Anxiety Detection. In Proceedings of the 23nd International Conference on Artificial Intelligence in Education, pp. 298–301, 2022.
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Abigail Keller, Jacob Furst, Daniela Raicu, Peter Hastings, and Roselyne Tchoua. Text Summarization towards Scientific Information Extraction. In 2022 IEEE 18th International Conference on e-Science (e-Science), pp. 225–235, , 2022.
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Brian Grey, Sa Liu, and Peter Hastings. Teaching Space Science to Middle School Students using Serious Games in a Post-COVID World. In SITE Interactive Conference, pp. 306–311, 2021.
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Daneih Ismail and Peter Hastings. Way to Go! Effects of Motivational Support and Agents on Reducing Foreign Language Anxiety. In Proceedings of the 22nd International Conference on Artificial Intelligence in Education, pp. 202–207, 2021.
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Daneih Ismail and Peter Hastings. A Sensor-Lite Anxiety Detector for Foreign Language Learning. In Proceedings of the 14th International Conference on Interfaces and Human Computer Interaction 2020 and 13th International Conference on Game and Entertainment Technologies, pp. 12–26, 2020.
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Jean-Francois Rouet, Peter Hastings, Monica Macedo-Rouet, Anna Potocki, and M. Anne Britt. Online Assessment of Students' Text Comprehension: Explorations into the Automated Scoring of Constructed Responses. Unpublished 2020. Presented at the Society for Text and Discourse
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Peter Hastings, M. Anne Britt, Katy Rupp, Kristopher Kopp, and Simon Hughes. Deep and shallow natural language understanding for identifying explanation structure. In Keith Millis, Debra Long, Joseph P. Magliano, and Katja Wiemer, editors, Deep Comprehension: Multi-Disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension, pp. 237–252, Routledge, New York, 2019.
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Simon Hughes, Peter Hastings, and M. Anne Britt. Identifying the structure of students' explanatory essays. In Proceedings of the 20th International Conference on Artificial Intelligence in Education, Springer, 2019.
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Daneih Ismail and Peter Hastings. Identifying Foreign Language Anxiety When Using an E-Learning System. In Proceedings of the Multi Conference on Computer Science and Information Systems, pp. 131–140, 2019.
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R. Lake, N. Adamczyk, A. A. Blackwell, J. R. Osterlund, A. Segismundo, E. Foecking, P. Hastings, and D. Wallace. Accuracy of DeepLabCut Machine Learning to Markerlessly Track Foot Position During Skilled Walking. Unpublished 2019. Presented at the Chicago Society for Neuroscience
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Peter Hastings, Simon Hughes, and M. Anne Britt. Active Learning for Improving Machine Learning of Student Explanatory Essays. In Proceedings of the 19th International Conference on Artificial Intelligence in Education, LNCS, volume 10947, Springer, 2018.
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Simon Hughes. Automatic Inference of Causal Reasoning Chains from Student Essays. Ph.D. Thesis, DePaul University, Chicago, IL, 2018.
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Joseph P. Magliano, Peter Hastings, Kristopher Kopp, Dylan Blaum, and Simon Hughes. Computer-based assessment of essays based on multiple documents. In Ivar Braten, Jason Braasch, and Matt McCrudden, editors, Handbook of Multiple Source Use, pp. 502–526, Routledge, New York, 2018.
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Massimo Di Pierro and Peter Hastings. Social Quizzes with Scuiz. In Proceedings of the 5th World Conference on Information Systems and Technologies, pp. 975–982, Springer, Berlin, 2017.
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Jennifer Wiley, Peter Hastings, Dylan Blaum, Allison Jaeger, Simon Hughes, Patricia Wallace, Thomas D Griffin, and M. Anne Britt. Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science. International Journal of Artificial Intelligence in Education, pp. 1–33, Springer, 2017.
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M. Anne Britt, Kristopher J. Kopp, Amanda M. Durik, Dylan Blaum, and Peter Hastings. Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation. German Journal of Educational Psychology, 30(2-3):1–17, 2016.
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Peter Hastings, Simon Hughes, M. Anne Britt, Patricia Wallace, and Dylan Blaum. Stratified learning for reducing training set size. In Proceedings of the 13th International Conference on Intelligent Tutoring Systems, ITS 2016, LNCS 9684, pp. 341 – 346, Springer, Berlin, 2016.
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Simon Hughes, Peter Hastings, M. Anne Britt, Patricia Wallace, and Dylan Blaum. Machine Learning for Holistic Evaluation of Scientific Essays. In Proceedings of Artificial Intelligence in Education 2015, Springer, Berlin, 2015.
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Peter Hastings, Simon Hughes, M. Anne Britt, Patricia Wallace, and Dylan Blaum. Toward automatic inference of causal structure in student essays. In Proceedings of Intelligent Tutoring Systems 2014, pp. 266–271, Springer, Berlin, 2014.
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Ali Alkhafaji, Brian Grey, and Peter Hastings. Perception vs. Reality: Challenge, Control and Mystery in Video Games. In Proceedings of CHI 2013 Games User Research Workshop, Paris, 2013.
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Ali Alkhafaji, Brian Grey, and Peter Hastings. A New Design And Analysis Methodology Based On Player Experience. In Proceedings of CHI 2013 Games User Research Workshop, Paris, 2013.
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Jacob Costello and Peter Hastings. Evolution of Response Time Distribution in Menu Search. In Proceedings of ICCM 2013: 12th International Conference on Cognitive Modelling, Ottawa, Canada, 2013.
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Ali Alkhafaji, Brian Grey, and Peter Hastings. Establishing a New Framework to Measure Challenge, Control and Goals in Different Game Genres. 2012.
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Peter Hastings, Simon Hughes, Joseph Magliano, Susan Goldman, and Kimberly Lawless. Assessing the Use of Multiple Sources in Student Essays. Behavior Research Methods, 44(3):622–633, Psychonomics Society Publications, 2012.
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Simon Hughes, Peter Hastings, Joseph Magliano, Susan Goldman, and Kimberly Lawless. Automated approaches for detecting integration in student essays. In Proceedings of Intelligent Tutoring Systems 2012, Xania, Crete, 2012.
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M. Anne Britt, Katja Wiemer, Keith Millis, Joseph Magliano, and Peter Hastings. Understanding and Reasoning with Text. In P. McCarthy and C. Boonthum, editors, Applied Natural Language Processing and Content Analysis: Identification, Investigation, and Resolution, IGI Global, 2011.
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Peter Hastings, Simon Hughes, Joseph Magliano, Susan Goldman, and Kimberly Lawless. Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data Mine. In Proceedings of the 15th International Conference on Artificial Intelligence in Education, Auckland, New Zealand, 2011.
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Peter Hastings. Exploring the Solar System in Two Classrooms. Unpublished 2010. Presented at Games, Learning and Society Conference 6.0
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Peter Hastings, Elizabeth Arnott, and David Allbritton. Squeezing out Gaming Behavior in a Dialog-Based ITS. In Proceedings of Intelligent Tutoring Systems 2010, Springer, Berlin, 2010.
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Peter Hastings, Anne Britt, B. Sagarin, Amanda Durik, and Kris Kopp. Designing a Game for Teaching Argumentation Skills. In AIED 2009: 14th International Conference on Artificial Intelligence in Education, Workshop Proceedings, Workshop on Intelligent Educational Games, Brighton, England, 2009.
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Elizabeth Arnott, Peter Hastings, and David Allbritton. Research Methods Tutor: Evaluation of a dialogue-based tutoring system in the classroom. Behavior Research Methods, 40(3):694–698, Psychonomics Society Publications, 2008.
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Elizabeth Arnott, Peter Hastings, and David Allbritton. RMT in the Classroom. In Proceedings of the Midwest Artificial Intelligence and Cognitive Science conference, Los Angeles, CA, 2007.
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Xiangen Hu, Z. Cai, Peter Wiemer-Hastings, Arthur Graesser, and Danielle McNamara. Strengths, Limitations, and Extensions of LSA. In D. McNamara, T. Landauer, S. Dennis, and W. Kintsch, editors, LSA: A Road to Meaning, Erlbaum, Mahwah, NJ, 2007.
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Robert Poulsen, Peter Wiemer-Hastings, and David Allbritton. Tutoring Bilingual Students with an Automated Reading Tutor that Listens. Journal of Educational Computing Research, 36(2), 2007.
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Brian Ng and Peter Wiemer-Hastings. Addiction to the internet and online gaming. CyberPsychology and Behavior, 8(2):110–113, 2005.
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Peter Wiemer-Hastings, Elizabeth Arnott, and David Allbritton. Initial results and mixed directions for Research Methods Tutor. In AIED2005 - Supplementary Proceedings of the 12th International Conference on Artificial Intelligence in Education, Amsterdam, 2005.
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Anne Britt, Peter Wiemer-Hastings, Aaron Larson, and Chuck Perfetti. Using intelligent feedback to improve sourcing and integration in students' essays. International Journal of Artificial Intelligence in Education, 14:359–374, IAIED Society, Leeds, England, 2004.
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R. Poulsen and Peter Wiemer-Hastings. Effects of agent-based feedback on stories for struggling and advanced writers. Technical Report 04-012, DePaul University, 2004.
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Judy Robertson, Beth Cross, Hamish MacLeod, and Peter Wiemer-Hastings. Children's interactions with animated agents in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 14:335–357, 2004.
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Asimina Vasalou, Brian Ng, Peter Wiemer-Hastings, and Lydia Oshlyansky. Human-moderated remote user testing: Protocols and applications. In Proceedings of the 8th ERCIM Workshop, User Interfaces for All, 2004.
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Katja Wiemer-Hastings, A. Janit, Peter Wiemer-Hastings, S. Cromer, and J. Kinser. Automatic classification of dysfunctional thoughts: a feasibility test. Behavior Research Methods Instruments and Computers, 36:203–212, 2004.
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Peter Wiemer-Hastings. Latent Semantic Analysis. In Encyclopedia of Language and Linguistics, Elsevier, Oxford, UK, 2004. 2nd edition.
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Peter Wiemer-Hastings, David Allbritton, and Elizabeth Arnott. RMT: A Dialog-Based Research Methods Tutor with or without a Head. In Proceedings of the ITS2004 Seventh International Conference, Springer-Verlag, Berlin, 2004.
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Peter Wiemer-Hastings. All parts are not created equal: SIAM-LSA. In Proceedings of the 26th Annual Conference of the Cognitive Science Society, Erlbaum, Mahwah, NJ, 2004.
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Peter Wiemer-Hastings. The design and architecture of Research Methods Tutor, a second generation dialog-based tutor. In Proceedings of the ITS2004 Workshop on Dialog-based Intelligent Tutoring Systems, Maciao, Brazil, 2004.
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David Allbritton, Peter Wiemer-Hastings, Elizabeth Arnott, and Jesse Efron. Strategies for research methods tutoring using latent semantic analysis. In Proceedings of the 33rd Annual Meeting of the Society for Computers in Psychology, 2003.
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Johanna Moore and Peter Wiemer-Hastings. Discourse in Computational Linguistics and Artificial Intelligence. In A. Graesser, M. Gernsbacher, and S. Goldman, editors, Handbook of Discourse Processes, pp. 439–486, Erlbaum, Mahwah, NJ, 2003.
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Peter Wiemer-Hastings, David Allbritton, Jesse Efron, and Elizabeth Arnott. Research Methods Tutoring in the Classroom. In AIED2003 - Supplementary Proceedings of the 11th International Conference on Artificial Intelligence in Education, pp. 388 – 392, University of Sydney, Sydney, 2003.
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Peter Wiemer-Hastings and Kathryn Glasswell. StoryStation: Agent-based scaffolding of metacognitive processes for writing. In AIED2003 - Supplementary Proceedings of the 11th International Conference on Artificial Intelligence in Education, pp. 534 – 541, University of Sydney, Sydney, 2003.
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Beata Klebanov and Peter Wiemer-Hastings. Using LSA for Pronominal Anaphora Resolution. In Computational Linguistics and Intelligent Text Processing, LNCS 2276, pp. 197–199, Springer, 2002.
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Beata Klebanov and Peter Wiemer-Hastings. The role of wor(l)d knowledge in pronominal anaphora resolution. In Proceedings of International Symposium on Reference Resolution for Natural Language Processing, pp. 197–199, June 2002.
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Kalliopi Malatesta, Judy Robertson, and Peter Wiemer-Hastings. Beyond the Short Answer Question with Research Methods Tutor. In Proceedings of the 6th Annual Conference on Intelligent Tutoring Systems, Springer, 2002.
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Judy Robertson and Peter Wiemer-Hastings. Feedback on children's stories via multiple interface agents. In Proceedings of the 6th Annual Conference on Intelligent Tutoring Systems, pp. 923–932, Springer, 2002.
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Freddy Y. Y. Choi, Peter Wiemer-Hastings, and Johanna Moore. Latent Semantic Analysis for Text Segmentation. In Proceedings of the 2001 Conference on Empirical Methods in Natural Language Processing, pp. 109–117, 2001.
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Arthur Graesser, Peter Wiemer-Hastings, and Katja Wiemer-Hastings. Constructing inferences and relations during text comprehension. In T. Sanders, J. Schilperoord, and W. Spooren, editors, Text representation: Linguistic and psycholinguistic aspects, pp. 249–271, Benjamins, Amsterdam, 2001.
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Peter Wiemer-Hastings and Iraide Zipitria. Rules for Syntax, Vectors for Semantics. In Proceedings of the 23rd Annual Conference of the Cognitive Science Society, Erlbaum, Mahwah, NJ, 2001.
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Arthur Graesser, Katja Wiemer-Hastings, Roger Kreuz, Peter Wiemer-Hastings, and Kent Marquis. QUAID: A questionnaire evaluation aid for survey methodologists. Behavior Research Methods, Instruments, and Computers, 32:254–262, 2000.
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Arthur Graesser, Katja Wiemer-Hastings, Peter Wiemer-Hastings, and Roger Kreuz. The gold standard of question quality on surveys: Experts, computer tools, versus statistical indices. In Proceedings of the Section on Survey Research Methods of the American Statistical Association, pp. 459–464, American Statistical Association, 2000.
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Arthur Graesser, Peter Wiemer-Hastings, Katja Wiemer-Hastings, D. Harter, N. Person, and the Tutoring Research Group. Using Latent Semantic Analysis to Evaluate the Contributions of Students in AutoTutor. Interactive Learning Environments, 8(2):129–147, Swets and Zeitlinger, Lisse, The Netherlands, 2000.
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J. Marineau, Peter Wiemer-Hastings, D. Harter, B. Olde, P. Chipman, A. Karnavat, V. Pomeroy, Arthur Graesser, and the TRG. Classification of speech acts in tutorial dialog. In Proceedings of the workshop on modeling human teaching tactics and strategies at the Intelligent Tutoring Systems 2000 conference, pp. 65–71, 2000.
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Peter Wiemer-Hastings. Adding syntactic information to LSA. In Proceedings of the 22nd Annual Conference of the Cognitive Science Society, pp. 989–993, Erlbaum, Mahwah, NJ, 2000.
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Katja Wiemer-Hastings, Peter Wiemer-Hastings, Sonja Rajan, Arthur Graesser, Roger Kreuz, and Ashish Karnavat. DP: A detector for presuppositions in survey questions. In Proceedings of the Joint Language Technology Conference, pp. 90–96, ACL Press, 2000.
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Peter Wiemer-Hastings and Arthur Graesser. Select-a-Kibitzer: A computer tool that gives meaningful feedback on student compositions. Interactive Learning Environments, 8(2):149–169, Swets and Zeitlinger, Lisse, The Netherlands, 2000.
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Arthur Graesser, T. Kennedy, Peter Wiemer-Hastings, and V. Ottati. The use of computational cognitive models to improve questions on surveys and questionnaires. In M. Sirken, D. Herrmann, S. Schechter, N. Schwarz, J. Tanur, and R. Tourangeau, editors, Cognition and Survey Research, pp. 199–216, John Wiley and Sons, New York, 1999.
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Arthur Graesser, Katja Wiemer-Hastings, Peter Wiemer-Hastings, R. Kreuz, and the TRG. AutoTutor: A simulation of a human tutor. Journal of Cognitive Systems Research, 1:35–51, 1999.
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Peter Wiemer-Hastings, Katja Wiemer-Hastings, and Arthur Graesser. How Latent is Latent Semantic Analysis?. In Proceedings of the 16th International Joint Congress on Artificial Intelligence, pp. 932–937, Morgan Kaufmann, San Francisco, 1999.
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Peter Wiemer-Hastings, Katja Wiemer-Hastings, and Arthur Graesser. Improving an intelligent tutor's comprehension of students with Latent Semantic Analysis. In Artificial Intelligence in Education, pp. 535–542, IOS Press, Amsterdam, 1999.
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Peter Wiemer-Hastings, Katja Wiemer-Hastings, and Arthur Graesser. Approximate natural language understanding for an intelligent tutor. In Proceedings of the 12th International Florida Artificial Intelligence Research Conference, pp. 172–176, AAAI Press, Menlo Park, CA, 1999.
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Arthur Graesser, Stan Franklin, Peter Wiemer-Hastings, and the Tutoring Research Group. Simulating smooth tutorial dialogue with pedagogical value. In Proceedings of the 11th International Florida Artificial Intelligence Research Symposium Conference, pp. 163–167, AAAI Press, 1998.
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Peter Wiemer-Hastings, Arthur Graesser, and Katja Wiemer-Hastings. Inferring the meaning of verbs from context. In Proceedings of the 20th Annual Conference of the Cognitive Science Society, pp. 1142–1147, Erlbaum, Mahwah, NJ, 1998.
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Peter Wiemer-Hastings, Arthur Graesser, Derek Harter, and the Tutoring Research Group. The foundations and architecture of AutoTutor. In Intelligent Tutoring Systems, Proceedings of the 4th International Conference, pp. 334–343, Springer, Berlin, 1998.
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Arthur Graesser and Peter Wiemer-Hastings. Review of “Children's Early Text Construction” by C. Pontecorvo, M. Orsolini, B. Burge, and L.B. Resnick. American Journal of Psychology, 1997.
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Peter Hastings. The Soar Coloring Book. Unpublished 1996. Available at http://ai.eecs.umich.edu/soar/tutorial
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Peter Hastings. Implications of an automatic lexical acquisition mechanism. In S. Wermter, E. Riloff, and C. Scheler, editors, Connectionist, Statistical, and SymbolicApproaches to Learning for Natural Language Processing, Springer-Verlag, Berlin, 1996.
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Peter Hastings. Use of context in an automatic lexical acquisition mechanism. In Proceedings of the Workshop on Context in Natural Language of the 14th International Joint Conferenceon Artificial Intelligence, 1995.
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Peter Hastings. Automatic Acquisition of Word Meaning from Context. Ph.D. Thesis, University of Michigan, Ann Arbor, MI , 1994.
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Peter Hastings and Steven Lytinen. The Ups and Downs of lexical acquisition. In Proceedings of the Twelfth National Conference on Artificial Intelligence, pp. 754–759, MIT Press, Cambridge, MA, 1994.
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Peter Hastings and Steven Lytinen. Objects, actions, nouns, and verbs. In Proceedings of the 16th Annual Conference of the Cognitive Science Society, pp. 397–402, Lawrence Erlbaum Associates, Hillsdale, NJ, 1994.
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Steven L Lytinen and Peter M Hastings. Acquiring New Words from Context. Integrated Computer-Aided Engineering, 1(6):511–526, IOS Press, 1994.
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Steven Lytinen, R. Burridge, Peter Hastings, and C. Huyck. Description of the LINK system used for MUC-5. In Proceedings of the Fifth Message Understanding Conference, Morgan Kaufmann Publishers, San Mateo, CA, 1993.
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Steven Lytinen, Bhattacharyya Sayan, Robert Burridge, Peter Hastings, Christian Huyck, Karen Lipinsky, Eric McDaniel, and Karenann Terrell. The LINK system: MUC-4 test results and analysis. In Proceedings of the Fourth Message Understanding Conference, pp. 159–163, Morgan Kaufmann Publishers, San Mateo, CA, 1992.
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Steven Lytinen, Sayan Bhattacharyya, Robert Burridge, Peter Hastings, Christian Huyck, Karen Lipinsky, Eric McDaniel, and Karenann Terrell. Description of the LINK system used for MUC-4. In Proceedings of the Fourth Message Understanding Conference, pp. 289–295, Morgan Kaufmann Publishers, San Mateo, CA, 1992.
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Peter Hastings and Steven Lytinen. Automatic Acquisition of Word Meanings. In Proceedings of the AAAI Spring Symposium on Machine Learning of Natural Language and Ontology, Document D-91-09, DFKI, University of Kaiserslautern, FRG, 1991.
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Peter Hastings, Steven Lytinen, and Robert Lindsay. Learning words from context. In Machine Learning: Proceedings of the Eighth International Workshop, pp. 55–59, Morgan Kaufmann, San Mateo, CA, 1991.
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Peter Hastings, Steven Lytinen, and Robert Lindsay. Learning words: Computers and Kids. In Proceedings of the 13th Annual Conference of the Cognitive Science Society, pp. 251–256, Lawrence Erlbaum Associates, Hillsdale, NJ, 1991.
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Peter Hastings, Steven Lytinen, and Robert Lindsay. Psycholinguistic Implications of a Computational Language-Learning Model. In Proceedings of the Workshop on Natural Language Learning of the 12th International Joint Conference on Artificial Intelligence, 1991.
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