Kurt A. VanLehn
Department of Computer
Science & Learning Research and
My email is my last name followed by @ cs<dot>pitt<dot>edu
412-624-7458; fax 412-624-9368
Last Updated: August 5, 2008
B. S. Mathematics,
M. S. Computer Science, Massachusetts Institute of Technology, 1978.
Ph. D. Computer Science, Massachusetts Institute of Technology, 1983.
National Science Foundation Graduate Fellow, 1974-1977.
Research Assistant, M.I.T. Artificial Intelligence Laboratory, 1977.
Research Associate, Bolt Beranek and Newman Inc., 1978 (January-October).
Research
Associate,
Assistant
Professor, Depts. of Psychology and Computer Science,
Associate
Professor, Dept. of Computer Science,
Senior Scientist, Learning Research and
Co-director,
Intelligent Systems Program,
Director,
Center for Interdisciplinary Research on Constructive Learning Environments
(CIRCLE),
Professor, Department of Computer Science,
Co-director, Pittsburgh Science of Learning Center (PSLC), September 2004 to present.
National Science Foundation Graduate Fellow, 1974-1977.
Spencer Foundation Research Fellow, October 1986 to August 1988.
Resident Fellow, Center for Philosophy of Science,
Keynote
speaker, Artificial Intelligence in Education,
Best Paper (with Joel Martin), Artificial Intelligence in Education, 1993.
Keynote
Speaker, Intelligent Tutoring Systems: 3rd International Conference,
Fellow, Center for Advanced Study in the Behavioral Sciences, 1996-1997.
Best Paper (with Cristina Conati, Abigail Gertner, & Marek Druzdzel), UM97: Sixth International Conference on User Modeling, 1997.
Awarded an NSF center (CIRCLE), one of only three awarded in the highly competitive multidisciplinary Learning and Intelligent Systems program. 1997.
Keynote
Speaker, European Science Foundation’s final conference on Learning in Humans
and Machines,
Best Paper Award (with Cristina Conati). Artificial Intelligence and Education, 1999.
Second Best Paper Award (with Charles Murray). Intelligent Tutoring Systems: 5th International Conference, July, 2000.
Identified as individual who has made a significant and positive impact
on students’ lives. Commended for positive interaction with students. Spring 2000 survey conducted by Office of Student Affairs,
Second Best Paper Award (with Carolyn Rosé). Artificial Intelligence in Education, 2001.
James R. Chen Award for best paper (with C. Conati & A. Gertner) in the 2002 volume of the journal User Modeling and User Adapted Interaction.
Keynote Speaker, UM03: Ninth International Conference on User Modeling, 2003.
Fellow, Cognitive Science Society, elected May, 2003.
Best Paper Award (with C. Lynch, K. Schulze, J. A. Shapiro, R. Shelby, L. Taylor, D. Treacy, A. Weinstein, & M. Wintersgill). Artificial Intelligence and Education Conference, 2005.
Best Student Paper Award (with Michael Ringenberg) Intelligent Tutoring Systems Conference, 2006.
Best Paper
Award (with Robert Hausmann), Artificial Intelligence and Education Conference,
2007.
Keynote
Speaker, Intelligent Tutoring Systems conference, 2008.
Best
Poster Award (with Min Chi), Educational Data Mining Conference, 2008
Best Student Paper Award (with Min Chi), Intelligent Tutoring Systems conference, 2008.
VanLehn,
K. (1978). Determining
the scope of English quantifiers.
VanLehn,
K. (1983). Felicity conditions for
human skill acquisition: Validating an AI-based theory.
VanLehn,
K. (1990). Mind bugs: The origins
of procedural misconceptions.
VanLehn,
K. (1991). (Ed.) Architectures
for Intelligence.
1980
Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 4, 379-426.
1982
VanLehn, K. (1982). Bugs are not enough: An analysis of systematic subtraction errors. Journal of Mathematical Behavior, 3(2), 3-71.
1983
VanLehn,
K. (1983). Human procedural skill
acquisition: Theory, model and psychological validation. In Proceedings
of the 1983 Conference of the American Association for Artificial Intelligence (pp.
420-423).
VanLehn,
K. (1983). Validating
a theory of human skill acquisition. In Proceedings
of the 1983 International Machine Learning Workshop (p. 234).
1984
VanLehn,
K. (1984). A
critique of the connectionist hypothesis that recognition uses templates, and
not rules. In Proceedings of the Sixth Annual
Conference of the Cognitive Science Society (pp. 74-81).
1987
VanLehn, K. (1987). Learning one subprocedure per lesson. Artificial Intelligence, 31, 1-40.
VanLehn, K., & Ball, W. (1987). A version space approach to learning context-free grammars. Machine Learning, 2, 39-74.
VanLehn,
K., & Garlick, S. (1987). Cirrus:
an automated protocol analysis tool. In P. Langley (Ed.), Proceedings
of the Fourth International Workshop on Machine Learning (pp. 205-217).
1988
Brown, J. S., & VanLehn, K. (1988). Repair theory: A generative theory of bugs in
procedural skills. In A. Collins & E. E. Smith (Eds.),
Gray, W. D., Corbett, A. T., & VanLehn, K. (1988). Planning and implementation errors in algorithm
design. In V. Patel (Ed.), Proceedings of the Tenth Annual
Conference of the Cognitive Science Society (pp. 594-600).
Kowalski, B., & VanLehn, K. (1988). Cirrus: Inducing subject models from protocol data. In V. Patel (Ed.), Proceedings of the Tenth Annual Conference of
the Cognitive Science Society (pp. 623-629).
1989
VanLehn,
K. (1989). Discovering problem solving
strategies: What humans do and machines don’t (yet). In A.
Segre (Ed.), Proceedings of the Sixth International Workshop on Machine
Learning (pp. 215-217).
VanLehn, K. (1989). Efficient specialization of relational concepts. Machine Learning, 4, 99-106.
VanLehn,
K. (1989). Learning
events in the acquisition of three skills. In G. Olson & E. Smith
(Eds.), Proceedings of the Eleventh Annual Conference of the Cognitive
Science Society (pp. 434-441).
VanLehn, K., Ball, W., & Kowalski, B. (1989). Non-LIFO execution of cognitive procedures. Cognitive Science, 13, 415-465.
1990
VanLehn,
K. (1990). Learning
one subprocedure per lesson. In J. W. Shavlik & T.
G. Dietterich (Eds.),
VanLehn,
K., Ball, W., & Kowalski, B.
(1990). Explanation-based learning of correctness: Towards a model of the
self-explanation effect. In M. Piatelli-Palmarini (Ed.), Proceedings
of the Twelfth Annual Conference of the Cognitive Science Society (pp.
717-724).
1991
Chi, M. T. H., & VanLehn, K. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), 69-106. [abstract]
Jones, R., & VanLehn, K. (1991). A computational model of
acquisition for children’s addition strategies. In L. Birnbaum & G.
Collins (Eds.), Machine Learning: Proceedings of the Eighth International
Workshop (pp. 65-69).
Jones, R., & VanLehn, K. (1991). Strategy shifts without impasses: A computational
model of the sum to min transition. In K. Hammond & D. Gentner (Eds.), Proceedings
of the Thirteenth Annual Conference of the Cognitive Science Society (pp.
358-363).
VanLehn, K. (1991). Rule acquisition events in the discovery of problem solving strategies. Cognitive Science, 15(1), 1-48. [abstract]
VanLehn, K., & Jones, R. M.
(1991). Learning physics
via explanation-based learning of correctness and analogical search control. In
L. Birnbaum & G. Collins (Eds.), Machine Learning: Proceedings of the
Eighth International Workshop (pp. 132-137). San Mateo, CA: Morgan Kaufmann. [abstract & PDF]
VanLehn, K., Jones, R. M., & Chi, M. T. H. (1991). Modeling the self- explanation
effect with Cascade 3. In K.
Hammond & D. Gentner (Eds.), Proceedings of the Thirteenth Annual
Conference of the Cognitive Science Society (pp. 137-142).
1992
Jones, R., & VanLehn, K. (1992). A fine-grained model of skill acquisition: Fitting Cascade
to individual subjects. In J. Kruschke (Ed.), Proceedings
of the Fourteenth Annual Conference of the Cognitive Science Society (pp.
873-878).
VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self- explanation effect. Journal of the Learning Sciences, 2(1), 1-60. [abstract & PDF]
1993
Martin, J. & VanLehn, K. (1993). OLAE: Progress toward a multi-activity,
Bayesian student modeller. In S. P. Brna, S. Ohlsson, & H. Pain (Eds.), Artificial
Intelligence in Education (pp. 410-417).
VanLehn, K., & Jones, R. M. (1993). Better learners use analogical problem solving
sparingly. In R. S. Michalski & G. Tecuci (Eds.), Proceedings
of the Second International Workshop on Multistrategy Learning (pp. 19-30).
VanLehn, K., &
Jones, R. M. (1993). Better
learners use analogical problem solving sparingly. In P. E.
Utgoff (Ed.), Proceedings of the Tenth International Conference on Machine
Learning (pp. 338-345). San Mateo, CA: Morgan Kaufmann. [abstract & PDF]
VanLehn, K., & Jones, R. M. (1993). What mediates the self-explanation effect? Knowledge
gaps, schemas or analogies? In M. Polson (Ed.), Proceedings
of the Fifteenth Annual Conference of the Cognitive Science Society (pp.
1034-1039).
1994
Jones, R. M., & VanLehn, K. (1994). Acquisition of children’s addition strategies: A model of impasse-free, knowledge-level learning. Machine Learning, 15 (1 & 2), 11-36. [abstract]
VanLehn, K., Ohlsson, S., & Nason, R. (1994). Applications of simulated students: An exploration. Journal of Artificial Intelligence in Education, 5(2), 135-175. [abstract & PDF]
1995
Conati, C., & VanLehn, K. (1995). A student modeling technique for
problem solving in domains with large solution spaces. In J. Greer (Ed.), Artificial Intelligence in Education (p.
573).
Martin, J., & VanLehn, K. (1995). Student assessment using Bayesian nets. International Journal of Human-Computer Studies, 42, 575-591. [abstract & PDF]
1996
Conati, C., & VanLehn, K. (1996). POLA: a student modeling framework for Probabilistic
On-Line Assessment of problem solving performance. In UM-96: Fifth International
Conference on User Modeling (pp. 75-82).
Conati, C., & VanLehn, K. (1996). Probabilistic plan recognition for
cognitive apprenticeship. In G. W. Cottrell (Ed.), Proceedings
of the Eighteenth Annual Meeting of the Cognitive Science Society (pp.
403-408). Mahwah, NJ: Erlbaum. [abstract & PDF]
1997
Conati, C., Gertner, A., VanLehn, K., &
Druzdzel, M. (1997). On-line
student modeling for coached problem solving using Bayesian networks. In A. Jameson, C.
Conati, C., Larkin, J., & VanLehn, K. (1997). A computer framework to support
self-explanation. In R. du Boulay & R. Mizoguchi
(Eds.), Artificial Intelligence in Education (pp. 279-286).
Ploetzner, R., & VanLehn, K. (1997). The acquisition of informal physics knowledge during formal physics training. Cognition and Instruction, 15(2), 169-205. [abstract & PDF]
VanLehn, K., & Martin, J. (1997). Evaluation of an assessment system based on Bayesian student modeling. International Journal of Artificial Intelligence and Education, 8(2), 179-221. [abstract & PDF]
1998
Gertner, A., Conati, C., & VanLehn, K. (1998). Procedural help in
VanLehn, K. (1998). Analogy events: How examples are used during problem solving. Cognitive Science, 22(3), 347-388. [abstract & PDF]
VanLehn,
K., Niu, Z., Siler, S., & Gertner
A. (1998). Student modeling from conventional test data: A Bayesian approach
without priors. In Intelligent Tutoring Systems:4th
International Conference (pp. 434-443).
VanLehn,
K., Siler, S., Murray, C., & Baggett,
W. (1998). What makes a tutorial event effective? In M. A. Gernsbacher & S.
Derry (Eds.), Proceedings of the Twentieth Annual Conference of the
Cognitive Science Society (pp. 1084-1089).
1999
Conati C., & VanLehn, K. (1999). A student model to assess
self-explanation while learning from examples. In UM‘99,
Seventh International Conference on User Modeling.
Conati C., & VanLehn, K. (1999). Teaching meta-cognitive skills:
Implementation and evaluation of a tutoring system to guide self-explanation
while learning from examples. In S. P. Lajoie & M. Vivet (Eds.), Artificial
Intelligence in Education (pp. 297-304),
Ferrari, M., Taylor, R., & VanLehn, K. (1999). Adapting work simulations for schools. Journal of Educational Computing Research, 21(1), 25-53. [abstract & PDF]
VanLehn, K. (1999). Rule learning events in the acquisition of a complex skill: An evaluation of Cascade. Journal of the Learning Sciences, 8(1), 71-125. [abstract & PDF]
2000
Albacete, P. L., & VanLehn, K. (2000). The conceptual helper: An intelligent tutoring system for
teaching fundamental physics concepts. In G. Gauthier, C. Frasson, K. VanLehn
(Eds.), Intelligent Tutoring Systems: 5th International Conference (pp.
564-573). Berlin:
Springer-Verlag Berlin & Heidelberg GmbH & Co. K. [abstract & PDF]
Conati, C., & VanLehn, K. (2000). Further results from the evaluation of an intelligent
computer tutor to coach self-explanation. In G. Gauthier, C. Frasson, K.
VanLehn (Eds.), Intelligent Tutoring Systems: 5th International Conference (pp. 304-313). Berlin: Springer-Verlag Berlin & Heidelberg
GmbH & Co. K. [abstract & PDF]
Conati, C., & VanLehn, K. (2000). Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation. International Journal of Artificial Intelligence in Education, 11, 389-415. [abstract & PDF]
Freedman,
R. C., Rosé, C. P., Ringenberg, M. A., & VanLehn, K. (2000). ITS
Tools for natural language dialogue: A domain-independent parser and planner.
In G. Gauthier, C. Frasson, K. VanLehn (Eds.), Intelligent Tutoring Systems:
5th International Conference (pp. 433-442). Berlin: Springer-Verlag Berlin
& Heidelberg GmbH & Co. K. [abstract & PDF]
Gertner, A., & VanLehn, K. (2000).
Matsuda, N., & VanLehn, K. (2000). A reification of a strategy for
geometry theorem proving. In G. Gauthier, C. Frasson, K. VanLehn (Eds.),
Intelligent Tutoring Systems: 5th International Conference (p. 660). Berlin: Springer-Verlag
Berlin & Heidelberg GmbH & Co. K. [abstract & PDF]
Murray, R. C., & VanLehn, K. (2000). DT Tutor: A decision-theoretic, dynamic approach for
optimal selection of tutorial actions. In G. Gauthier, C. Frasson, K. VanLehn
(Eds.), Intelligent Tutoring Systems: 5th International Conference (pp.
153-162).
Rosé C., Moore, J. D., Albritton, D., & VanLehn, K. (2000). A comparative evaluation of
Socratic versus didactic tutoring. In J.D. Moore & K. Stenning
(Eds.), Proceedings of the Twenty-Third Annual Conference of the Cognitive
Science Society (pp. 897-902).
Schulze,
K. G., Shelby, R. N., Treacy, D. J., Wintersgill, M. C., VanLehn, K., &
Gertner, A. (2000)
Schulze,
K. G., Shelby, R. N., Treacy, D. J., Wintersgill, M. C., VanLehn, K., &
Gertner, A. (2000).
VanLehn, K., Freedman, R., Jordan, P., Murray, C., Rosé, C.
P., Schulze, K., Shelby, R., Treacy, D., Weinstein, A., & Wintersgill, M.
(2000). Fading and deepening: The next
steps for
2001
Conati, C. & VanLehn, K., (2001). Providing adaptive support to the
understanding of instructional material. In Proceedings of IUI 2001,
International Conference on Intelligent User Interfaces (pp. 41-47).
Graesser, A., VanLehn, K., Rosé, C., Jordan, P., & Harter, D. (2001). Intelligent Tutoring Systems with Conversational Dialogue. AI Magazine, 22(4) 39-51. [abstract & PDF]
Rosé, C., Jordan, P., Ringenberg, M., Siler, S., VanLehn,
K., & Weinstein, A. (2001). Interactive conceptual tutoring in Atlas-Andes. In J. D. Moore, C. L. Redfield,
& W. L. Johnson (Eds.). Artificial Intelligence in Education (pp.
256-266).
Rosé, C. P., Moore, J. D., VanLehn, K., & Allbritton, D.
(2001). A
comparative evaluation of Socratic versus didactic tutoring. In J.D.
Moore & K. Stenning (Eds.), Proceedings of the Twenty-Third Annual
Conference of the Cognitive Science Society (pp. 897-902).
Shelby, R., Schulze, K., Treacy, D., Wintersgill, M., VanLehn,
K., & Weinstein, A. (2001). An assessment of the
VanLehn, K., & Niu, Z. (2001). Bayesian student modeling, user interfaces and feedback: A sensitivity analysis. International Journal of Artificial Intelligence in Education, 12(2), 154-184. [abstract & PDF]
2002
Conati, C., Gertner, A., & VanLehn, K. (2002). Using Bayesian networks to manage uncertainly in student modeling. User Modeling & User-Adapted Interaction. 12(4), 371-417. Winner of the 2002 James R. Chen Award. [abstract & PDF]
Rosé, C.,
Bhembe, D., Roque, A., Siler, S., Srivastava, R., & VanLehn, K. A. (2002).
Hybrid Language understanding approach for robust selection
of tutoring goals. In S. A. Cerri, G. Gouarderes,
& F. Paraguacu (Eds.), Intelligent Tutoring System: 6th International
Conference (pp. 552-561). Berlin: Springer. [abstract & PDF]
Rosé, C. P., Roque, A., Bhembe, D., & VanLehn, K. (2002).
An efficient incremental architecture for robust interpretation. Human
Languages Technologies Conference. San Diego, CA.
Siler, S., Rosé, C. P., Frost, T., & VanLehn, K.
(2002). Evaluating knowledge construction
dialogs (KCDs) versus minilessons within Andes2 and alone. In
S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Intelligent Tutoring
Systems: 6th International Conference (pp. 9-15).
VanLehn,
K., Jordan, P., Rosé, C. P., et al.
(2002). The architecture of Why2-Atlas:A coach for
qualitative physics essay writing. In S. A. Cerri, G. Gouarderes, & F.
Paraguacu (Eds.), Intelligent Tutoring Systems: 6th International Conference (pp.
158-167).
VanLehn, K.,
Lynch, C.,
2003
Jordan, P., Makatchev, M., & VanLehn, K. (2003).
Abductive Theorem Proving
for Analyzing Student Explanations.
In H. U. Hoppe, F. Verdejo and J. Kay (Eds.), Artificial Intelligence in
Education (pp.
73-80).
Lane, H. C., & VanLehn, K. (2003). Coached program planning: Dialogue-based support for
novice program design. Proceedings of the 34th ACM SIGCSE Technical
Symposium on Computer Science Education (pp. 148-152).
Matsuda, N., & VanLehn, K. (2003). Modeling Hinting Strategies for
Geometry Theorem Proving. In UM03: Proceedings of the 9th
International Conference on User Modeling (pp. 373-377)
Rosé, C.
P., Bhembe, D., Siler, S., Srivastava, R., & VanLehn, K. (2003). Exploring the Effectiveness of Knowledge Construction Dialogues.
In H. U. Hoppe, F. Verdejo and J. Kay (Eds.),Artificial
Intelligence in Education.
Rosé, C. P.,
Bhembe, D., Siler, S., Srivastava, R., & VanLehn, K. (2003). The
Role of Why questions in effective human tutoring. In In H. U. Hoppe, F.
Verdejo and J. Kay (Eds.), Artificial Intelligence
in Education.
Rosé, C. P., Gaydos, A., Hall, B.S., Roque, A., & VanLehn, K. (2003). Overcoming the Knowledge
Engineering Bottleneck for Understanding Student Language Input. In In H. U. Hoppe, F. Verdejo and J. Kay (Eds.), Artificial
Intelligence in Education.
Rosé, C. P., Litman, D., Bhembe, D., Forbes, K., Silliman, S., Srivastava, R., & VanLehn, K. A. (2003). Comparison of tutor and student behavior in speech versus text based tutoring. Proceedings of the HLT-NAACL Workshop on Building Educational Applications Using Natural Language Processing. [abstract & PDF]
Siler, S. A., & VanLehn, K. (2003). Accuracy of Tutors’ Assessments of
their Students by Tutoring Context. In R. Alterman & D. Hirsch, (Eds.),
Proceedings of the Twenty-Fifth Annual meeting of the Cognitive Science
Society.
VanLehn, K., Siler, S., Murray, C., Yamauchi, T., & Baggett, W.B. (2003). Why do only some events cause learning during human tutoring? Cognition and Instruction, 21(3), 209-249. [abstract & PDF]
2004
Lane, H. C., & VanLehn, K. (2004). A dialogue-based tutoring system for
beginning programming. In V. Barr
& Z. Markov (Eds.), Proceedings of the Seventeenth International
Litman,
D. J., Rosé, C. P, Robes-Riley, K., VanLehn, K., Bhembe, D., &
Silliman, S. (2004) Spoken versus typed human and computer dialogue tutoring.
In J. C. Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent
Tutoring Systems: 7th International Conference (pp. 368-379). Berlin: Springer-Verlag
Berlin & Heidelberg GmbH & Co. K. [abstract & PDF]
Makatchev, M., Jordan, P., & VanLehn, K. (2004). Abductive theorem proving for analyzing student explanations and guiding feedback in intelligent tutoring systems. Journal of Automated Reasoning. 32(3), 187-226. [abstract & PDF]
Makatchev, M., Jordan, P. W., & VanLehn, K. (2004). Modeling student’s reasoning about qualitative
physics: Heuristics for abductive proof search. In J. C.
Lester, R. M. Vicari, & F. Paraguacu, (Eds.), Intelligent Tutoring
Systems: 7th International Conference (pp. 699-709). Berlin: Springer-Verlag
Berlin & Heidelberg GmbH & Co. K. [abstract & PDF]
Makatchev, M., Jordan, P., Pappuswamy, U., & VanLehn,
K. (2004). Abductive proofs as models
of qualitative reasoning. In J. de Kleer & K. Forbus
(Eds.), Proceedings of Workshop on Qualitative Reasoning (pp. 11-18).
Makatchev, M., Jordan, P. W., Pappuswamy, U., & VanLehn, K. (2004). Abductive proofs as models of students’ reasoning
about qualitative physics. In Sixth International
Conference on Cognitive Modeling (pp. 166-171).
Matsuda, N., & VanLehn, K. (2004). GRAMY: A geometry theorem prover capable of construction. Journal of Automated Reasoning, 32(1), 3-33. [abstract & PDF]
VanLehn, K.,
Bhembe, D., Chi, M., Lynch, C., Schulze, K.,
2005
Graesser, A. G., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225-234. [abstract & PDF]
Jordan, P. W., Albacete, P., & VanLehn, K. (2005).
Taking control of
redundancy in scripted tutorial dialogue. In G. McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial
Intelligence in Education. (pp. 314-321)
Lane, H. C., & VanLehn, K. (2005). Intention-based scoring: An approach to measuring
success at solving the composition problem. In
Lane, H. C., & VanLehn, K. (2005) Teaching program planning skills to novices with natural language tutoring. Computer Science Education, 15(3), 183-201. [Abstract & PDF]
Matsuda, N., & VanLehn, K. (2005). Advanced geometry tutor: An
intelligent tutor that teaches proof-writing with construction. In G.
McCalla, C. K. Looi, B. Bredeweg & J. Breuker (Eds.), Artificial
Intelligence in Education (pp.443-450).
Makatchev, M. & VanLehn, K. (2005). Analyzing completeness and
correctness of utterances using an ATMS. In G. McCalla, C. K. Looi, B.
Bredeweg & J. Breuker (Eds.), Artificial Intelligence in Education
(pp. 403-410).
Pappuswamy, U., Bhembe, D., Jordan, P. W., & VanLehn, K. (2005). A multi-tier NL-knowledge
clustering for classifying students’ essays. In I. Russell & Z.
Markov (Eds.), Proceedings of the Seventeenth International
Pappuswamy, U., Bhembe, D., Jordan, P. W., & VanLehn, K. (2005). A supervised clustering method for
text classification. In A. Gelbukh (Ed.), Proceedings of Computational
Linguistics and Intelligent Text Processing: 6th International Conference,
CICLing: Vol. 3406. (pp. 704 - 714). Berlin: Springer-Verlag Berlin & Heidelberg GmbH &
Co. K. [abstract & PDF]
Pappuswamy, U., Jordan, P. W., & VanLehn, K. (2005).
Resolving Discourse
Deictic Anaphors in Tutorial Dialogues. In C. Sassen, A. Benz, & P. Kühnlein (Eds.), Proceedings of
Constraints in Discourse (pp. 96-103).
Rosé, C. P., & VanLehn, K. (2005). An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals. International Journal of Artificial Intelligence in Education, 15(4), 325-355. [abstract & PDF]
VanLehn,
K., Lynch, C., Schulze, K. Shapiro, J.
A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., & Wintersgill, M.
(2005). The
VanLehn,
K., Lynch, C., Schulze, K. Shapiro,
J. A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., & Wintersgill, M.
(2005). The
2006
Murray, C. & VanLehn, K. (in press). A comparison of decision-theoretic,
fixed-policy and random tutorial action selection. In
K. Ashley & M. Ikeda (Eds.), Intelligent Tutoring Systems: 8th International
Conference, ITS2006. pp. 114-123
Ringenberg, M. & VanLehn, K. (in press). Scaffolding problem solving with
annotated, worked-out examples to promote deep learning. In K. Ashley & M. Ikeda (Eds.), Intelligent Tutoring
Systems: 8th International Conference, ITS2006. pp. 625-634.
Makatchev, M., VanLehn, K., Jordan, P. W., & Pappuswamy, U.
(2006). Representation and
reasoning for deeper natural language understanding in a physics tutoring
system. In G. Sutcliffe & R. Goebel (Eds.), Proceedings
of the 19th International FLAIRS conference.
Litman, D., Rose, C., Forbes-Riley, K., VanLehn, K., Bhembe, D., & Silliman, S. (2006). Spoken versus typed human and computer dialogue. International Journal of Artificial Intelligence and Education, 16, 145-170. [Abstract & PDF]
VanLehn, K. (2006) The behavior of tutoring systems. International Journal of Artificial Intelligence in Education. 16, 3, 227-265. [Abstract & PDF]
2007
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(1), 3-62. [Abstract & PDF]
Chi, Min & VanLehn, K. (2007) The impact of explicit strategy instruction on problem-solving behaviros across intelligent tutoring systems. In D. McNamara & G. Trafton (Eds.) Proceedings of the 29th Annual Conference of the Cognitive Science Society. pp. 167-172 Mahwah, NJ: Erlbaum. [PDF 209KB]
Chi, Min & VanLehn, K. (2007) Domain-specific and domain-independent interactive behaviors
in
Chi, Min & VanLehn, K. (2007) Porting an intelligent
tutoring system across domains. In
R. Luckin, K. R. Koedinger & J. Greer (Eds.) Artificial
Intelligence in Education. pp. 551-553. Amsterdam, Netherlands: IOS
Press. [PDF 446KB]
Chi, Min & VanLehn, K. (2007) Accelerated future learning via explicit
instruction of a problem solving strategy. In R. Luckin, K. R. Koedinger &
J. Greer (Eds.) Artificial
Intelligence in Education. pp. 409-416.
Craig, S. D., VanLehn, K., Gadgil, S., & Chi, M. T. H. (in
press). Learning
from collaboratively observing videos during problem solving with
Hausmann, R. G. M. & VanLehn, K. (2007).
Explaining
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