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Constructing inferences during narrative text comprehension.
Empirical evidence is reviewed that addresses the constructionist theory that accounts for the knowledge-based inferences that are constructed when readers comprehend narrative text and contrasts it with alternative theoretical frameworks. Expand
Is it an Agent, or Just a Program?: A Taxonomy for Autonomous Agents
This work proposes a formal definition of an autonomous agent which clearly distinguishes a software agent from just any program, and offers the beginnings of a natural kinds taxonomy of autonomous agents. Expand
Coh-Metrix: Analysis of text on cohesion and language
Standard text readability formulas scale texts on difficulty by relying on word length and sentence length, whereas Coh-Metrix is sensitive to cohesion relations, world knowledge, and language and discourse characteristics. Expand
Question Asking During Tutoring
Whereas it is well documented that student question asking is infrequent in classroom environments, there is little research on questioning processes during tutoring. The present study investigatedExpand
Automated Evaluation of Text and Discourse with Coh-Metrix: Introduction
This informative article might allow one to locate universe that could not believe it is previously, and furthermore by exactly what points as possible problem together with to generate concept. Expand
Dynamics of affective states during complex learning
Abstract We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experienceExpand
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what causedExpand
The Construction of Situation Models in Narrative Comprehension: An Event-Indexing Model
In this article, we propose and test a model of how readers construct representations of the situations described in simple narratives the event-indexing model According to the event-indexing model,Expand
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
Findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the ''vicious cycles'' which occur when a student becomes bored and remains bored for long periods of time. Expand
Affect and learning: An exploratory look into the role of affect in learning with AutoTutor
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow,Expand