Word sense disambiguation for free-text indexing using a massive semantic network
CIKM '93 Proceedings of the second international conference on Information and knowledge management
The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Further Results from the Evaluation of an Intelligent Computer Tutor to Coach Self-Explanation
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Spoken Versus Typed Human and Computer Dialogue Tutoring
International Journal of Artificial Intelligence in Education
Dialogue-Learning Correlations in Spoken Dialogue Tutoring
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Comparing Linguistic Features for Modeling Learning in Computer Tutoring
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Using information content to evaluate semantic similarity in a taxonomy
IJCAI'95 Proceedings of the 14th international joint conference on Artificial intelligence - Volume 1
Predicting change in student motivation by measuring cohesion between tutor and student
IUNLPBEA '11 Proceedings of the 6th Workshop on Innovative Use of NLP for Building Educational Applications
Correcting scientific knowledge in a general-purpose ontology
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
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A previously reported measure of dialog cohesion was extended to measure cohesion by counting semantic similarity (the repetition of meaning) as well as lexical reiteration (the repetition of words) cohesive ties. Adding semantic similarity ties improved the algorithm's correlation with learning among high pre-testers in one of our corpora of tutoring dialogs, where the lexical reiteration measure alone had correlated only for low pre-testers. Counting cohesive ties which have increasing semantic distance increases the measure's correlation with learning in that corpus. We also find that both directions of tie, student-to-tutor and tutor-to-student, are equally important in producing these correlations. Finally, we present evidence suggesting that the correlations we find may be with deeper "far transfer" learning.