9.30AM - 1PM

LIZ ALBRO

PREPARING GRANT APPLICATIONS FOR THE INSTITUTE OF EDUCATION SCIENCES

FEDEX INSTITUTE OF TECHNOLOGY ROOM 405

This workshop will provide attendees with an opportunity to learn about available funding opportunities through the National Center for Education Research and the National Center for Special Education Research within the Institute of Education Sciences. The Centers seek research applications designed to examine ways to improve student learning through curriculum and instruction, through improving teacher quality, and by understanding how the education system influences student achievement. The presenter is the Associate Commissioner for the Teaching and Learning Division for the National Center for Education Research and will provide detailed insights into the grant preparation, submission, and review process.

The intent of this workshop is to provide potential applicants with an overview of the current research grant opportunities available through the Institute of Education Sciences. After providing an overview of the program, the presenter will discuss in detail the components of successful grant applications, and will provide opportunities for potential applicants to ask questions about the grant application process.

Learning about the federal grants process and how to prepare competitive applications is a critical aspect of maintaining a long-term research program. Faculty often do not have opportunities to discuss their projects with federal program staff and often are not aware of currently available topics or the ways in which program staff can provide assistance throughout the grant application process. In addition, the Institute of Education Sciences is one of the primary funders of education research in the U.S. and has research programs of interest to Society for Text & Discourse attendees. Multiple members of ST&D are current recipients of IES funding, through the Reading and Writing, and Cognition and Student Learning research programs.

The workshop will include both a formal presentation of currently available funding opportunities and opportunities for attendees to ask questions and participate in discussion.

TED SANDERS, LIESBETH DEGAND, MANFRED STEDE, MAITE TABOADA

COHERENCE RELATIONS AND DISCOURSE CONNECTIVES - THEORY AND PRACTICE OF TEXT ANALYSIS

FEDEX INSTTIUTE OF TECHNOLOGY ROOM 314

The importance of the discourse level for the study of language and linguistics can hardly be overestimated: Language users communicate through text and discourse. In this workshop, participants are trained in analyzing the structure of text and discourse. We will focus on the relational view on discourse structure and coherence: the 'coherence relations' or 'rhetorical relations' that hold between discourse segments, such as Cause-Consequence, Contrast and List.
In introductory talks, theoretical key concepts are introduced and relations are defined. Illustrative analyses are based on concrete examples from language use. Then, participants are invited to analyze corpus fragments, making use of the definitions and theoretical notions introduced earlier. The analyses are then evaluated by instructors and other participants.

We will pay special attention to
-Categories of coherence relations
-Reliability of analyses
-Rhetorical Structure Theory (RST)
-Computational issues
-Implicit and explicit relations: linguistic signals of relations, which are overtly present in the text, such as connectives and cue phrases -Comparison of languages -Comparison of discourse types and genres; corpus fragments vary from spontaneous spoken conversation to children's discourse and highly-edited newspaper texts.

4 PM –6 PM

Registration (FIT lobby)

Demo session (Room 410)

6 PM –7.30 PM

Opening of the conference (The Zone)

7.30 PM –9 PM

Opening reception (FIT lobby)

Demo session (Room 410)

8.30 AM–9 AM

Coffee (FIT lobby)

9 AM–10.30 AM

Keynote Speaker (The Zone)

Nick Chater

10.30 AM–10.45 AM

Coffee (FIT lobby)

10.45 AM–12.25 PM

Genre

Reading level assessment for high-stakes testing applications: A second look at variation due to differences in text genre

(Kathleen M. Sheehan, Irene Kostin & Yoko Futagi)

Academic and professional written genres in disciplinary communication: Approaching corpus PUCV-2006

(Giovanni Parodi)

Genre recognition as an indication of reading skill

(Philip McCarthy, John Myers, Stephen Briner, Arthur C. Graesser & Danielle S. McNamara)

Computationally modeling human genre recognition

(John Myers, Philip McCarthy, Stephen Briner, Arthur C. Graesser & Danielle S. McNamara)

Embodiment

Perceptual aspects of language in story comprehension

(Kohei Tsunemi & Takashi Kusumi)

Do perceptual representations facilitate comprehension?

(Christopher Kurby & David Rapp)

fMRI evidence for the activation of modality-specific images during silent reading

(Christopher Kurby, Jeffrey Zacks & Jonathan Xia)

Orientational metaphors are embodied… and also are their literal counterparts

(Eduardo Santana & Manuel de Vega)

12.25 PM –2 PM

Lunch (FIT lobby)

2 PM –3.40 PM

Automated Text Analysis

On sentence-to-sentence relations

(Vasile Rus, Philip M. McCarthy, Danielle S. McNamara & Arthur C. Graesser)

Features of claim predicates help determine whether a reason supports a claim

(M. Anne Britt, Aaron A. Larson & Keith K. Millis)

Exploring content analysis and co-occurrence techniques to identify emotional characteristics from short blog texts

(Alastair Gill, Darren Gergle, Robert French & Jon Oberlander)

Do students alter their writing style when evaluated by an automated essay grader?

(Shannon Whitten, Steve Fiore & Valerie Sims)

Conversational Analysis

Effects of collaborative discussions and cultural differences in American and Korean children’s reflective essays

(Il-Hee Kim, Richard Anderson, Brian Miller, Jongseong Jeong & Terry Swim)

So on I go with my story: Development of meta-narrative voice in middle childhood

(Marsha D. Walton, Alexis R. Harris & Jennifer A. Walton-Wetzel)

Reported speech in narrative discourse during shift handover meetings of nursing care units

(Adrian Bangerter, Eric Mayor & Simona Pekarek Doehler)

Dialogue modes and moves in expert tutoring

(Natalie Person, Whitney Cade & Sidney D'Mello)

3.40 PM –4 PM

Coffee (FIT lobby)

4 PM –5.40 PM

Learning from Text

Exposition and engagement: How do introductions influence the processing of scientific explanations?

(Michael Mensink, Panayiota Kendeou & David Rapp)

Inquiry in science: An empirical analysis of college students’ use of source attributes to select useful sources

(Jason Braasch, Kimberly Lawless, Yasuhiro Ozuru, Susan R. Goldman, Kimberly W.Gomez, Laura Perelman, Flori Manning & Michael Slanovits)

Identifying causes of historical events: The role of text and task interactions

(Susan Goldman, Michael Slanovits, Yasuhiro Ozuru, Kimberly W. Gomez, Kimberly A. Lawless, Jason L. G. Braasch, Flori Manning & Laura Perelman)

Undergraduate students’ reasoning about links between authentic scientific theories and evidence

(Jordan Lippman, Maria Hines & Joel Bove)

Symposium

The analysis of coherence relations and connectives: Linguistic, computational and cognitive aspects

Ted Sanders, Liesbeth Degand,

Manfred Stede, Maite Taboada

5.40 PM –6 PM

Break

6 PM –8 PM

Poster session (FIT lobby)

9.00 AM–9.30 AM

Coffee(FIT lobby)

9.30 AM–10.45 AM

Computational linguistics

Validating new co-reference measures of cohesion in coh- metrix

(Philip McCarthy, Lisa Mintz, Arthur Graesser, Zhiqiang Cai & Danielle S. McNamara)

The physics ITS conundrum: When is context as important as the exact words?

(Patrick Chipman)

How shall a thing be called after a while: Adapting mentioned attributes to the task environment

(Markus Guhe & Ellen Bard)

Text Comprehension 2

Monitoring mind wandering in text comprehension

(Peter Dixon & Henry Li)

Eye-tracking and text structures

(Andrew Elfenbein, Paul van den Broek, Sarah Carlson, Mark Lewis & Panayiota Kendeou)

The reading and discourse practices of scientists: Building consensus through the turbulence of distributed cognition

(Diana Arya)

10.40 AM–11 AM

Coffee (FIT lobby)

11 AM–12.40 PM

Instructional technologies

The impact of automatic speech recognition errors on the interaction between a human student and an artificial tutor

(Sidney D'Mello, Brandon King & Art Graesser)

Automating reading strategy training and assessment

(Joseph Magliano, Sara Gillliam, Keith Millis, Danielle McNamara, Christopher Kurby, Chutima Boonthum & Irwin Levinstein)

The influence of modality on deep reasoning questions in vicarious learning environments

(Jeremiah Sullins, Scotty Craig, Barry Gholson & Art Graesser)

A comparison of vicarious environments with deep-level reasoning questions and standard pedagogy in middle school classrooms

(Joshua Brittingham, Joah Williams, Scotty Craig, Trey Martindale, Arthur C. Graesser & Barry Gholson)

Inferences

When when gets a causal interpretation. On the processing of temporal and causal coherence relations

(Willem Mak & Ted Sanders)

Gender differences in elaborative inference generation of fourth grade students

(Virginia Clinton, Benjamin Seipel, Paul van den Broek, Kristen McMaster, David Rapp & Mary Jane White)

Inference processes in expository film comprehension

(Maike Tibus & Stephan Schwan)

Automatically predicting causal inferences in the modified event indexing model

(James Niehaus & R. Michael Young)

12.40 PM –2 PM

Lunch (FIT lobby)

2 PM –3.40 PM

Learning and Instruction

An analysis of the coherence of tutorial dialogue with autotutor: A comparison of high versus low student knowledge

(Moongee Jeon & Arthur Graesser)

Discourse and learning in small groups

(Jennifer Wiley)

Do tutor inspire behaviors and personality traits predict feedback patterns in one-to-one tutoring?

(Morgan Nichols & Natalie Person)

Learning from the internet in sheltered environments. Differences between children.

(Eliane Segers, Mienke Droop, Tijs Kleemans & Ludo Verhoeven)

Metaphor and Figurative Language

”Should be fun --- not!”: Incidence and marking of verbal irony in email

(Juanita Whalen, Penny Pexman & Alastair Gill)

Nasty but smart? Individual differences in sarcasm use

(Jeff Hancock & Allison Markowitz)

Do lexical factors affect the perception of sarcasm?

(Roger Kreuz & Gina Caucci)

Individual differences and the time course of joke comprehension

(Heather Mitchell & Arthur Graesser)

3.40 PM –4 PM

Coffee (FIT lobby)

4 PM –5.30 PM

Keynote Speaker (The Zone)

Walter Kintsch

(Recipient of the Distinguished Scientific Contribution Award)

5.30 PM –7 PM

Reception in honor of Walter Kintsch  (FIT lobby)

9.00 AM–9.30 AM

Coffee (FIT lobby)

9.30 AM–10.30 AM

Business meeting (Methodist Theater)

10.30 AM–10.45 AM

Coffee (FIT lobby)

10.45 AM–12.15 PM

Keynote Speaker (The Zone)

Susan Brennan

12.15 PM –2 PM

Lunch (FIT lobby)

2 PM –3.40 PM

Interaction in Dialogue

Reinstating an interrupted collaborative task

(Eric Chevalley & Adrian Bangerter)

The impact of feedback and context difficulty on language acquisition

(Patrick Jeuniaux, Rick Dale & Max Louwerse)

Monkey see, monkey do. A cross-recurrence analysis of how dialogue partners imitate each other’s multimodal behavior.

(Patrick Jeuniaux, Nick Benesh, Divya Vargheese, Shinobu Watanabe, Bin Zhang, Rick Dale & Max Louwerse)

Automated detection of coordination between child and caregivers using natural language processing

(Nicholas Duran, Rick Dale & Danielle S. McNamara)

Text Comprehension

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

(Jorie Colbert)

What does it mean to say reading comprehension is “automatic”?

(Katherine Rawson)

Repeating text across independent passages: The influence of type of communication

(Celia Klin & April Drumm)

3.40 PM –4 PM

Coffee (FIT lobby)

4 PM –5.15 PM

Individual and Social Aspects of Discourse

The influence of bilingualism on story comprehension

(Frederique Fornier & Daniel Martins)

Depending on my mood: Mood-driven influences on "strategic" processes of text comprehension

(Catherine Bohn-Gettler & David Rapp)

Visual availability and referential communication in younger and older adults

(Katya Otis & William S. Horton)

Sentence Processing and Inferences

Anticipatory processes during comprehension of poetry

(Jim Woehrle, Joe Magliano & David Rapp)

Using dependency relations to decide paraphrasing

(Mihai Lintean, Vasile Rus & Art Graesser)

Active experiencing and recognition of short phrases

(Helga Noice & Tony Noice)

6.30 PM –11 PM

Banquet at STAX Records (bus picks up at FIT / drops off at Holiday Inn Hotel)