Sidney D'Mello

Sidney K. D’Mello Departments of Psychology and Computer Science & Engineering 118 Haggar Hall, Notre Dame IN, 46556 USA sdmello@nd.edu; (574)-631-8322 http://www.nd.edu/~sdmello Last Updated: January 7, 2015 1/4/15 Education PhD in Computer Science (August, 2009) University of Memphis Memphis, TN, 38152, USA M.S. in Mathematical Sciences (December, 2004) University of Memphis1/4/15 Memphis, TN, 38152, USA B.S. in Electrical Engineering (May, 2002) Christian Brothers University Memphis, TN, 38104, USA Professional Experience Assistant Professor (2012 - Present). Joint Appointments in Department of Computer Science and Engineering (CSE) and Department of Psychology, University of Notre Dame. Fellow (2014-Present). Institute for Educational Initiatives, University of Notre Dame. Research Assistant Professor (2010 – 2012). Institute for Intelligent Systems, University of Memphis. Co-Director. Emotive Computing Research Group Principal Investigator. Robust Automated Knowledge Capture Research Scientist. Guru Tutor Project Research Scientist. Cognitive Computing Research Group Postdoctoral Researcher (2009 - 2010). Institute for Intelligent Systems and Department of Psychology, University of Memphis. Research Assistant (2002 - 2009). Institute for Intelligent Systems, Department of Computer Science, Department of Psychology, FedEx Institute of Technology, University of Memphis. Emotive Computing Research Group (2004 – 2009) Expert Tutoring Research Group (2008 – 2009) Center for Healthcare and Technology (2007 - 2009) Cognitive Computing Research Group (2002 – 2009) Radio Frequency Identification Consortium (2005 – 2007) Intelligent Environment Research Lab (2005 -2006) 1- SD Funding At Notre Dame (Current) 1. Beyond Boredom: Modeling and Promoting Engagement during Complex Learning Agency: National Science Foundation (NSF) PIs: D’Mello (lead PI); Graesser - U. Memphis Co-PI Amount: $1,079,802 + $4,860 for REU supplement Period: 2012-2015 2. Automating the Measurement and Assessment of Classroom Discourse Agency: Institute for Educational Sciences (IES) PIs: Nystrand (lead PI) – U. Wisconsin-Madison, D’Mello – Notre Dame PI; Olney - U. Memphis PI, Kelly - U. Pittsburgh PI. Amount: Total $1,599,828 ($562,908 to ND) Period: 2013-2016 3. Diligence Task 2.0: An Online Performance Measure of Academic Diligence Agency: The John Templeton Foundation PIs: D’Mello (lead PI); Duckworth - U. Pennsylvania PI Amount: $239,671 Period: 2014-2016 4. Increasing Agency by Promoting a Purpose for Learning: Experiments in Urban District Middle Schools Agency: Raikes Foundation PIs: Yeager (lead PI) – U. of Texas at Austin, D’Mello – Notre Dame PI Amount: Total $691,953 ($136,000 to ND) Period: 2013-2015 5. Understanding and Increasing College Persistence Agency: Bill & Melinda Gates Foundation PIs: Duckworth (lead PI) – U. of Pennsylvania, Gabrieli – National Center on Time and Learning PI, Yeager - U. Texas at Austin PI, D’Mello - PI on subcontract to Notre Dame Amount: Total $1,726,692 ($55,440 to ND) Period: 2011-2015 6. It's Tedious But it Matters: Can Purpose Promote the Grit and Tenacity Required to Build Math and Science Skills? Agency: University of Chicago via John Templeton Foundation PIs: Yeager (lead PI) – U. of Texas at Austin, D’Mello - PI on subcontract to ND. Amount: Total $148,083 ($16,009 to ND) Period: 2013-2015 Amount: $19,860 Period: 2013-2014 At Notre Dame (Completed) 7. Modeling how Affect, Engagement, and Conscientiousness Interact and Influence Learning in Newton’s Playground Agency: Bill & Melinda Gates Foundation PIs: Baker (lead PI) – Teachers College, Columbia University, D’Mello – Notre Dame PI; Shute – Florida State University PI 2- SD 1/4/15 Amount: Total $673,378 ($192,354 to ND) Period: 2012-2014 8. SBIR Phase I: Intelligent tutoring system with EEG-based instructional strategy optimization Agency: National Science Foundation PIs: Soussou (lead PI) – QUASAR, USA, D’Mello – PI on subcontract to ND. Amount: Total $149,981 ($21,438 to ND) Period: 2014-2014 9. Support for Doctoral Students from U.S. Universities to Attend the AIED 2013 and EDM 2013 Conferences Agency: National Science Foundation PIs: D’Mello Prior to Notre Dame 10. Inducing, Tracking, and Regulating Confusion and Cognitive Disequilibrium during Complex Learning Agency: National Science Foundation PIs: Graesser (PI), D’Mello (Co-PI) – University of Memphis Amount: Total $420,000 Period: 2019-2013 11. Strategy Shifting in Complex Multimodal Environments Agency: Sandia National Laboratories PIs: D’Mello - University of Memphis Amount: $45,000 Period: 2010-2011 12. Guru: A computer tutor that models expert human tutors Agency: Institute of Education Sciences PIs: Olney (PI), Graesser (Co-PI), D’Mello (Senior Researcher) - University of Memphis; Person (Co-PI), Williams (Co-PI) – Rhodes College Amount: $1,858,176 Period: 2008-2012 13. Travel Award ($1,250; 2007). Doctoral Consortium at 13th International Conference on Artificial Intelligence in Education. National Science Foundation via University of Memphis. Awards/Honors At Notre Dame 1. James Chen Best Student Paper Award (2014). Bixler, R., & D'Mello, S. (2014). Toward Fully Automated Person-Independent Detection of Mind Wandering. In V. Dimitrova, T. Kuflik, D. Chin, F. Ricci, P. Dolog & G.-J. Houben (Eds.), Proceedings of the 22nd International Conference on User Modeling, Adaptation, and Personalization (pp. 37-48). Switzerland: Springer International Publishing. 2. ACM Distinguished Paper award (2014). Rodeghero, P., McMillan, C., McBurney, P., Bosch, N., & D’Mello, S. K. (2014). Improving Automated Source Code Summarization via an Eye-Tracking Study of Programmers. In Proceedings of the 36th International Conference on Software Engineering (ICSE 2014) (pp. 390-401), ACM: New York, NY. 3- SD 1/4/15 3. Best Overall Paper Award (2013). Mills, C. & D’Mello, S. K. (2013). Emotions During Writing about Socially-Charged Issues: Effects of the (Mis)Alignment of Personal Positions with Instructed Positions. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of 26th Florida Artificial Intelligence Research Society Conference (pp. 509-514). Menlo Park, CA: AAAI Press 4. Best Student Paper Award (2013). Mills, C. & D’Mello, S. K. (2013). Emotions During Writing about Socially-Charged Issues: Effects of the (Mis)Alignment of Personal Positions with Instructed Positions. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of 26th Florida Artificial Intelligence Research Society Conference (pp. 509-514). Menlo Park, CA: AAAI Press 5. Outstanding Paper Award (2012). D’Mello, S. K., & Kory, J. (2012). Consistent but Modest: A Meta-Analysis on Unimodal and Multimodal Affect Detection Accuracies from 30 Studies. In L. P. Morency et al. (Eds.), Proceedings of the 14th ACM International Conference on Multimodal Interaction (pp. 31-38). New York:ACM. 6. Young Researchers Track Best Paper Award (2012). Lehman, B., D’Mello, S. K., & Graesser, A. C. (2012). Interventions to Regulate Confusion during Learning. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 576-578). Berlin Heidelberg: Springer-Verlag. Prior to Notre Dame 7. Best Paper Award (2011): Lehman, B. A., D'Mello, S. K., Strain, A., Gross, M., Dobbins, A., Wallace, P., Millis, K., & Graesser, A. C. (2011). Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 171-178). Berlin: Springer-Verlag. 8. Best Paper Award (2010): D’Mello, S. K., Lehman, B., & Person, N. (2010). Expert Tutors Feedback is Immediate, Direct, and Discriminating. In C. Murray and H. Guesgen (Eds.) Proceedings of 23rd Florida Artificial Intelligence Research Society Conference (pp. 595-604). AAAI Press. 9. Outstanding Reviewer Award (2010): Tenth International Conference on Intelligent Tutoring Systems (2010). 10. Outstanding Paper Award (2005): D'Mello, S. K., Craig, S. D., Witherspoon A., Sullins J., McDaniel B., Gholson, B., & Graesser, A. C.(2005). The relationship between affective states and dialog patterns during interactions with AutoTutor., (2005). Proceedings of the World Conference on E-learning in Corporate, Government, Health Care, and Higher Education. (pp. 2004-2011). Chesapeake, VA: Association for the Advancement of Computing in Education. 11. Second Place Award (2004) in Mathematics and Computer Science category for poster titled “Modified Sparse Distributed Memory as Transient Episodic Memory for Cognitive Software Agents” at the 16th Annual Student Research Forum 2004, University of Memphis. 4- SD 1/4/15 Publications1 Edited Books At Notre Dame 1. Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) (2015). The Oxford Handbook of Affective Computing. Oxford University Press: New York, NY. 2. Nijholt, A., D’Mello, S. K., & Pantic, M. (Eds.) (2013). Proceedings of the 5th International Conference on Affective Computing and Intelligent Interaction (ACII 2013) IEEE: Washington, DC. 3. D’Mello, S. K., Calvo, R. A., & Olney, A. (Eds.) (2013). Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013). International Educational Data Mining Society. Prior to Notre Dame 4. D’Mello, S. K. & Graesser, A. C., Schuller, B., & Martin, J. (Eds.) (2011). Proceedings of the 4th International Conference on Affective Computing and Intelligent Interaction (ACII 2011) (Volumes 1 and 2: LNCS 6974/6975), Springer: Berlin Heidelberg. 5. Calvo, R. A. & D'Mello, S. K. (Eds.) (2011). New Perspectives on Affect and Learning Technologies. Springer: Berlin/Heidelberg. Journal Articles At Notre Dame 1. D’Mello, S. K., & SKory, J. (in press). A Review and Meta-Analysis of Multimodal Affect Detection Systems, ACM Computing Surveys (IF = 4.043). 2. Fulmer, S. M., D'Mello, S. K., Strain, A., Graesser, A. C. (in press). Interest-based text preference moderates the effect of text difficulty on engagement and learning. Contemporary Educational Psychology. (IF = 2.00; 5Y IF2 = 3.16) 3. Radvansky, G., D’Mello, S. K., Abbott, R., COGMorgan, B., SFike, K., & STamplin, A. (in press). The Fluid Events Model: Predicting Continuous Task Action Change, Quarterly Journal of Experimental Psychology. (IF = 1.73; 5Y IF = 2.59) 1 NDGAuthor is a current ND graduate student where I am the primary mentor; NDUGAuthor is a current ND undergraduate student that I mentor; NDPDAuthor is a postdoc that I mentor; COGAuthor is a graduate student at another institution that I co-mentor. There are many other student co-authors on these publications. Some are graduate students at ND, but I am not their mentor. Others are graduate/undergraduate students whose mentors are collaborators at other institutions. These are identified as S. Student annotation is only performed for papers published since I joined ND. Authors are identified as students if they were students when the paper was written. 2 5Y IF = 5-year impact factor (provided when available) 1/4/15 5- SD 4. AlZoubi, O., Fossati, D., D’Mello, S. K., & Calvo, R. (in press). Affect Detection from non- Stationary Physiological Data using Dynamic Ensemble Classifiers, Evolving Systems. 5. Price, K., Meisinger, E., D’Mello, S. K. & Louwerse, M.(in press). The contributions of oral and silent reading fluency to reading comprehension, Reading Psychology. 6. Galla, B., SPlummer, B., White, R., Meketon, D., D’Mello, S. K., & Duckworth, A. (2014). The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork, Contemporary Educational Psychology, 39(4), 314-325. (IF = 2.00; 5Y IF = 3.16) 7. SHulovatyy, Y., D’Mello, S. K., Calvo, R. A. & Milenkovic, T. (2014). Network analysis improves interpretation of affective physiological data, Journal of Complex Networks, 2(4), 614-636. 8. D’Mello, S. K. & Graesser A. C. (2014). Confusion and its Dynamics during Device Comprehension with Breakdown Scenarios, Acta Psychologica, 151, 106-116. (IF = 2.37; 5Y IF = 3.02) 9. COGStrain, A., & D’Mello, S. K. (2014). Affect regulation during learning: The enhancing effect of cognitive reappraisal, Applied Cognitive Psychology. DOI: 10.1002/acp.3049 (IF = 1.41) 10. Yeager, D., Henderson, M., Paunesku, D., Walton, G., D’Mello, S., SSpitzer, B., Duckworth, A. (2014) Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self- Regulation, Journal of Personality & Social Psychology, 107(4), 559-580. (IF = 4.88) 11. NDGMills, C. & D’Mello, S. K. (2014). On the Validity of the Autobiographical Emotional Memory Task for Emotion Induction, PLOS One, 9(4): e95837. (IF = 3.73) 12. Franklin, S. & D’Mello, S. K., & Snaider, J., & SMadl, T. (2014). LIDA: A Systems-level Architecture for Cognition, Emotion, and Learning, IEEE Transactions on Autonomous Mental Development, 6(1), 19-41. (IF = 1.35) 13. D’Mello, S. K., & NDGMills, C. (2014). Emotions while Writing about Emotional and Non- emotional Topics, Motivation and Emotion, 38(1), 140-156. (IF = 1.84) 14. D'Mello, S. K., SLehman, B. Pekrun, R., & Graesser, A. C. (2014). Confusion can be Beneficial for Learning, Learning & Instruction, 29(1), 153-170. (IF = 3.08; 5Y IF = 4.07) 15. D’Mello, S. K., SDowell, N. & Graesser, A. C. (2013). Unimodal and Multimodal Human Perception of Naturalistic Non-Basic Affective States during Human-Computer Interactions, IEEE Transactions on Affective Computing, 4(4), 452 – 465. (IF = 3.47; 5Y IF = 3.87) 16. Rus, V., D’Mello, S. K., Hu, X., & Graesser, A. C. (2013). Recent advances in intelligent tutoring systems with conversational dialogue, AI Magazine, 34(3), 42-54. (IF = 0.73; 5Y IF = 0.96) 17. COGMorgan, B., D’Mello, S. K., Abbott, R., Radvansky, G., Haass, M., & STamplin, A. (2013). Individual Differences in Multitasking Ability and Adaptability, Human Factors, 55(4), 776-788. (IF = 1.29; 5Y IF = 1.96) 18. D'Mello, S. K. (2013). A Selective Meta-analysis on the Relative Incidence of Discrete Affective States during Learning with Technology, Journal of Educational Psychology, 105(4), 1082-1099. (IF = 2.99) 19. Porayska-Pomsta, K., Mavrikis, M., D’Mello, S. K., Conati, C., & Baker, R. (2013). Knowledge Elicitation Methods for Affect Modelling in Education, International Journal of Artificial Intelligence in Education, 22, 107-140. 20. SFeng, S., D’Mello, S. K., & Graesser, A. (2013). Mind Wandering while Reading Easy and Difficult Texts, Psychonomic Bulletin & Review, 20(3), 586-592. (IF = 2.99) 6- SD 1/4/15 21. SLehman, B. A., D'Mello, S. K., COGStrain, A., Mills, C., SGross, M., SDobbins, A., Wallace, P., Millis, K., & Graesser, A. C. (2013). Inducing and tracking confusion with contradictions during complex learning, International Journal of Artificial Intelligence in Education, 22(2), 85-105. 22. COGStrain, A., Azevedo, R., & D’Mello, S. K. (2013). Using a False Biofeedback Methodology to Explore Relationships between Learners' Affect, Metacognition, and Performance?, Contemporary Educational Psychology, 38(1), 22-39. (IF = 2.00; 5Y IF = 3.16) 23. D’Mello, S. K. & Graesser, A. C. (2012). AutoTutor and Affective AutoTutor: Learning by Talking with Cognitively and Emotionally Intelligent Computers that Talk Back, ACM Transactions on Interactive Intelligent Systems, 2(4), 23:2-23:39. 24. SAlZoubi, O., D’Mello, S. K., & Calvo, R. A. (2012). Detecting Naturalistic Expressions of Nonbasic Affect using Physiological Signals. IEEE Transactions on Affective Computing, 3(3), 298- 310. (IF = 3.47; 5Y IF = 3.87) 25. D’Mello, S. K. & Graesser, A. C. (2012). Language and Discourse are Powerful Signals of Student Emotions during Tutoring. IEEE Transactions on Learning Technologies, 5(4), 304-317. (IF = 1.22; 5Y IF = 1.38) 26. Calvo, R. A., & D’Mello, A. C. (2012). Frontiers of Affect-Aware Learning Technologies, IEEE Intelligent Systems, 27(6), 86-89 (invited article). (IF = 1.92; 5Y IF = 2.34) 27. Graesser, A. C. & D’Mello, S. K. (2012). Moment-to-Moment Emotions during Reading, The Reading Teacher, 66, 238-242. (invited article). (IF = 0.57) 28. SLehman, B., D’Mello, S. K., & Graesser, A. C. (2012). Confusion and Complex Learning during Interactions with Computer Learning Environments, The Internet and Higher Education, 15(3), 184- 194. (IF = 2.05; 5Y IF = 2.64) 29. D’Mello, S. K., Olney, A., SWilliams, C., SHays, P. (2012). Gaze Tutor: A Gaze-Reactive Intelligent Tutoring System, International Journal of Human-Computer Studies, 70(5), 377-398. (IF = 1.17; 5Y IF = 1.94) 30. SPrice, K., Meisinger, E., D’Mello, S. K. & Louwerse, M. (2012) Silent Reading Fluency with Underlining: Evidence for An Alternate Method of Assessment, Psychology in the Schools, 49(6), 606-618. (IF = 0.57) 31. D’Mello, S. K., Dale, R. A., & Graesser, A. C. (2012). Disequilibrium in the Mind, Disharmony in the Body, Cognition & Emotion, 26(2), 362-374. (IF = 2.31; 5Y IF = 3.25) 32. D’Mello, S. K. & Graesser, A. C. (2012). Dynamics of Affective States during Complex Learning, Learning and Instruction, 22, 145-157. (IF = 3.08; 5Y IF = 4.07) 33. Olney, A., Dale, R., & D'Mello, S. (2012). The World Within Wikipedia: An Ecology of Mind, Information, 3(2), 229-255. Prior to Notre Dame 34. D’Mello, S. K. & Graesser, A. C. (2011). The Half-Life of Cognitive-Affective States during Learning. Cognition & Emotion, 25(7), 1299-1308. (IF = 2.31; 5Y IF = 3.25) 35. Johnson, A., Azevedo, R., & D’Mello, S. K. (2011). The Temporal and Dynamic Nature of Regulatory Processes during Self and Externally-Regulated Hypermedia Learning, Cognition & Instruction, 29(4), 471-504. (IF = 1.18; 5Y IF = 2.38) 36. D’Mello, S. K., Dowell, N., & Graesser, A.C. (2011). Does It Really Matter Whether Students’ Contributions Are Spoken versus Typed in an Intelligent Tutoring System with Natural Language? Journal of Experimental Psychology: Applied, 17(1), 1-17. (IF = 2.12) 7- SD 1/4/15 37. D’Mello, S. K. & Franklin, S. (2011). A Cognitive Model’s View of Animal Cognition, Current Zoology, 57(4), 499-512. (IF = 1.81) 38. D’Mello, S. & Franklin, S. (2011). Computational Modeling/Cognitive Robotics Complements Functional Modeling/Experimental Psychology, New Ideas in Psychology, 29, 217-227. (Special Issue on Cognitive Robotics and Theoretical Psychology). (IF = 1.24; 5Y IF = 1.21) 39. Graesser, A.C., D'Mello, S.K. & Strain, A. (2011). Computer agents that help students learning with intelligent strategies and emotional sensitivity. Philippine Computing Journal, Special Issue on Affective and Empathetic Computing, 6(2), 1-8. (invited article). 40. D'Mello, S. K., King, B. G., & Graesser, A. C. (2010). Towards Spoken Human-Computer Tutorial Dialogues. Human-Computer Interaction, 25(4), 289-323. (IF = 2.33) 41. Calvo, R. A. & D’Mello, S. K. (2010). Affect Detection: An Interdisciplinary Review of Models, Methods, and their Applications. IEEE Transactions on Affective Computing, 1(1), 18-37. (IF = 3.47; 5Y IF = 3.87) 42. D’Mello, S., & Graesser, A.C. (2010). Multimodal Semi-automated Affect Detection from Conversational Cues, Gross Body Language, and Facial Features. User Modeling and User-adapted Interaction, 20 (2), 147-187. (IF = 1.93) 43. D’Mello, S. K., Lehman, B. A., & Person, N. (2010). Monitoring Affect States During Effortful Problem Solving Activities. International Journal of Artificial Intelligence in Education, 4(20), 361-389. 44. D’Mello, S. K., Olney, A., & Person, N. (2010). Mining Collaborative Patterns in Tutorial Dialogues. Journal of Educational Data Mining, 2(1), 1-37. 45. Baker, R., D’Mello, S. K., Rodrigo, M., & Graesser, A. C. (2010). 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. International Journal of Human- Computer Studies, 68(4), 223-241. (IF = 1.17; 5Y IF = 1.94) 46. Cornell, P., Herrin-Griffith, D., Keim, C., Petschonek, S., Sanders, A., D’Mello, S., Golden, T., & Shepherd, G. (2010). Transforming Nursing Workflow, Part 1: The Chaotic Nature of Nurse Activities. The Journal of Nursing Administration, 40(9), 366-373. (IF = 1.37) 47. D’Mello, S., Craig, S., & Graesser, A. (2009). Multi-Method Assessment of Affective Experience and Expression during Deep Learning, International Journal of Learning Technology, 4(3/4), 165-187. 48. Franklin, S. P., D’Mello, S. K., Baars, B. J., & Ramamurthy, U. (2009). Evolutionary Pressures for Perceptual Stability and Self as Guides to Machine Consciousness. International Journal of Machine Consciousness, 1(1), 99-110. 49. D’Mello, S. K. & Graesser, A. C. (2009). Automatic Detection of Learners’ Emotions from Gross Body Language, Applied Artificial Intelligence, 23(2), 123-150. (IF = 0.40; 5Y IF = 0.56) 50. Craig S., D’Mello S., Witherspoon A., and Graesser A, (2008). Emote-Aloud during Learning with AutoTutor: Applying the Facial Action Coding System to Cognitive-Affective States during Learning. Cognition & Emotion, 22(5), 777-788. (IF = 2.31; 5Y IF = 3.25) 51. Graesser, A. C., D'Mello, S. K., Craig, S. D., Witherspoon A., Sullins J., McDaniel B., and Gholson, B., (2008). The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor. Journal of Interactive Learning Research, 19(2), 293-312. 52. D'Mello, S. K., Craig, S.D., Witherspoon, A. W., McDaniel, B. T., and Graesser, A. C. (2008) Automatic Detection of Learner’s Affect from Conversational Cues. User Modeling and User- Adapted Interaction, 18(1-2), 45-80. (IF = 1.93) 8- SD 1/4/15 53. D'Mello, S. K., Mathews, E., McCauley, L., and Markham J. (2008). Impact of Position and Orientation of RFID Tags on Real Time Asset Tracking in a Supply Chain. Journal of Theoretical and Applied Electronic Commerce Research, 3(1), 1-12. 54. D'Mello, S. K., Picard, R. W., and Graesser, A. C. (2007) Towards an Affect-Sensitive AutoTutor. IEEE Intelligent Systems, 22(4), 53-61. (IF = 1.92; 5Y IF = 2.34) 55. D'Mello, S. K., Craig, S.D., Sullins, J. and Graesser, A. C. (2006). Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue. International Journal of Artificial Intelligence in Education, 16, 3-28. Journal Articles In Review/Revision 1. Calvo, R. A., Peters, D., & D’Mello, S. K. When technologies manipulate our emotions - Implications of the Facebook emotions study. 2. Bixler, R. & D’Mello, S. K. Automatic User-Independent Detection of Mind Wandering during Computerized Reading 3. Kopp, K., & D’Mello, S. K. Modality Effects on Mind Wandering. 4. Galla, B. M., Shulman, E. P., Plummer, B. D., D’Mello, S. K., Finn A., & Duckworth, A. L. Cognitive and noncognitive determinants of high school grades, SAT scores, and first-year college persistence: A prospective longitudinal study. 5. NDGMills, C., D’Mello, S. K., & NDPDKopp, K. How Consequence Value and Text Difficulty Impact Affect, Attention, and Learning while Reading Instructional Texts. 6. D’Mello, S. K. The Iterative Approach to Affect Annotation. 7. SPhillips, N., NDGMills, C. D’Mello, S. K., & Risko, E. Mind wandering as a mechanism for the limited effectiveness of re-reading on comprehension. 8. Koedinger, K. R., D’Mello, S. K., McLaughlin, E., Pardos, Z., & Rosé, C. P. Data mining and education. 9. D'Mello, S., Duckworth, A., & Dieterle, E. Advanced, Analytic, Automated Measures of State Engagement during Learning. 10. NDPDKopp, K., D’Mello, S. K., NDGMills, C. Directing Attention Towards Current Concerns to Influence Mind Wandering While Reading. 11. Tran., C., SLehman, B., Dockterman, D., Juul, J., D’Mello, S. K., & Graesser, A. The Art of Game Failure: How It Informs Design for Productive Persistence in Education. 12. SMonkaresi, H., NDGBosch, P. Calvo, R., & D'Mello, S. Automated Detection of Engagement using Video-Based Estimation of Facial Expressions and Heart Rate. 13. SLehman, B., D’Mello, S. K., & Graesser, A. C. False Feedback can Improve Learning when you’re Productively Confused. 14. SKory, J., D’Mello, S. K., & Olney, A. Motion Tracker: Cost-effective, non-intrusive, fully- automated monitoring of bodily movements using motion silhouettes. 15. COGMorgan, B., D’Mello, S. K., SFike, K., SFielding, J., Abbott, R., STamplin, A., Radvansky, G., & Graesser, A. C. Individual Differences and Strategy Shifting: Who Shifts and Why? 9- SD 1/4/15 Book Chapters At Notre Dame 1. Olney, A., Risko, E. F., D’Mello, S. K., & Graesser, A. C. (in press). Attention in Educational Contexts: The Role of the Learning Task in Guiding Attention. In J. Fawcett, E. F. Risko & A. Kingstone (Eds.). The Handbook of Attention. MIT Press: Cambridge, MA. 2. Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (2015). Introduction: A Guided Tour to the Handbook of Affective Computing. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) The Oxford Handbook of Affective Computing (pp. 1-10). Oxford University Press: New York, NY. 3. D’Mello, S. K. & Graesser, A. C. (2015). Feeling, Thinking, and Computing with Affect-Aware Learning Technologies. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) The Oxford Handbook of Affective Computing (pp. 419-434). Oxford University Press: New York, NY. 4. SKory, J., & D’Mello, S. K. (2015). Affect Elicitation for Affective Computing. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) The Oxford Handbook of Affective Computing (pp. 371- 383). Oxford University Press: New York, NY. 5. SHussain, M. S., D’Mello, S. K., & Calvo, R. A. (2015). Research and Development Tools in Affective Computing. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) The Oxford Handbook of Affective Computing (pp. 349-358). Oxford University Press: New York, NY. 6. Graesser, A. C., Millis, K., D’Mello, S. K., & Hu, X. (2014). Conversational Agents Can Help Humans Identify Flaws in the Science Reported in Digital Media. In D. Rapp & J. Braasch (Eds.) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 139-158). MIT Press: Cambridge, MA. 7. D’Mello, S. K., NDGBlanchard, N., Baker, R., Ocumpaugh, J., & Brawner, K. (2014). I Feel Your Pain: A Selective Review of Affect-Sensitive Instructional Strategies. In R. Sottilare, A. Graesser, X. Hu, & B. Goldberg (Eds.). Design Recommendations for Adaptive Intelligent Tutoring Systems: Volume 2 – Instructional Management (pp. 35-48). U.S. Army Research Laboratory: Orlando, FL. 8. SDeFalco, J., Baker, R., & D’Mello, S. K. (2014). Addressing Behavioral Disengagement in Online Learning. In R. Sottilare, A. Graesser, X. Hu, & B. Goldberg (Eds.). Design Recommendations for Adaptive Intelligent Tutoring Systems: Volume 2 - Instructional Management (pp. 49-56). U.S. Army Research Laboratory: Orlando, FL. 9. Graesser, A. C. & D’Mello, S. K. (2014). Emotions in Advanced Learning Technologies. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education: (pp. 473- 493). Routledge: New York, NY. 10. D’Mello, S. K. & Graesser, A. C. (2014). Confusion. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 289-310) : Routledge: New York, NY. 11. D’Mello, S. K. (2013). Affective or Emotional Computing. In A. Runehov & L. Oviedo (Eds.). Encyclopedia of Sciences and Religions (pp. 29-32). Springer: Dordrecht. 12. D’Mello, S. K. & Graesser, A. C. (2013). Design of Dialog-Based Intelligent Tutoring Systems to Simulate Human-to-Human Tutoring. In A. Neustein & J. Markowitz (Eds.) Where Humans Meet Machines: Innovative Solutions to Knotty Natural Language Problems (pp. 233-269). Springer Verlag: Heidelberg/New York. 13. D’Mello, S. K., COGStrain, A. C., Olney, A., & Graesser, A. C. (2013). Affect, Meta-affect, and Affect Regulation during Complex Learning. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 669-681). Springer: New York. 10- SD 1/4/15 14. Graesser, A. & D’Mello, S. K. (2012). Emotions during the learning of difficult material. In B. Ross (Ed.), Psychology of Learning and Motivation (Vol. 57) (pp. 183-226). Elsevier 15. D’Mello, S. K. (2012). Affect Trajectories during Complex Learning. In N. Seel et al. (Eds). Encyclopedia of the Sciences of Learning (p. 792). New York:Springer. 16. D’Mello, S. K. & Graesser, A. C. (2012). Emotions during Learning with AutoTutor. In P. Durlach and A. Lesgold (Eds.), Adaptive Technologies for Training and Education (pp. 117-139). Cambridge, U.K.: Cambridge University Press. 17. D’Mello, S. K. & Graesser, A. C. (2012). Text-Based Affect Detection in Intelligent Tutors. In P. McCarthy, C. Boonthum-Denecke, & T. Lamkin (Eds.), Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches (pp. 284-304). Hershey, PA: IGI Global. 18. Graesser, A. C., D’Mello, S. K., Hu. X., Cai, Z., Olney, A., & COGMorgan, B. (2012). AutoTutor. In P. McCarthy and C. Boonthum-Denecke (Eds.), Applied Natural Language Processing: Identification, Investigation, and Resolution (pp. 169-187). Hershey, PA: IGI Global. 19. Jeuniaux, P. Olney, A. & D'Mello, S. K. (2012). Practical Programming for NLP. In P. McCarthy and C. Boonthum-Denecke (Eds.), Applied Natural Language Processing: Identification, Investigation, and Resolution (pp. 122-156). Hershey, PA: IGI Global. Prior to Notre Dame 20. Graesser, A. C. & D’Mello, S. K. (2011). Theoretical Perspectives on Affect and Deep Learning. In R. Calvo and S. D’Mello (Eds.). New Perspectives on Affect and Learning Technologies (pp. 11-22). New York: Springer. 21. D’Mello, S., Lehman, B. & Graesser, A. C., (2011). A Motivationally Supportive Affect-Sensitive AutoTutor. In R. Calvo and S. D’Mello (Eds.). New Perspectives on Affect and Learning Technologies (pp. 113-126). New York: Springer. 22. Calvo, R., and D’Mello, S. K. (2011). Introduction to Affect-Sensitive Learning Technologies. In R. A. Calvo and S. D'Mello (Eds), New Perspectives on Affect and Learning Technologies (pp. 3-10). New York: Springer. 23. D’Mello, S. K. & Calvo, R. (2011). Significant Accomplishments, New Challenges, and New Perspectives. In R. A. Calvo and S. D'Mello (Eds), New Perspectives on Affect and Learning Technologies (pp. 255-272). New York: Springer. 24. Graesser, A. C., D’Mello, S., & Cade, W. (2011). Instruction Based on Tutoring. In R.E. Mayer and P.A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 408-426). New York: Routledge Press. 25. Mavrikis, M., D’Mello, S. K., Porayska-Pomsta, K., Cocea, M., and Graesser, A. C. (2011). Modeling Affect by Mining Students Interactions within Learning Environments. In Romero et al. (Eds.), Handbook of Educational Data Mining (pp. 231-244). Boca Raton, FL: CRC Press. 26. Graesser, A. C., Lin, D., and D’Mello, S. K. (2010). Computer Learning Environments with Agents that Support Deep Comprehension and Collaborative Reasoning. In M.T. Banich and D. Caccamise (Eds.), Generalization of Knowledge (pp. 201-224). New York: Psychology Press. 27. Graesser, A. C., D'Mello, S. K., and Person, N., (2009). Meta-knowledge in Tutoring. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 361-382). New York: Routledge. 28. Graesser, A. C., Rus., V., D’Mello, S., K., and Jackson, G. T. (2008). AutoTutor: Learning through natural language dialogue that adapts to the cognitive and affective states of the learner. In D. H. 11- SD 1/4/15 Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning and instruction: Recent innovations in educational technology that facilitate student learning (pp. 95–125). Information Age Publishing. 29. McCauley, L., D’Mello, S. K., Kim, L., and Polkosky, M. (2008). MIKI: A Case Study of an Intelligent Kiosk and Its Usability. In N. Magnenat-Thalmann et al. (Eds.). New Advances in Virtual Humans (pp. 153-176). Berlin, Heidelberg: Springer-Verlag. 30. Person, N., D'Mello, S. K., and Olney, A. (2008). Toward Socially Intelligent Interviewing Systems. In M. Schober & F. Conrad (Eds.), Envisioning the Survey Interview of the Future (pp. 195- 204),New York: Wiley. 31. Negatu, A., D'Mello, S. K., and Franklin, S. (2007). Cognitively Inspired Anticipatory Adaptation and Associated Learning Mechanisms for Autonomous Agents. In Butz et al. (Eds.) Anticipatory Behavior in Adaptive Learning Systems (pp. 108-127), Berlin: Springer-Verlag. Peer-Reviewed Published Conference Proceedings3 Prior to Notre Dame 1. NDGBosch, N., D'Mello, S., Baker, R., Ocumpaugh, J., Shute, V., Ventura, M., SWang, L., & SZhao, W. (in press). Automatic Detection of Learning-Centered Affective States in the Wild. Proceedings of the 2015 International Conference on Intelligent User Interfaces (IUI 2015). New York, NY: ACM. 2. SByrd, C., McNeil, N., D’Mello, S. K., Cook, S. (2014). Gesturing May Not Always Make Learning Last. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (Cogsci 2014) (pp. 1982-1987). Cognitive Science Society: Austin, TX. (Poster paper) 3. NDGBixler, R., & D'Mello, S. (2014). Toward Fully Automated Person-Independent Detection of Mind Wandering. In V. Dimitrova, T. Kuflik, D. Chin, F. Ricci, P. Dolog & G.-J. Houben (Eds.), Proceedings of the 22nd International Conference on User Modeling, Adaptation, and Personalization (pp. 37-48). Switzerland: Springer International Publishing. (Long paper – AR = 16%) 4. NDGBixler, R., NDPDKopp, K., & D’Mello, S. K. (2014). Evaluation of a Personalized Method for Proactive Mind Wandering Reduction. In M. Kravcik, O.C. Santos, J.G. Boticario (Eds.) Proceedings of the 4th International Workshop on Personalization Approaches in Learning Environments (PALE), held in conjunction with the 22nd International Conference on User Modeling, Adaptation, and Personalization (UMAP 2014), vol. 1181, (pp. 33-41). CEUR Workshop Proceedings. (Workshop paper) 5. SRodeghero, P., McMillan, C., SMcBurney, P., NDGBosch, N., & D’Mello, S. K. (2014). Improving Automated Source Code Summarization via an Eye-Tracking Study of Programmers. In 3 Acceptance rates (ARs) given for conference papers published since I joined Notre Dame. These conference papers are all stringently peer-reviewed, usually by at-least three reviewers and frequently by a meta-reviewer. Conference papers are subdivided into long papers (4000-6000 words – about the length of a Brief Report in many Psychology journals), short papers (2500-3500 words), poster papers, workshop papers, and extended abstracts (varying length). Long Paper AR = Long Papers Accepted/Total Submissions Short Paper AR = Short Papers Accepted /(Total Submissions –Long Papers Accepted) 1/4/15 12- SD Proceedings of the 36th International Conference on Software Engineering (ICSE 2014) (pp. 390-401), ACM: New York, NY. (Long paper – AR = 20%) 6. SSamei, B., Olney, A., Kelly, S., Nystrand, M., D’Mello, S. K., NDGBlanchard, N., SSun, X., SGlaus, M., & Graesser, A. C. (2014). Domain Independent Assessment of Dialogic Properties of Classroom Discourse. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren, (Eds.) Proceedings of the 7th International Conference on Educational Data Mining (EDM 2014) (pp. 233-236). International Educational Data Mining Society. (Short paper – AR = 28.8%) 7. SMintz, L., SStefanescu, D., SFeng, S., D’Mello, S. K., & Graesser, A. C. (2014). Automatic assessment of student reading comprehension from short summaries. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren, (Eds.) Proceedings of the 7th International Conference on Educational Data Mining (EDM 2014) (pp. 333-334). International Educational Data Mining Society. (Poster paper) 8. NDPDKopp, K., NDGBixler, R., & D’Mello, S. K. (2014). Identifying Learning Conditions that Minimize Mind Wandering by Modeling Individual Attributes. In S. Trausan-Matu, K. E. Boyer, M. Crosby & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014) (pp. 94-103). Switzerland: Springer International Publishing. (Long paper – AR = 17.5%) 9. NDGBosch, N., NDUGChen, Y., & D'Mello, S. K. (2014). It’s Written On Your Face: Detecting Affective States from Facial Expressions while Learning Computer Programming. In S. Trausan- Matu, K. Boyer, M. Crosby & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014) (pp. 39-44). Switzerland: Springer International Publishing. (Short paper – AR = 30.8%) 10. NDGMills, C., NDGBosch, N., Graesser, A., & D’Mello, S. K. (2014). To Quit or Not to Quit: Predicting Future Behavioral Disengagement from Reading Patterns. In S. Trausan-Matu, K. Boyer, M. Crosby & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014) (pp. 19-28). Switzerland: Springer International Publishing. (Long Paper – AR = 17.5%) 11. NDGBlanchard, N., NDGBixler, R., NDUGJoyce, T. & D’Mello, S. K. (2014). Automated Physiological- Based Detection of Mind Wandering During Learning. In S. Trausan-Matu, K. Boyer, M. Crosby & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014) (pp. 55-60). Switzerland: Springer International Publishing. (Short paper – AR = 30.8%) 12. NDGBosch, N., & D'Mello, S. K. (2014). It Takes Two: Momentary Co-occurrence of Affective States during Computerized Learning. In S. Trausan-Matu, K. Boyer, M. Crosby & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (ITS 2014) (pp. 638- 639). Switzerland: Springer International Publishing. (Poster paper) 13. NDGBosch. N., & D’Mello, S. K. (2014). Co-occurring Affective States in Automated Computer Programming Education. In E. Walker, C-K. Looi (Eds.). Proceedings of the Workshop on AI- supported Education for Computer Science at the 12th International Conference on Intelligent Tutoring Systems (AIEDws 2014). (Workshop paper) 14. D’Mello, S. K. (2014). Emotional Rollercoasters: Day Differences in Affect Incidence during Learning. In W. Eberle & C. Boonthum-Denecke (Eds.) Proceedings of 27th Florida Artificial Intelligence Research Society Conference (FLAIRS 2014) (pp. 387-392). Menlo Park, CA: AAAI Press. (Long paper – AR = 48%). 15. SHulovatyy, Y., D’Mello, S. K., Calvo, R. A. & Milenkovic, T. (2013). Network analysis improves interpretation of affective physiological data. In K. Yetongnon, A. Dipanda, & R. Chbeir (Eds.) Proceedings of the 2nd International Workshop on Complex Networks and their Applications at the 9th 13- SD 1/4/15 International Conference on Signal-Image Technology and Internet-Based Systems (SITIS) (pp. 470-477). IEEE Computer Society: Washington DC. (Long paper – AR = 42%). 16. AlZoubi, O., Fossati, D., D’Mello, S. K., & Calvo, R. (2013). Affect Detection and Classification from Non-Stationary Physiological Data. Proceedings of the 12th International Conference on Machine Learning and Applications (ICMLA'13) (pp. 240-245). IEEE: Washington, DC. (Poster paper) 17. COGMorgan, B., D’Mello, S. K., Abbott, R., Haass, H., STamplin, A., & Radvansky, G. (2013). Performance-Based Adaptability Profiles in Multitasking. Proceedings of the Human Factors and Ergonomics Society 2013 Annual Meeting (pp. 843-847). SAGE: Thousand Oaks, CA. (Long paper) 18. COGMorgan, B. & D’Mello, S. K. (2013). The Effect of Positive vs. Negative Emotion on Multitasking. Proceedings of the Human Factors and Ergonomics Society 2013 Annual Meeting (pp. 848-852). SAGE: Thousand Oaks, CA. (Long paper) 19. NDGBosch, N., D’Mello, S. K., & NDGMills, C. (2013). What Emotions Do Novices Experience During their First Computer Programming Learning Session? In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 11-20). Springer-Verlag: Berlin Heidelberg. (Long paper – AR = 32%) 20. NDGMills, C., D’Mello, S. K., SLehman, B., NDGBosch, N., COGStrain, A., & Graesser, A. (2013). What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during Learning. In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 71-80). Springer- Verlag: Berlin Heidelberg. (Long paper – AR = 32%) 21. SLehman, B., D’Mello, S. K., & Graesser, A. (2013). Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster Analysis. In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 51-60). Springer-Verlag: Berlin Heidelberg. (Long paper – AR = 32%) 22. NDGBosch., N., & D’Mello, S. K. (2013). Programming with Your Heart on Your Sleeve: Analyzing the Affective States of Computer Programming Students. In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 908-911). Springer-Verlag: Berlin Heidelberg. (Doctoral Consortium paper) 23. NDGMills, C. & D’Mello, S. K. (2013). Sorry, I Must Have Zoned Out: Tracking Mind Wandering Episodes in an Interactive Learning Environment. In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 896-899). Springer-Verlag: Berlin Heidelberg. (Doctoral Consortium paper) 24. NDGBixler, R., & D’Mello, S. K. (2013). Towards Automated Detection and Regulation of Affective States During Academic Writing. In K. Yacef, C. Lane, J. Mostow, & P. Pavlik (Eds.) Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED 2013) (pp. 904-907). Springer-Verlag: Berlin Heidelberg. (Doctoral Consortium paper) 25. NDGBosch. N., & D’Mello, S. K. (2013). Sequential Patterns of Affective States of Novice Programmers. In E. Walker, C-K. Looi (Eds.). Proceedings of the Workshop on AI-supported Education for Computer Science at the 16th International Conference on Artificial Intelligence in Education (AIEDws 2013). (Workshop paper) 26. D’Mello, S. K., NDUGCobian, J., SHunter, M. (2013). Automatic Gaze-Based Detection of Mind Wandering during Reading. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds). Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013) (pp. 364-365). International Educational Data Mining Society. (Poster paper) 14- SD 1/4/15 27. SVega, B., SFeng, S., SLehman, B., Graesser, A., & D’Mello, S. (2013). Reading into the Text: Investigating the Influence of Text Complexity on Cognitive Engagement. Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013). In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds). Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013) (pp. 296-299). International Educational Data Mining Society. (Short paper – AR = 26.8%) 28. D’Mello, S. K., & Calvo, R. A. (2013). Beyond the Basic Emotions: What Should Affective Computing Compute? In S. Brewster, S. Bødker, & W. Mackay (Eds.). Extended Abstracts of the ACM SIGCHI Conference on Human Factors in Computing Systems (CHI 2013) (pp. 2287-2294). New York: ACM. (Extended abstract) 29. NDGMills, C. & D’Mello, S. K. (2013). Emotions During Writing about Socially-Charged Issues: Effects of the (Mis)Alignment of Personal Positions with Instructed Positions. In C. Boonthum- Denecke & G. M. Youngblood (Eds). Proceedings of 26th Florida Artificial Intelligence Research Society Conference (pp. 509-514). Menlo Park, CA: AAAI Press. (Long paper – AR = 48%) 30. SKelly, K., Heffernan, N., D’Mello, S. K., SNamais, J., COGStrain, A. (2013). Adding Teacher- Created Motivational Video to an ITS. In C. Boonthum-Denecke & G. M. Youngblood (Eds). Proceedings of 26th Florida Artificial Intelligence Research Society Conference (pp. 503-508). Menlo Park, CA: AAAI Press. (Long paper – AR = 48%) 31. NDGBixler, R., & D'Mello, S. (2013). Detecting boredom and engagement during writing with keystroke analysis, task appraisals, and stable traits. Proceedings of the 2013 International Conference on Intelligent User Interfaces (IUI 2013) (pp. 225-234). New York, NY:ACM. (Long paper – AR = 20%) 32. D’Mello, S. K., & SKory, J. (2012). Consistent but Modest: A Meta-Analysis on Unimodal and Multimodal Affect Detection Accuracies from 30 Studies. In L. P. Morency et al. (Eds.). Proceedings of the 14th ACM International Conference on Multimodal Interaction (pp. 31-38). New York: ACM. (Long paper – AR = 20.3%) 33. SLehman, B., NDGMills, C., D’Mello, S. K., & Graesser, A. C. (2012). Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 541-550). Berlin Heidelberg: Springer-Verlag. (Long paper – AR = 15.8%) 34. SLehman, B., D’Mello, S. K., SCade, W., & Person, N. (2012). How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 557-562). Berlin Heidelberg: Springer-Verlag. (Short paper – AR = 33.5%) 35. SLehman, B., D’Mello, S. K., & Graesser, A. C. (2012). Interventions to Regulate Confusion during Learning. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 576-578). Berlin Heidelberg: Springer- Verlag. (Young Researcher Track Paper) 36. NDGMills, C. & D’Mello, S. K. (2012). Emotions During Writing on Topics that Align or Misalign with Personal Beliefs. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 638-639). Berlin Heidelberg: Springer-Verlag. (Poster Paper) 37. Olney, A., D’Mello, S. K., Person, N., SCade, W., SHays, P., SWilliams, C., SLehman, B., & Graesser, A. C. (2012). Guru: A Computer Tutor that Models Expert Human Tutors. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference 15- SD 1/4/15 on Intelligent Tutoring Systems (pp. 256-261). Berlin Heidelberg: Springer-Verlag. (Short paper – AR = 33.5%) 38. COGStrain, A., D’Mello, S. K., & SGross, M. (2012). How Do Learners Regulate their Emotions? In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 618-619). Berlin Heidelberg: Springer-Verlag. (Poster Paper) 39. COGStrain, A., Azevedo, R., & D’Mello, S. K.. (2012). Exploring relationships between learners’ affective states, metacognitive processes, and learning outcomes. In S. Cerri, W. Clancey, G. Papadourakis, & K. Panourgia (Eds.) Proceedings of the 11th International Conference on Intelligent Tutoring Systems (pp. 59-64). Berlin Heidelberg: Springer-Verlag. (Short paper – AR = 33.5%) 40. D’Mello, S. K. & Graesser, A. C. (2012). Malleability of Students’ Perceptions of an Affect- Sensitive Tutor and its Influence on Learning. In G. Youngblood & P. McCarthy (Eds.) Proceedings of 25th Florida Artificial Intelligence Research Society Conference (pp. 432-437). Menlo Park, CA: AAAI Press. (Long Paper – AR = 49%) 41. Person, N., Olney, A., D’Mello, S. K. & SLehman, B. (2012). Interactive Concept Maps and Learning Outcomes in Guru. In G. Youngblood & P. McCarthy (Eds.) Proceedings of 25th Florida Artificial Intelligence Research Society Conference (pp. 456-461). Menlo Park, CA: AAAI Press. (Long Paper – AR = 49%) Prior to Notre Dame 42. AlZoubi, O., Hussain, M. S., D’Mello, S. K., & Calvo, R. A. (2011). Affective Modeling from Multichannel Physiology: Analysis of Day Differences. In S. K. D’Mello, A. Graesser, B. Schuller, B., & J. Martin (Eds. ). Proceedings of the 4th International Conference on Affective Computing and Intelligent Interaction (ACII 2011) (pp. 4-13). Berlin Heidelberg: Springer-Verlag. (Long Paper) 43. Morgan, B., D’Mello, S. K., Fike, K., Abbott, Haass, M., R., Tamplin, A., Radvansky, G., & Forsythe, C. (2011). Individual Differences in Multitasking Ability and Adaptability. Proceedings of the Human Factors and Ergonomics Society 2011 Annual Meeting, (pp. 919-923). SAGE: Thousand Oaks, CA. (Long Paper) 44. D’Mello, S. K. (2011). Dynamical Emotions: Bodily Dynamics of Affect during Problem Solving. In C. Hölscher, T. F. Shipley, & L. Carlson (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, (pp. 402-407). Cognitive Science Society: Austin, TX. (Long Paper) 45. Morgan, B., D’Mello, S. K., Fielding, J., Fike, K., Tamplin A., Radvansky, G., Arnett, J., Abbott, R., & Graesser, A. C. (2011). Strategy Shifting in a Procedural-Motor Drawing Task. In C. Hölscher, T. F. Shipley, & L. Carlson (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, (pp. 2099-2104). Austin, TX: Cognitive Science Society. (Poster Paper) 46. Lehman, B. A., D'Mello, S. K., Strain, A., Gross, M., Dobbins, A., Wallace, P., Millis, K., & Graesser, A. C. (2011). Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 171-178). Berlin: Springer- Verlag. (Long Paper) 47. Sazzad, M. S., AlZoubi, O., Calvo, R. A., & D’Mello, S. K. (2011). Affect Detection from Multichannel Physiology during Learning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 131-138). Berlin: Springer-Verlag. (Long Paper) 16- SD 1/4/15 48. Strain, A. C. & D’Mello, S. K. (2011). Emotion Regulation During Learning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 566-568). Berlin: Springer-Verlag. (Poster Paper) 49. Strain, A. C. & D’Mello, S. K. & Graesser, A. C. (2011). Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 616-618). Berlin: Springer-Verlag. (Poster Paper) 50. Dowell, N., D’Mello, S. K., Mills, C., & Graesser, A. C. (2011). Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of 15th International Conference on Artificial Intelligence in Education (pp. 450-452). Berlin: Springer-Verlag. (Poster Paper) 51. D’Mello, S. K. (2011). Patterns of Word Usage in Expert Tutoring Sessions: Verbosity vs. Quality. In C. Murray & P. McCarthy (Eds.), Proceedings of 24rd Florida Artificial Intelligence Research Society Conference (pp. 501-506). Menlo Park, CA: AAAI Press. (Long Paper) 52. Rasor, T., Olney, A., & D’Mello, S. K. (2011). Student Speech Act Classification using Machine Learning. In C. Murray & P. McCarthy (Eds.), Proceedings of 24rd Florida Artificial Intelligence Research Society Conference (pp. 275-280). Menlo Park, CA: AAAI Press. (Long Paper) 53. D'Mello, S., K. & Graesser, A. (2010). Modeling Cognitive-Affective Dynamics with Hidden Markov Models. In R. Catrambone & S. Ohlsson (Eds.), Proceedings of the 32nd Annual Cognitive Science Society (pp. 2721-2726). Austin, TX: Cognitive Science Society. (Long Paper) 54. D'Mello, S. K. , Williams, C., Hays, P. & Olney, A. (2010). Individual Differences as Predictors of Learning and Engagement. In R. Catrambone & S. Ohlsson (Eds.), Proceedings of the 32nd Annual Cognitive Science Society (pp. 308-313). Austin, TX: Cognitive Science Society. (Long Paper) 55. D'Mello, S. K., Lehman, B., Sullins, J., Daigle, R., Combs, R., Vogt, K., et al. (2010). A time for emoting: When affect-sensitivity is and isn’t effective at promoting deep learning. In J. Kay & V. Aleven (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems (pp. 245- 254). Springer:Berlin / Heidelberg. (Long Paper) 56. D'Mello, S. K., Hays, P., Williams, C., Cade, W., Brown, J., & Olney, A. (2010). Collaborative lecturing by human and computer tutors. In J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 609-618). Springer:Berlin / Heidelberg. (Long Paper) 57. Lehman, B., D'Mello, S. K., & Person, N. (2010). The intricate dance between cognition and emotion during expert tutoring. In J. Kay & V. Aleven (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems (pp. 433-442). Springer:Berlin / Heidelberg. (Long Paper) 58. Williams, C., & D'Mello, S. K. (2010). Predicting student knowledge levels from domain- independent function and content words In J. Kay & V. Aleven (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems (pp. 494-503). Springer:Berlin / Heidelberg. (Long Paper) 59. Pour, P. A., Hussein, S., AlZoubi, O., D'Mello, S. K., & Calvo, R. (2010). The impact of system feedback on learners’ affective and physiological states. In J. Kay & V. Aleven (Eds.), Proceedings of 10th International Conference on Intelligent Tutoring Systems (pp. 264-273). Springer:Berlin / Heidelberg. (Long Paper) 60. Olney, A. & D'Mello, S. K. (2010). Interactive Event: A DIY Pressure Sensitive Chair for Intelligent Tutoring Systems. In J. Kay & V. Aleven (Eds.), Proceedings of 10th International 17- SD 1/4/15 Conference on Intelligent Tutoring Systems (pp. 456). Springer: Berlin / Heidelberg. (Demonstration Paper) 61. D'Mello, S. K., & Graesser, A. (2010). Mining Bodily Patterns of Affective Experience during Learning. In A. Merceron, P. Pavlik, and R. Baker (Eds.), Proceedings of the Third International Conference on Educational Data Mining (pp. 31-40). International Educational Data Mining Society. (Long Paper) 62. D’Mello, S. K., Lehman, B., & Person, N. (2010). Expert Tutors Feedback is Immediate, Direct, and Discriminating. In C. Murray and H. Guesgen (Eds.), Proceedings of 23rd Florida Artificial Intelligence Research Society Conference (pp. 595-604). Menlo Park, CA: AAAI Press. (Long Paper) 63. D’Mello, S. K., Dowell, N., & Graesser, A. C. (2009). Cohesion Relationships in Tutorial Dialogue as Predictors of Affective States. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence in Education.(pp. 9-16). Amsterdam: IOS Press. (Long Paper) 64. D’Mello, S. K., Person, N., & Lehman, B. A. (2009). Antecedent-Consequent Relationships and Cyclical Patterns between Affective States and Problem Solving Outcomes. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence In Education.(pp. 57-64). Amsterdam: IOS Press. (Long Paper) 65. Sullins, J., Jeon, M., D’Mello, S. K., & Graesser, A. C. (2009). The Relationship Between Modality and Metacognition While Interacting with AutoTutor. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceedings of 14th International Conference on Artificial Intelligence In Education.(pp. 674-676). Amsterdam: IOS Press. (Poster Paper) 66. D’Mello, S. K., Craig, S. D., Fike, K., & Graesser, A. C. (2009). Responding to Learners’ Cognitive- Affective States with Supportive and Shakeup Dialogues. In Jacko, J.A. (Ed.) Human-Computer Interaction. Ambient, Ubiquitous and Intelligent Interaction (pp. 595-604). Berlin/Heidelberg: Springer. (Long Paper) 67. D'Mello, S. K., Taylor, R., Davidson, K., and Graesser, A. (2008). Self versus Teacher Judgments of Learner Emotions during a Tutoring Session with AutoTutor. In B. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (pp. 9-18). Berlin, Heidelberg: Springer-Verlag. (Long Paper) 68. Cade, W., Copeland, J. Person, N., and D'Mello, S. K. (2008). Dialogue Modes in Expert Tutoring. In B. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (pp. 470-479). Berlin, Heidelberg: Springer-Verlag [Nominated for Outstanding Paper Award]. (Long Paper) 69. Lehman, B. A., Matthews, M., D'Mello, S. K., and Person, N. (2008). What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions. In B. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (pp. 50-59). Berlin, Heidelberg: Springer-Verlag. (Long Paper) 70. Witherspoon, A. Azevedo, R. and D'Mello, S. K. (2008). The Dynamics of Self-Regulatory Processes within Self- and Externally Regulated Learning Episodes. In B. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (Eds.), Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (pp. 260-269). Berlin, Heidelberg: Springer-Verlag. (Long Paper) 71. Rodrigo, M., Baker R., D’Mello, S. K. Gonzalez, C., Lagud, M., Lim, S., Macapanpan, A., Pascua, S., Santillano, S., Sugay, J., Tep, S., and Viehland, N. (2008). Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game. In B. Woolf, E. 1/4/15 18- SD Aimeur, R. Nkambou, & S. Lajoie (Eds.), Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (pp. 40-49). Berlin, Heidelberg: Springer-Verlag. (Long Paper) 72. D’Mello, S. K., Jackson, G. T., Craig, S. D., Morgan, B., Chipman, P., White, H., Person, N., Kort, B., el Kaliouby, R., Picard, R., and Graesser, A. C. (2008). AutoTutor Detects and Responds to Learners Affective and Cognitive States. Workshop on Emotional and Cognitive issues in ITS held in conjunction with Ninth International Conference on Intelligent Tutoring Systems. (Workshop Paper) 73. Lehman, B., D'Mello, S. K., and Person, N. (2008). All Alone with your Emotions: An Analysis of Student Emotions during Effortful Problem Solving Activities. Workshop on Emotional and Cognitive issues in ITS held in conjunction with Ninth International Conference on Intelligent Tutoring Systems. (Workshop Paper) 74. D'Mello, S. K., Choudhary, D., Chari, S., Markham J., and McCauley, L. (2007) RFID Tag Characterization in a GHz Transverse Electromagnetic Cell, IEEE/INFORMS International Conference on Service Operations and Logistics, and Informatics (SOLI 2007): IEEE: Washington, DC. (Long Paper) 75. D’Mello, S. K., Chipman, P., & Graesser, A. C. (2007). Posture as a predictor of learner’s affective engagement. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 905-910). Austin, TX: Cognitive Science Society. (Poster Paper) 76. D’Mello, S. K., Taylor, R., & Graesser, A. C. (2007). Monitoring Affective Trajectories during Complex Learning. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 203-208). Austin, TX: Cognitive Science Society. (Long Paper) 77. Willits, J., D’Mello, S. K., Duran, N., & Olney, A. (2007). Distributional Statistics and Thematic Role Relationships. 29th Annual Meeting of the Cognitive Science Society. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 707-712). Austin, TX: Cognitive Science Society. (Long Paper) 78. McDaniel, B. T., D’Mello, S. K., King, B. G., Chipman, P., Tapp, K., & Graesser, A. C. (2007). Facial Features for Affective State Detection in Learning Environments. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 467-472). Austin, TX: Cognitive Science Society. (Long Paper) 79. D'Mello, S. K., and Graesser, A. C. (2007). Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments. In R. Luckin et al. (Eds), Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED 2007). (pp 161-168). IOS Press. (Long Paper) 80. Graesser, A. C. Chipman, P., King, B., McDaniel, B., and D’Mello, S (2007). Emotions and Learning with AutoTutor. In R. Luckin et al. (Eds), Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED 2007). (pp 569-571). IOS Press. (Poster Paper) 81. Graesser, A. C., D’Mello, S. K., Chipman, P., King, B., and McDaniel, B. (2007). Exploring Relationships Between Affect and Learning with AutoTutor. Supplementary Proceedings of the 13th International Conference on Artificial Intelligence in Education (AIED 2007), (pp 16-23) (Workshop Paper) 82. D'Mello, S. K., King, B., Stolarski, M., Chipman, P., & Graesser, A. (2007). The Effects of Speech Recognition Errors on Learner’s Contributions Knowledge, Emotions, and Interaction Experience. Workshop on Speech and Language Technology in Education (SlaTE2007). (Long Paper) 83. Kim, L., McCauley, L. T., Polkosky, M., D'Mello, S., Craig, S., and Nikiforova, B. (2007). Finding Information And Finding Spaces: A Case Study Of User-Testing An Intelligent Kiosk. In D. Cunliffe (Ed.) The Second IASTED International Conference on Human-Computer Interaction (IASTED-HCI). (Long Paper) 19- SD 1/4/15 84. D’Mello, S., & Graesser, A.C. (2006). Affect Detection from Human-Computer Dialogue with an Intelligent Tutoring System. In J. Gratch et al. (Eds.): Proceedings of the 6th International Conference on Intelligent Virtual Agents (IVA 2006), pp. 54 – 67. Springer-Verlag Berlin Heidelberg (Long Paper) 85. McCauley, L., & D’Mello, S. (2006). MIKI: A Speech Enabled Intelligent Kiosk. J. Gratch et al. (Eds.), Proceedings of the 6th International Conference on Intelligent Virtual Agents (IVA 2006), pp. 132 – 144. Springer-Verlag Berlin Heidelberg 2006. (Long Paper) 86. Ramamurthy U., D'Mello S., and Franklin S. (2006). Realizing Forgetting in a Modified Sparse Distributed Memory System. Proceedings of the 28th Annual Meeting of the Cognitive Science Society, (pp. 1992-1997), Vancouver, Canada. (Poster Paper) 87. Graesser, A.C., McDaniel, B., Chipman, P., Witherspoon, A., D’Mello, S., and Gholson, B. (2006). Detection of Emotions During Learning with AutoTutor. Proceedings of the 28th Annual Meeting of the Cognitive Science Society, (pp. 285-290),Vancouver, Canada. (Long Paper) 88. Ramamurthy, U., Baars, B., D'Mello, S. K., & Franklin, S. (2006). LIDA: A Working Model of Cognition. Proceedings of the 7th International Conference on Cognitive Modeling. Eds.: Danilo Fum, Fabio Del Missier and Andrea Stocco; pp 244-249. Edizioni Goliardiche, Trieste, Italy. (Long Paper) 89. Franklin, S., Ramamurthy, U., D’Mello, S. K., McCauley, T. L., Negatu, A., Silva, R. L., and Datla, V. (2007). LIDA: A Computational Model of Global Workspace Theory and Developmental Learning. AAAI Fall Symposium on AI and Consciousness: Theoretical Foundations and Current Approaches, AAAI Press: Menlo Park, CA. (Long Paper) 90. D’Mello, S. K. and Franklin, S. (2007). Exploring the Complex Interplay between AI and Consciousness. AAAI Fall Symposium on AI and Consciousness: Theoretical Foundations and Current Approaches, AAAI Press: Menlo Park, CA. (Poster Paper) 91. Negatu, A., D'Mello, S. K., and Franklin, S. (2006). Cognitively Inspired Anticipation and Anticipatory Learning Mechanisms for Autonomous Agents. Proceedings of the Third Workshop on Anticipatory Behavior in Adaptive Learning Systems (ABiALS 2006), ed. M. V. Butz, O. Sigaud, G. Pezzulo, and G. Baldassarre (pp 97-108). Rome. Italy. (Long Paper) 92. D'Mello, S. K., Ramamurthy, U., Negatu, A., & Franklin, S. (2006). A Procedural Learning Mechanism for Novel Skill Acquisition. Proceeding of Workshop on Motor Development, part of AISB'06: Adaptation in Artificial and Biological Systems. Eds.: Tim Kovacs and James A. R. Marshall) Vol 1, pp. 184-185. (Published by the Society for the Study of Artificial Intelligence and the Simulation of Behaviour, Bristol, UK) (Poster Paper) 93. D'Mello, S. K., Franklin, S., Ramamurthy, U., & Baars, B. J. (2006). A Cognitive Science Based Machine Learning Architecture. AAAI Spring Symposia Technical Series (pp. 40-45). AAAI Press: Menlo Park, CA. (Long Paper) 94. D'Mello, S. K., Craig, S. D., Gholson, B., Franklin, S., Picard, R.,& Graesser, A. C.(2005). Integrating affect sensors in an intelligent tutoring system. In Affective Interactions: The Computer in the Affective Loop Workshop at 2005 International conference on Intelligent User Interfaces (pp. 7-13) New York: AMC Press. (Workshop Paper) 95. D'Mello, S. K., Craig, S. D., Witherspoon A., Sullins J., McDaniel B., Gholson, B., & Graesser, A. C.(2005). The relationship between affective states and dialog patterns during interactions with AutoTutor., (2005). Proceedings of the World Conference on E-learning in Corporate, Government, Health Care, and Higher Education. (pp. 2004-2011). Chesapeake, VA: Association for the Advancement of Computing in Education. (Long Paper) 20- SD 1/4/15 96. D'Mello S., Ramamurthy U., and Franklin S. (2005). Encoding and Retrieval Efficiency of Episodic Data in a Modified Sparse Distributed Memory System. Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 571-576). Stresa, Italy. (Long Paper) 97. Ventura, M., D’Mello, S., & Graesser, A. (2005). Modeling Mental Models. Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 2289-2294). Stresa, Italy. (Poster Paper) 98. McCauley, L., D'Mello, S., & Daily, S. (2005). Understanding Without Formality: augmenting speech recognition to understand informal verbal commands. Proceedings of the 43rd Annual ACM Southeast Regional Conference (pp. 42-47) ACM: New York, NY. (Long Paper) 99. D’Mello, S. K., McCauley L. T., & Markham J. (2005). A Mechanism for Human - Robot Interaction through Informal Voice Commands. Proceedings of the IEEE International Workshop on Robot and Human Interactive Communication (RO-MAN): IEEE Press: Washington, DC. (Long Paper) 100.Craig S., D’Mello S., Gholson B., Witherspoon A., Sullins J., and Graesser A, (2004). Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system. E- learn Association for the Advancement of Computing in Education, Norfolk, VA. (Long Paper) 101.Ramamurthy U., D'Mello S., and Franklin S. (2004). Modified Sparse Distributed Memory as Transient Episodic Memory for Cognitive Software Agents. IEEE International Conference on Systems, Man and Cybernetics - SMC2004 , Netherlands, October 10-13, 2004. (Long Paper) Theses & Dissertations 1. D’Mello, S. K. (2009). Affect Measurement by Man and Machine (Doctoral Dissertation), Department of Computer Science, University of Memphis. 2. D’Mello, S. K. (2004). A Study of Sparse Distributed Memory: Architecture, Computational Power, Applications, Modifications, and Extensions (Master’s Thesis), Department of Mathematical Sciences, University of Memphis. Presentations Peer-Reviewed Conference Presentations and Posters (Unpublished) At Notre Dame 1. Brady, M., D’Mello, S. K., Blanchard, N., Olney, A., & Nystrand, M. (Oct, 2014). Evaluating microphones and microphone placement for signal processing and automatic speech recognition of teacher- student dialog, Poster presented at the 168th meeting of the Acoustical Society of America. Indianapolis, Indiana. 2. Mills, C., Risko, E., Graesser, A. C., & D’Mello, S. K. (Aug, 2014). Decoupling as a Measure of Engagement during Reading. Presented at the 24th annual meeting of the Society for Text and Discourse. Chicago, IL. 3. Kopp, K., Mills, C., Lehman, B., Graesser, A. C., & D’Mello, S. K. (Aug, 2014). Influencing the Oc- currence of Mind Wandering During Reading. Poster presented at the 24th annual meeting of the Society for Text and Discourse. Chicago, IL. 21- SD 1/4/15 4. D’Mello, S. K., & Graesser, A. C. (2014, April). Automatic Monitoring of Emotions during Learning: From the Research Lab to the School Computer Lab. Presented at the annual meeting of the American Educational Research Association, Philadelphia, USA. 5. D’Mello, S. K., Fulmer, S. & Mills, S. (2014, April). Choice and Difficulty as Antecedents of Affect during Learning. Presented at the annual meeting of the American Educational Research Association, Philadelphia, USA. 6. Fulmer, S. & D’Mello, S. K. (2014, April). Antecedents and Consequents of Online Emotional, Behavioral, and Cognitive Engagement on Academic Reading. Presented at the annual meeting of the American Educational Research Association, Philadelphia, USA. 7. Yeager, D., Henderson, M., Paunesku, D., Duckworth, A. D’Mello, S. K., Spitzer, B., & Walton, G., (2014, April). A Purpose for Learning Increases Students’ Persistence in STEM Learning. Presented at the annual meeting of the American Educational Research Association, Philadelphia, USA. 8. Cullum, K. A., Yeager, D. S., Henderson, M. H., D'Mello, S. K., & Kopp, K. J. (2014, March). Avenues to Motivate Persistence: The Role of the Purpose Mindset in Adolescent Cheating. Poster accepted for presentation at the 2014 biennial meeting of the Society for Research on Adolescence, Austin, TX. 9. Tran, C., Lehman, B., Dockterman, D., Juul, J., D'Mello, S., & Graesser, A. (2013, June). Designing for productive failure. Workshop at the Games, Learning, and Society 9.0 Conference. Madison, WI. 10. Plummer, B. D., Galla, B. M., D'Mello, S. K., Duckworth, A. L. (2013, May). Development and validation of a modern persistence performance task. Poster presented at the 25th annual convention of the Association for Psychological Science, Washington, DC. 11. Graesser, A. & D’Mello, S. K., (2012, April). A Mashup of AutoTutor and Emotion-Sensing Technologies. Presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. 12. Strain, A., D’Mello, S. K., & Graesser, A. (2012, April). Cognitive Reappraisal to Alleviate Boredom During Learning. Presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. 13. Clinton, V., D’Mello, S. K., & van den Broek, P. (2012, April). Predicting Interest While Reading With Wii Fit Balance Boards. Presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. 14. Graesser, A., Lehman, B., & D’Mello, S. K. (2012, April). Text Relevance and Reading Goals Can Be Framed as Questions. Presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. 15. Clinton, V., D’Mello, S. K., & van den Broek, P. (2012, March). Predicting interest using Wii FitTM balance boards. Presented at the 6th International Technology, Education, and Development Conference, Valencia, Spain. Prior to Notre Dame 16. Dowell, N., D’Mello, S. K., Mills, C., & Graesser, A. C. (2011, July). Topic Effects on Linguistic and Rubric-Based Writing Evaluation. Poster presented at the annual meeting of the Society for Text and Discourse, Poitiers, France. 17. D’Mello, S. K. & Graesser, A. C. (2011, April). A Synthesis of Research on Emotions during Complex Learning. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA. 22- SD 1/4/15 18. D’Mello, S. K. & Graesser, A. C. (2011, April). Technologies to Monitor and Regulate Student Emotions during Learning. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA. 19. Franceschetti, D. R., Gire, E., D'Mello, S. K., Rus, V., and Graesser, A. C. (2011, January). Affect and Physics Learning: Recent Developments. Presented at the winter meeting of the American Association of Physics Teachers, Jacksonville Florida, USA. 20. D’Mello, S. K., & Graesser, A. (2010, July). Textual Cues into Learners’ Emotional States during Tutoring. Presented at the annual meeting of the Society for Text and Discourse, Chicago, IL, USA. 21. D’Mello, S. K., Olney, A., & Person, N. (2010, July). Collaborative Dialogue Patterns in Expert Tutor Lectures. Presented at the annual meeting of the Society for Text and Discourse, Chicago, IL, USA. 22. Lehman, B. & D’Mello, S. K.. (2010, July). Predicting Student Affect through Textual Features during Expert Tutoring Sessions. Presented at the annual meeting of the Society for Text and Discourse, Chicago, IL, USA. 23. D’Mello, S. K. & Graesser, A. C. (2010, April). Responding to Learner Affect with Supportive and Shakeup Dialogues. Presented at the annual meeting of the American Educational Research Association, Denver, CO, USA. 24. Person, N. P., D’Mello, S. K. & Lehman, B. A. (2010, April). Affect in Human Tutoring Sessions. Presented at the annual meeting of the American Educational Research Association, Denver, CO, USA. 25. D’Mello, S. K., Dale, R. A., & Graesser, A. C. (2009, July). Disequilibrium in the Mind, Disharmony in the Body. Presented at the 15th International Conference on Perception-Action, Minneapolis, MN, USA. 26. Graesser, A. C., D’Mello, S. K., & Person, N. K. (2009, April). Meta-Cognition, Meta- Communication, and Meta-Affect in Tutoring. Presented at the annual meeting of the American Educational Research Association, San Diego, CA, USA. 27. Price, K. Meisinger, E.B., D’Mello, S., Traylor, T., & Daaga, M. (February, 2009). Oral and silent reading fluency: Implications for assessment. Poster presented at the annual meeting of the National Association of School Psychologists. Boston, MA, USA. 28. D’Mello, S. K. & Graesser, A. C. (2008, July). Methodologies to Monitor the Emotional Responses of People while they Interact with Art. Presented at the annual meeting of the International Association for the Empirical Study of Literature and Media. Memphis, TN, USA. 29. D’Mello, S. K., King, B., & Graesser, A. C. (2008, July). The Impact of Automatic Speech Recognition Errors on the Interaction between a Human Student and an Artificial Tutor. Presented at the annual meeting of the Society for Text and Discourse, Memphis, TN, USA. 30. Person, N., Cade, W., & D'Mello, S. K. (2008, July). Dialogue Modes and Moves in Expert Tutoring. Presented at the annual meeting of the Society for Text and Discourse, Memphis, TN, USA. 31. Lehman, B. , D’Mello, S. K., and Person, N. (2008, May). Emotions during Expert Tutoring Sessions. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, USA. 32. D’Mello, S. K. and Graesser, A., C. (2008, March). Monitoring Emotions while Students Learn with AutoTutor. Presented at the annual meeting of the American Educational Research Association, New York, New York, USA. 23- SD 1/4/15 33. D’Mello, S. K. King, B., Entezari, O., Chipman, P., & Graesser, A (2008, March). The Impact of Automatic Speech Recognition Errors on Learning Gains with AutoTutor. Presented at the annual meeting of the American Educational Research Association, New York, New York, USA. 34. Person, N. and D'Mello, S. K. (2008, March). Intelligent Tutoring Systems. What Do We Do Next? Symposium at annual meeting of the American Educational Research Association, New York, New York, USA. 35. Graesser, A. C., Millis, K., Chipman, P., Cai, Z., Wallace, P., Britt, A., Storey, J., Wiemer, K., Magliano, J., and D'Mello, S. (2008, June). A Demonstration of ITSs That Promote Scientific Inquiry Skills: Critical Thinking Tutor and ARIES, Demo at the Ninth International Conference on Intelligent Tutoring Systems, Montreal, Canada. 36. Graesser, A., C. and D’Mello, S. K. (2007, July). Inferring Emotions in Tutorial Dialogue, Presented at the annual meeting of the Society for Text and Discourse, Glasgow, Scotland. 37. D'Mello, S., Taylor, R., Tapp K., King, B., and Graesser, A. C. (2007, April). Posture as a Predictor of Learners’ Affective Engagement: Boredom and Flow. Presented at the annual meeting of the American Educational Research Association, Chicago, USA. 38. D’Mello, S., Craig S., McDaniel, B., & Graesser, A.C. (2006, July). Predicting Learner’s Affective States from a Dialogue with AutoTutor. Poster presented at the annual meeting of the Society for Text and Discourse, Minneapolis, Minnesota, USA. 39. McDaniel, B., D’Mello, S., Jackson, T., & Graesser, A.C. (2006, May). Estimating the Complexity of Automated Detection of Emotions From Facial Features. Poster presented at the annual convention of the Association for Psychological Science (APS), New York, USA. 40. Ramamurthy U., D'Mello S., and Franklin S. (2005, June) Role of Consciousness in Episodic Memory Processes. Poster presented at the annual meeting of the Association for the Scientific Study of Consciousness. Pasadena, CA, USA. 41. Ventura, M., D’Mello, S., Louwerse M., & Graesser, A. (2005, July). Modeling Spatial Inferences. Poster presented at the annual meeting of the Society for Text and Discourse, Amsterdam, Netherlands. 42. Ramamurthy U., D'Mello S., and Franklin S. (2003, May) Modeling Memory Systems with Global Workspace Theory. Presented at the annual meeting of the Association for the Scientific Study of Consciousness. Memphis, TN, USA. Invited Talks (and Occasional Invited Panelist/Discussant) At Notre Dame 1. D’Mello, S. K. (October, 2014), Affect- and Attention-Aware Cyberlearning. Invited speaker at the Frontier Lecture Series, College of Education and Human Development, Texas A&M, College Station, TX. 2. D’Mello, S. K. (October, 2014), Affect- and Attention-Aware Cyberlearning. Invited speaker at the Computer Science Colloquium, Worcester Polytechnic Institute, Worcester, MA. 3. D’Mello, S. K. (June, 2014), A Design Pattern for Engagement. Invited speaker at the Analytics for Learning Workshop on Measuring Noncognitive Constructs Using Data from Digital Environments, Menlo Park, CA. 4. D’Mello, S. K. (June, 2014). Affect-Aware Cyberlearning. Invited speaker at the 2014 NSF Cyberlearning Summit, Madison, WI. 24- SD 1/4/15 5. D’Mello, S. K. (June, 2014). Affect-Aware Learning at Scale. Invited panelist at the 2014 Intelligent Tutoring Systems Conference, Honolulu, HI. 6. D’Mello, S. K. (April, 2014). Between Boredom and Bewilderment: Feeling and Thinking with Affect- Aware Learning Technologies. Reasoning Mind, Houston TX. 7. D’Mello, S. K. (April, 2014). The Finer Points of Automatic Affective and Cognitive State Detection. Vision Group, SRI International, Princeton, NJ. 8. D’Mello, S. K. (April, 2014). Epistemic Emotions: Their Role in Self-Regulated Learning and Learning Outcomes. Invited Discussant at the annual meeting of the American Educational Research Association, Philadelphia, USA. 9. D’Mello, S. K. (October, 2013). Finding Fascination in Boredom. Learning Analytics Seminar Series, Teachers College, Columbia University, New York, NY. 10. D’Mello, S. K. (July, 2013). Affect, Engagement, and Grit. Army Research Lab and the Institute for Intelligent Systems Advisory Board. University of Memphis, Memphis, TN. 11. D’Mello, S. K. (July, 2013). Between Boredom and Bewilderment: Feeling and Thinking with Affect- Aware Learning Technologies. SRI International, Palo Alto, CA. 12. D’Mello, S. K. (July, 2013). Affect and Engagement during Learning. Learning Analytics Summer Institute, Stanford University, Palo Alto, CA. 13. D’Mello, S. K. (May, 2013). Affect in Social Multimedia: Content and Impact Analysis. Invited panelist for DARPA workshop on Social Multimedia, Washington, DC. 14. D’Mello, S. K. (October, 2012). Automated Measurement of Engagement: Multiple Components at Multiple Timescales Warrant Multiple Measures at Multiple Levels. Convention on “Engagement and Academic Tenacity: Making the Invisible Salient and Actionable,” organized by the Bill & Melinda Gates Foundation, Cambridge, MA. 15. D'Mello, S. K. (April, 2012). Emotive Computing and Mindreading. College of Computing and Digital Media at DePaul University, Chicago, IL. 16. D'Mello, S. K. (March, 2012). Emotive Computing and Mindreading. Cognitive and Information Sciences Group at University of California, Merced, Merced, CA. 17. D'Mello, S. K. (February, 2012). Between Boredom and Bewilderment. Positive Psychology Center at the University of Pennsylvania, Philadelphia, PA. Prior to Notre Dame 18. D’Mello, S. K. (July, 2011). Emotional Learning: Hitting the Sweet Spot between Boredom and Bewilderment. Department of Social Science and Policy Studies at Worcester Polytechnic Institute, Worcester, MA. 19. D’Mello, S. K. (May, 2010). Emotion Detection and Emotionally-Sensitive Computer Tutoring. Invited talk for the special track on Intelligent Tutoring Systems at the 23rd Florida Artificial Intelligence Research Society Conference, Daytona, FL. 20. D’Mello, S. K. (March, 2010). Emotion Detection by Machines. Department of Computer Science and Engineering. University of Notre Dame, Notre Dame, IN. 21. D’Mello, S. K. (February, 2010). Emotions during Learning. Department of Psychology. University of Notre Dame, Notre Dame, IN. 22. D’Mello, S. K. (October, 2009). The Dynamics of Emotional Expression. Cognition, Action, & Perception Group at University of Cincinnati, Cincinnati, OH. 25- SD 1/4/15 23. D’Mello, S. K. (May, 2009). Monitoring Emotions during Effortful Learning Activities. Human- Computer Interaction Institute at Carnegie Mellon University, Pittsburgh, PA. 24. Graesser, A. C. & D’Mello, S. K. (March 2009). Cognition and Affect during Learning and Tutorial Dialogue. Presented at U.S. Army Research Institute Workshop on Adaptive Training Technologies, Charleston, S.C. Professional Activities & Professional Service Editorial/Executive Boards  Associate Editor: IEEE Transaction on Affective Computing (2012 to present)  Associate Editor: IEEE Transaction on Learning Technologies (2014 to present)  Editorial Board: Frontiers in Psychology and ICT (Information and Communications Technology) – Human Computer Interaction Special Section (2014-present)  Senior Reviewer: Journal of Educational Psychology (2014 to present)  Executive Board: International Artificial Intelligence in Education Society (2013 – 2019)  Board of Directors: International Educational Data Mining Society (2014 - 2020)  Editorial Board: Journal of Educational Psychology (2011 to 2013) Professional Organizations (Past/Current Memberships)  Association for Computing Machinery (current)  Cognitive Science Society  IEEE Computer Society  American Educational Research Association (current)  Society for Text and Discourse (current)  International Artificial Intelligence in Education Society (current)  International Educational Data Mining Society (current)  Association for the Advancement of Affective Computing (current)  American Psychological Association Book Reviewer  John Wiley and Sons, Inc. Grant Panelist/Reviewer  Army Research Lab, 2014 (External Reviewer)  European Coordinated Research on Long-term Challenges in Information and Communication Sciences & Technologies (CHIST-ERA), 2013 (External reviewer)  NSF Education & Human Resources (Panelist 2013)  NSF Research on Learning in Formal and Informal Settings (Panelist 2011, 2012, 2013) Ad-Hoc Reviewer for Journals  ACM Transactions on Computer-Human Interaction 26- SD 1/4/15  ACM Transactions on Interactive Intelligent Systems  Applied Cognitive Psychology  Assessment  Attention, Perception, & Psychophysics  Brain Inspired Cognitive Architectures  Cognition and Emotion  Cognitive Science  Computational Intelligence  Computers & Education  Discourse Processes  Emotion Review  IEEE Internet Computing  IEEE Transactions on Affective Computing  IEEE Transactions on Learning Technologies  IEEE Transactions on Systems, Man, and Cybernetics  Image and Vision Computing  Instructional Science  International Journal of Artificial Intelligence in Education  International Journal of Human-Computer Studies  International Journal of Learning Technology  International Journal of Machine Consciousness  Journal of Artificial General Intelligence  Journal of Educational Data Mining  Journal of Educational Psychology  Journal of Experimental Psychology: Applied  Journal of Experimental Psychology: Learning, Memory, & Cognition  Journal of Multimodal User Interfaces  Journal of the Learning Sciences  Learning and Individual Differences  Learning and Instruction  New Ideas in Psychology  Pattern Recognition Letters  Philippine Journal of Science  Quarterly Journal of Experimental Psychology  Research and Practice in Technology Enhanced Learning  The Internet and Higher Education  Topics in Cognitive Science  User Modeling and User-Adapted Interaction Papers Communicated, Conferences, Workshops, and Symposia Organized  Program co-chair for the 5th Biannual International Conference on Affective Computing and Intelligent Interaction (ACII 2013 in Geneva, Switzerland from September 2-5, 2013.  Program co-chair for the 6th International Conference on Educational Data Mining (EDM 2013) to be held in Memphis TN from July 6-9 2013.  Young researchers track co-chair for the 16th International Conference on Artificial Intelligence in Education (AIED 2013) in Memphis TN from July 9-13 2013. 27- SD 1/4/15  General chair and program co-chair for the 4th International Conference on Affective Computing and Intelligent Interaction (ACII 2011), October 9-12 2011, Memphis TN.  Co-organizer for the “Affective Computing“ special track at the 24th and 25th (with Rafael Calvo) and 27th (with Gerald Knapp) Florida Artificial Intelligence Research Society Conference series.  Co-organizer (with Nick Duran and Rick Dale) for the “Cognition and AI: Capturing Cognitive Plausibility and Informing Psychological Processes“ special track at the 23rd Florida Artificial Intelligence Research Society Conference (FLAIRS-23), Daytona Beach, Florida.  Communicated two submissions from FLAIRS special track (see above) to Journal of Experimental and Theoretical Artificial Intelligence.  Co-organizer (with Art Graesser) for the “Affect-Sensitive Learning Technologies” symposium at the 2010 annual meeting of the American Educational Research Association, Denver, CO, USA.  Co-organizer (with Natalie Person) for the “Intelligent Tutoring Systems: What Do We Do Next? “ symposium at the 2008 annual meeting of the American Educational Research Association, New York, NY, USA.  Local organizer for the 1st Conference on Artificial General Intelligence (AGI-08), March 1-3, 2008 at the University of Memphis, Memphis, TN.  Co-organizer for a workshop on “Emotional and Cognitive Issues in ITS ” held at the 9th International Conference on Intelligent Tutoring Systems, June 23, 2008, Montreal, Canada.  Co-organizer for a workshop on “Modeling and Scaffolding Affective Experiences to Impact Learning” held at the 13th International Conference on Artificial Intelligence in Education (AIED 2007), July 9th, 2007, Los Angeles, CA. Area Chair, Senior Program Committee, and Program Committee4  ACM Conference on Learning at Scale (ACM L@S 2015) (Program Committee)  IEEE International Conference on Face and Gesture (FG 2013, 2015) (Program Committee)  International Conference on Intelligent Tutoring Systems, 2010, 2012, 2014 (Program Committee)  International Conference on Multimodal Interaction (ICMI 2012; ICMI 2014) (Area Chair)  Emotion Recognition In The Wild Challenge and Workshop Challenge at ICMI 2014 (Program Committee)  Affective Agents Workshop at Intelligent Virtual Agents, 2014 (Program Committee)  Emotional and Social Signals Track at ACM Multimedia, 2014 (Program Committee)  Educational Data Mining Conference, 2011, 2012, 2014 (Program Committee)  Annual meeting of the Society for Text and Discourse (2014) (Program Committee)  International Conference on User Modeling, Adaptation, and Personalization (UMAP 2014) (Program Committee)  Special Session on Recognition of Affect Signals from Physiological Data for Social Robots - OASIS 2014 within the International Conference on Physiological Computing Systems - PhyCS 2014 (Program Committee)  International Workshop on Emotion Representations and Modelling for Human-Computer Interaction Systems at ICMI 2013, 2014 (Program Committee) 4 Area Chairs and Members of the Senior Program Committee coordinate reviews by inviting reviewers, facilitating discussion among reviewers, and writing meta-reviews. Members of the Program Committee primarily write reviews. 1/4/15 28- SD  2nd International Workshop on Context Based Affect Recognition CBAR 2013 at ACII 2013 (Program Committee)  International Workshop on Emotion Synthesis, Representation, and Analysis in Continuous spaces (EmoSPACE 2011 and 2013) (Program Committee)  5thInternational Workshop on Affective Interaction in Natural Environments (AFFINE) at ACII 2013: Interacting with Affective Artefacts in the Wild (Program Committee)  International Conference on Artificial Intelligence in Education, 2011, 2013 (Senior Program Committee)  Annual Conference of the Cognitive Science Society 2011, 2012, 2013 (Senior Program Committee)  International Conference on Intelligent Virtual Agents, 2012 (Program Committee)  Workshop on Intelligent Support for Learning in Groups at the 11th International Conference on Intelligent Tutoring Systems, 2012 (Program Committee)  Trends in Natural Language Processing special track at the International Conference of the Florida Artificial Intelligence Society, 2006, 2007, 2008, 2009, 2010 (Program Committee)  Closing the Affective Loop in Intelligent Learning Environments workshop at the International Conference on Artificial Intelligence in Education, 2009 (Program Committee) Reviewer for Conferences and Workshops  International Conference on Multimodal Interaction, ICMI 2013, 2014  2nd International Workshop on Empathic Computing, 2011  CHI Works in Progress, 2009  International Conference on Intelligent Tutoring Systems, 2008, 2010  International Conference on Artificial Intelligence in Education, 2007, 2009.  Annual meeting of the American Educational Research Association, 2008, 2010.  Annual meeting of the Cognitive Science Society, 2007, 2008.  Annual meeting of the Society for Text and Discourse, 2006; 2008.  Annual meeting of the International Society for Empirical Study of Literature and Media, 2008 Teaching & Mentorship Courses Taught At Notre Dame  Human-ComputerInteraction(Fall12;Fall13;Fall14)(CSE40424/60424PSY40676/60676).Cross listed in Computer Science and Psychology Departments, University of Notre Dame  Artificial Intelligence (Spring 12; Spring 13; Spring 14) (CSE 40171/60171 PSY 40675/60675). Cross listed in Computer Science and Psychology Departments, University of Notre Dame Prior to Notre Dame  Cognitive Science Seminar on Emotion, Cognition, and Computing (Spring 11) (COMP 7/8514, PSYC 7/8514, PHIL7/8514). Cross listed in the Computer Science, Psychology, and Philosophy Departments (Co-taught with Stan Franklin), University of Memphis 29- SD 1/4/15  CS2: Data Structures (Summer 08) (COMP 2150). Computer Science Department, University of Memphis  Psychological Statistics (Spring 08) (PSYC 3001) Psychology Department, University of Memphis  Seminar in Experimental Psychology (Fall 07) (PSYC 7503/8503) Psychology Department, University of Memphis Theses Supervised  Caitlin Mills, M.A., Psychology 2014, University of Notre Dame  Amber Strain5, PhD, Psychology 2014, University of Memphis (co-advised with Graesser)  Brent Morgan PhD, Psychology 2014, University of Memphis (co-advised with Graesser) Current Postdocs and Students  Postdoctoral Researchers o Kris Kopp (Psychology at Notre Dame) o Michael Brady (Computer Science at Notre Dame)  Graduate Students o Caitlin Mills (Psychology at Notre Dame, 2012-present) o Nigel Bosch (Computer Science at Notre Dame, 2012-present) o Robert Bixler (Computer Science at Notre Dame, 2012-present) o Nate Blanchard (Computer Science at Notre Dame, 2013-present) o Jennifer Wu (Psychology at Notre Dame, 2014-present)  Undergraduate Students o Yuxuan Chen o Thomas Behrens o Timothy Pusateri (currently spending summer abroad) o Xinyi Wang o Catherine Carothers o Melissa Rogers Former Students  Former Undergraduate Students o Notre Dame: Eric Roth, Matthew Hunter, Jonathan Cobian, Cecily Swinford, Casey Hall, Jon Savakus, Tera Joyce o University of Memphis: Kelly Davidson, Rosaire Daigle, Rebekah Combs, Evie Johnson, Kimberly Vogt, Lydia Perkins, David Hays, Melissa Gross, Allyson Dobbins, Karl Fike, Claire Williams 5 Amber Strain and Brent Morgan were graduate students that I co-advised when I was a Research Assistant Professor at the University of Memphis. They had advanced too far into their PhD programs to move to Notre Dame with me, so I continued to co- advise them while at ND. 1/4/15 30- SD  Former Research Coordinators/Interns o Jennifer Neale o Jacqueline Kory (now graduate student at MIT Media Lab)  Former High School Research Assistant o Gustavo Van Overberghe Masters and Dissertation Committees  Psychology at Notre Dame o Pedro Sztybel (M.A.) o Alexis Chambers (PhD) o Gregory Davis (PhD, 2014) o Kyle Pettijohn (M.A., 2014) o Alexis Thompson (PhD, 2014) o Caroline Byrd (M.A., 2014) o Won Jae Shin (PhD, 2014) o Jared Miller (PhD, 2013) o Sara Fulmer (PhD, 2013) o Meg Trucano (PhD, 2013) o Susan Gunderson (PhD, 2013)  Computer Science at Notre Dame o Yuriy Hulotavyy (PhD) o Benjamin Bockstege (M.S., 2014) o Reid Johnson (PhD) o Everaldo Aguiar (PhD) o Amanda Sgroi (PhD) o Nikhil Yadav (PhD) o Joseph Thompson (PhD, 2014) o Dirk Van Bruggen (PhD, 2014) o Mehrdad Aliasgari (PhD, 2013) o Vipin Vijayan (M.S., 2012)  Psychology at Other Institutions o Kathy Weaver (PhD, 2014, University of Maryland, Baltimore) o Susan Wilson (PhD, 2012, Northern Illinois University)  Reader for Undergraduate Theses  Norah Hass (Psychology senior thesis) Departmental & University Service Departmental Service  Computer Science Graduate Admissions Committee (2013, 2014) 31- SD 1/4/15  Psychology Grants Development Committee (2014)  Psychology Computer/Tech Support Committee (2013, 2014)  Computer Science undergraduate student advising (2013, 2014) University Service  Committee to Redesign the Computer Applications Program (2014)  Mentor for the Building Bridges Program (2013, 2014) 32- SD