Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 3 |
Since 2016 (last 10 years) | 7 |
Since 2006 (last 20 years) | 7 |
Descriptor
Information Retrieval | 7 |
Natural Language Processing | 6 |
Computational Linguistics | 4 |
Semantics | 4 |
Classification | 3 |
Computer Software | 3 |
Error Patterns | 2 |
Memory | 2 |
Models | 2 |
Vocabulary Development | 2 |
Abstract Reasoning | 1 |
More ▼ |
Source
Grantee Submission | 7 |
Author
Jones, Michael N. | 2 |
Allen, Laura | 1 |
Anglin, Kylie L. | 1 |
Cai, Zhiqiang | 1 |
Cioaca, Valentin Sergiu | 1 |
Crossley, Scott | 1 |
Dascalu, Mihai | 1 |
Dye, Melody | 1 |
Eagan, Brendan | 1 |
Graesser, Arthur C. | 1 |
Hu, Xiangen | 1 |
More ▼ |
Publication Type
Reports - Research | 5 |
Speeches/Meeting Papers | 3 |
Reports - Descriptive | 2 |
Tests/Questionnaires | 1 |
Education Level
Elementary Secondary Education | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Two Year Colleges | 1 |
Audience
Location
Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Cioaca, Valentin Sergiu; Dascalu, Mihai; McNamara, Danielle S. – Grantee Submission, 2021
Numerous approaches have been introduced to automate the process of text summarization, but only few can be easily adapted to multiple languages. This paper introduces a multilingual text processing pipeline integrated in the open-source "ReaderBench" framework, which can be retrofit to cover more than 50 languages. While considering the…
Descriptors: Documentation, Computer Software, Open Source Technology, Algorithms
Olney, Andrew M. – Grantee Submission, 2021
In contrast to simple feedback, which provides students with the correct answer, elaborated feedback provides an explanation of the correct answer with respect to the student's error. Elaborated feedback is thus a challenge for AI in education systems because it requires dynamic explanations, which traditionally require logical reasoning and…
Descriptors: Feedback (Response), Error Patterns, Artificial Intelligence, Test Format
Crossley, Scott; Wan, Qian; Allen, Laura; McNamara, Danielle – Grantee Submission, 2021
Synthesis writing is widely taught across domains and serves as an important means of assessing writing ability, text comprehension, and content learning. Synthesis writing differs from other types of writing in terms of both cognitive and task demands because it requires writers to integrate information across source materials. However, little is…
Descriptors: Writing Skills, Cognitive Processes, Essays, Cues
Jones, Michael N. – Grantee Submission, 2018
Abstraction is a core principle of Distributional Semantic Models (DSMs) that learn semantic representations for words by applying dimensional reduction to statistical redundancies in language. Although the posited learning mechanisms vary widely, virtually all DSMs are prototype models in that they create a single abstract representation of a…
Descriptors: Abstract Reasoning, Semantics, Memory, Learning Processes
Cai, Zhiqiang; Siebert-Evenstone, Amanda; Eagan, Brendan; Shaffer, David Williamson; Hu, Xiangen; Graesser, Arthur C. – Grantee Submission, 2019
Coding is a process of assigning meaning to a given piece of evidence. Evidence may be found in a variety of data types, including documents, research interviews, posts from social media, conversations from learning platforms, or any source of data that may provide insights for the questions under qualitative study. In this study, we focus on text…
Descriptors: Semantics, Computational Linguistics, Evidence, Coding
Anglin, Kylie L. – Grantee Submission, 2019
Education researchers have traditionally faced severe data limitations in studying local policy variation; administrative datasets capture only a fraction of districts' policy decisions, and it can be expensive to collect more nuanced implementation data from teachers and leaders. Natural language processing and web-scraping techniques can help…
Descriptors: Natural Language Processing, Educational Policy, Web Sites, Decision Making
Jones, Michael N.; Dye, Melody; Johns, Brendan T. – Grantee Submission, 2017
Classic accounts of lexical organization posit that humans are sensitive to environmental frequency, suggesting a mechanism for word learning based on repetition. However, a recent spate of evidence has revealed that it is not simply frequency but the diversity and distinctiveness of contexts in which a word occurs that drives lexical…
Descriptors: Word Frequency, Vocabulary Development, Context Effect, Semantics