Philip Irvin Pavlik Jr.

Curriculum Vitae

April 2012

Correspondence

Work

Psychology Building, Room 434

University of Memphis

Memphis, TN 38152

Website: www.optimallearning.org

Email: ppavlik@memphis.edu

Phone: (901) 678-2326

Fax: (901) 678-2579

 

Home

111 S. Highland St, Apt 292

Memphis, TN 38111

Phone: (412) 605-0581

 

Academic Positions

2011–current  University of Memphis, Memphis, TN

Assistant Professor                                  

Department of Psychology and the Institute for Intelligent Systems

2008–2011     Carnegie Mellon University, Pittsburgh, PA

Systems Scientist at the Pittsburgh Science of Learning Center

Human Computer Interaction Institute

2005–2008     Carnegie Mellon University, Pittsburgh, PA

Postdoctoral Research Fellow at the Pittsburgh Science of Learning Center

Human Computer Interaction Institute

 

Education

2001–2005     Carnegie Mellon University, Pittsburgh, PA

Ph.D. in Psychology (Cognitive) 

2001–2005     Center for the Neural Basis of Cognition, Pittsburgh, PA

Neuroscience certificate 

1999–2001     Northern Michigan University, Marquette, MI

Psychology concentration 

1987–1992     University of Michigan, Ann Arbor, MI

B.A. in Economics

 

Funding

8/2005–8/2008        Postdoctoral Research Grant with Kenneth Koedinger, privately funded by Ronald Zdrojkowski. $411,000.

9/2006–8/2007        Co-PI, Providing Optimal Support for Robust Learning of Syntactic Constructions in ESL, Pittsburgh Science of Learning Center with PI Lori Levine and Co-PIs Nel de Jong and Gwen Frishkoff.

8/2007–8/2012        Principal Investigator, Bridging the Bridge to Algebra: Measuring and Optimizing the Influence of Prerequisite Skills on a Pre-Algebra Curriculum, Institute of Education Sciences with Kenneth Koedinger as Co-PI. $1,121,000.

11/2009–8/2011      Principal Investigator, Motivational Effects in Vocabulary Learning: Difficulty and Strategy Use, Pittsburgh Science of Learning Center. $70,000.

 

Teaching

Spring 2012     Advanced Statistics for Psychology I, 7302

                        University of Memphis

Fall 2009         Research Method for the Learning Sciences, Crosslisted 85-748

Carnegie Mellon University, Co-taught with Kenneth Koedinger

 

Teaching Assistantships

Fall 2003        Research Methods in Cognitive Psychology, PY 310, Carnegie Mellon University

Spring 2003   Cognitive Modeling, PY 412/712, Carnegie Mellon University

Fall 2002        Human Information Processing and A.I., PY 213/111, Carnegie Mellon University

Winter 2000   Psychological Statistics, PY 305, Northern Michigan University

Fall 2000        History and Systems, PY 400, Northern Michigan University

Fall 2000        Tests and Measurement, PY 320, Northern Michigan University

 

Ad Hoc Review

Research: National Science Foundation: Perception, Action and Cognition

Journals: Cognitive Science; Psychological Review (with Lynne Reder); Journal of Machine Learning Research (KDD cup issue); International Journal of Educational Data Mining (with Michael Yudelson); International Journal of Artificial Intelligence in Education; International Conference on Development and Epigenetic Robotics; Journal of Learning and Instruction; Journal of Experimental Psychology: Applied; Journal of Memory and Cognition; Journal of Educational Psychology; User Modeling and User-Adapted Interaction: The Journal of Personalization Research; Learning and Instruction

Conferences: Proceedings of the National Academy of Sciences; International Conference of Cognitive Modeling; Cognitive Science Society Conference; International Conference of Educational Data Mining; ACM Conference on Human Factors in Computing Systems (CHI)

 

Invited Presentations

2011    7th Annual PSLC LearnLab Summer School, In-Vivo Experimentation Track Lectures

2010    6th Annual PSLC LearnLab Summer School, In-Vivo Experimentation Track Lectures

2010    American Psychology Association 22nd Annual Convention, Boston “Integrating Perceptual Factors into Applied Learning Research.” Symposium: Perceptual Characteristics and Concept Mastery: What Makes a Difference? (Talk)

2009    University of Phoenix’s National Research Center “Optimizing the Practice Schedule”

2007    Department of Modern Languages, Carnegie Mellon University, Graduate Seminar “Using a Cognitive Model to Schedule Vocabulary Practice for Second Language Learners”              

2006    Department of Educational and School Psychology and Special Education, Pennsylvania State University “Using Cognitive Theory and Computational Modeling to Explain the Success of Direct Instruction and Precision Teaching”

2004    Department of Psychology, Northern Michigan University “Optimizing Paired-Associate Learning by Paying Attention to Individual and Item Differences” 

2003    Tenth Annual ACT-R Summer School, Carnegie Mellon University “Unit 7: Base-Level Activation” 

2002    Department of Psychology, Northern Michigan University “Paired-Associate Practice and Forgetting”

 

Membership in Organizations

2002–2011       Cognitive Science Society

2006                  California Association for Behavior Analysis          

2007–2008       Association for Behavior Analysis

2007–2009       Psychonomic Society

2008–2013       International Artificial Intelligence in Education Society

 

Graduate Students and Post-docs Advised

Jaclyn Maass

Nora Presson (Brian MacWhinney committee chair)

Hao Cen (Kenneth Koedinger committee chair)

Jozsef Toth (Kenneth Koedinger supervisor)

Michael Yudelson (Kenneth Koedinger supervisor)

 

Conference Organization

Program Committee Co-Chair for the Third International Conference on Educational Data Mining, 2010, http://educationaldatamining.org/EDM2010/

 

Publications and Presentations

Koedinger, K. R. and Pavlik, Jr., P. I. (in preparation). Resolving multiple dimensions of the assistance dilemma

Pavlik Jr., P. I. (in revision). A theoretical review of spacing effect mechanisms in declarative memory. Psychonomic Bulletin & Review.

Forsyth, C. M., Graesser, A. C., Pavlik Jr., P. I., Cai, Z., Butler, H., Halpern, D. F., & Millis, K. (under review). Operation ARIES!: Methods, Mystery, and Mixed Models: Discourse Features Predict Affect and Motivation in a Serious Game. International Journal of Educational Data Mining.

Forsyth, C. M., Pavlik Jr., P. I., Graesser, A. C., Cai, Z., Germany, M.-l., Millis, K., . . . Dolan, R. P. (accepted short paper). Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning Proceedings of the 5th International Conference on Educational Data Mining.

Pavlik Jr., P. I. (under review). Mining the Dynamics of Motivational and Metacognitive Constructs during Learning. International Journal of Educational Data Mining.

Pavlik Jr., P. I., Maass, J., Rus, V., & Olney, A. M. (accepted poster based paper). Facilitating Co-adaptation of Technology and Education through the Creation of an Open-source Repository of Interoperable Code. Proceedings of the 11th International Conference on Intelligent Tutoring Systems.

Thiessen, E. D., & Pavlik Jr., P. I. (accepted). iMinerva: A mathematical model of distributional statistical learning. Cognitive Science.

Koedinger, K., Pavlik Jr., P. I., Stamper, J., Nixon, T., & Ritter, S. (2011). Fair Blame Assignment in Student Modeling. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero  & J. Stamper (Eds.), Proceedings of the 4th International Conference on Educational Data Mining (pp. 91-100). Eindhoven, Netherlands. (Text).

Pavlik Jr., P. I., & Wu, S. (2011). A Dynamical System Model of Microgenetic Changes in Performance, Efficacy, Strategy Use and Value during Vocabulary Learning. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero  & J. Stamper (Eds.), 4th International Conference on Educational Data Mining (pp. 277-282). Eindhoven, Netherlands. (Text).

Pavlik Jr., P. I., Yudelson, M., & Koedinger, K. (2011). Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills. In G. Biswas, S. Bull, J. Kay & A. Mitrovic (Eds.), Artificial Intelligence in Education (Vol. 6738, pp. 256-263): Springer Berlin / Heidelberg. (Text).

Yudelson, M., Pavlik Jr., P. I., & Koedinger, K. R. (2011). Towards Better Understanding of Transfer in Cognitive Models of Practice. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero  & J. Stamper (Eds.), 4th  International Conference on Educational Data Mining (pp. 373-374). Eindhoven, Netherlands. (Text).

Yudelson, M., Pavlik Jr., P. I., & Koedinger, K. R. (2011). User modeling – a notoriously black art. In J. Konstan, R. Conejo, J. Marzo & N. Oliver (Eds.), User modeling, adaption and personalization (Vol. 6787, pp. 317-328): Springer Berlin / Heidelberg. (Text).

Pavlik Jr., P. I. (2010). Data reduction methods applied to understanding complex learning hypotheses. In R. S. J. d. Baker, A. Merceron, & P. I. Pavlik Jr. (Eds.), Proceedings of the 3rd International Conference on Educational Data Mining (pp. 311–312). (Text).

Pavlik Jr., P. I., & Toth, J. (2010). How to build bridges between intelligent tutoring system subfields of research. In J. Kay, V. Aleven, & J. Mostow (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems, Part II (pp. 103–112). Heidelberg: Springer. (Text) (Talk)

Pavlik Jr., P. I. (in press). Spacing effect. Encyclopedia of the mind. SAGE Reference.

Pavlik Jr., P. I., & Koedinger, K. R. (2009, November). Understanding the advantages of retrieval for long-term retention using modeling. Poster presented at the 50th Annual Meeting of the Psychonomic Society, Boston. (Poster).

Pavlik Jr., P. I., Cen, H., & Koedinger, K. R. (2009). Learning factors transfer analysis: Using learning curve analysis to automatically generate domain models. In T. Barnes, M. Desmarais, C. Romero, & S. Ventura (Eds.), Proceedings of the the 2nd International Conference on Educational Data Mining (pp. 121–130). Cordoba, Spain. (Text).

Pavlik Jr., P. I., Cen, H., & Koedinger, K. R. (2009). Performance factors analysis—A new alternative to knowledge tracing. In V. Dimitrova & R. Mizoguchi (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education. Brighton, England. (Text).

Frishkoff, G., Levin, L., Pavlik, P., Idemaru, K., & de Jong, N. (2008). A model-based approach to second-language learning of grammatical constructions. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th Conference of the Cognitive Science Society (pp. 916–921). Washington, DC. (Text).

Koedinger, K. R., Pavlik, P., McLaren, B. M., & Aleven, V. (2008). Is it better to give than to receive? The assistance dilemma as a fundamental unsolved problem in the cognitive science of learning and instruction. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th Conference of the Cognitive Science Society. Washington, DC. (Text). 

Pavlik Jr., P. I. (2008). Classroom testing of a discrete trial practice system. Poster presented at the 34th Annual Meeting of the Association for Behavior Analysis, Chicago.

Pavlik Jr., P. I., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101–117. (Text).

Pavlik Jr., P. I., Bolster, T., Wu, S., Koedinger, K. R., & MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts. In B. Woolf, E. Aimer, & R. Nkambou (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems. Montreal, Canada. (Text).

Pavlik Jr., P. I., Cen, H., Wu, L., & Koedinger, K. R. (2008). Automatic determination of skill models from existing tutor data. Poster presented at the Institute of Education Sciences Research Conference, Washington, DC.

Pavlik Jr., P. I., Cen, H., Wu, L., & Koedinger, K. R. (2008). Using item-type performance covariance to improve the skill model of an existing tutor. In R. S. J. d. Baker & J. E. Beck (Eds.), Proceedings of the 1st International Conference on Educational Data Mining. Montreal, Canada. (Text).

Pavlik Jr., P. I., Presson, N., & Hora, D. (2008). Using the FaCT System (Fact and Concept Training System) for classroom and laboratory experiments. Workshop presented at the Inter-Science of Learning Center Conference, Pittsburgh, PA. (Text).

Pavlik Jr., P. I. (2007). Understanding why practice should be fast and accurate. Paper presented at the 33rd Annual Meeting of the Association for Behavior Analysis, San Diego, CA.

Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S.-m., MacWhinney, B., & Koedinger, K. R. (2007). The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. In D. McNamara & G. Trafton (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society (pp. 397–402). Mahwah, NJ: Lawrence Erlbaum. (Text). 

Pavlik Jr., P. I., Presson, N., & Koedinger, K. R. (2007). Optimizing knowledge component learning using a dynamic structural model of practice. In R. Lewis & T. Polk (Eds.), Proceedings of the Eighth International Conference of Cognitive Modeling. Ann Arbor: University of Michigan. (Text). 

Pavlik Jr., P. I. (2007). Timing is an order: Modeling order effects in the learning of information. In F. E. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning (pp. 137–150). New York: Oxford University Press.

Pavlik Jr., P. I. (2007). Understanding and applying the dynamics of test practice and study practice. Instructional Science, 35, 407–441. (http://dx.doi.org/10.1007/s11251-006-9013-2).

Pavlik Jr., P. I. (2006, February). Understanding the effectiveness of direct instruction methods. Paper presented at the 24th Annual Meeting of the California Association for Behavior Analysis, Burlingame, CA. (Powerpoint).

Pavlik Jr., P. I. (2006). Transfer effects in Chinese vocabulary learning. In R. Sun (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (p. 2579). Mahwah, NJ: Lawrence Erlbaum. (Abstract).

Pavlik Jr., P. I. (2005, unpublished). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704. (Dissertation).

Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559–586. (Article).

Pavlik Jr., P. I., & Anderson, J. R. (2004, November). Optimizing paired-associate learning. Poster presented at the 45th Annual Meeting of the Psychonomic Society, Minneapolis, MN. (Poster).

Pavlik Jr., P. I. (2004, August). A PDP model of spacing effects in memory. Paper presented at the 22nd Annual Pittsburgh-CMU Psychology Conference, Pittsburgh, PA. (Text). 

Pavlik Jr., P. I., & Anderson, J. R. (2004). The memory consequences of study after successful recall. In K. D. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (p. 1615). Mahwah, NJ: Lawrence Erlbaum. (Text).

Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere, & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376–377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh. (Text).

Pavlik Jr., P. I., & Anderson, J. R. (2003). An ACT-R model of the spacing effect. In F. Detje, D. Dorner, & H. Schaub (Eds.), Proceedings of the Fifth International Conference of Cognitive Modeling. Germany: Universitäts-Verlag Bamberg. (Text).

Pavlik Jr., P. I. (2003). Review of Dynamical Cognitive Science. Brain and Cognition, 51, 155-156. (Text).

Pavlik Jr., P. I., & Anderson, J. R. (2002). Mental rotation transfer. Poster presented at the Twenty-Fourth Annual Conference of the Cognitive Science Society (p. 1029), Mahwah, NJ.

Pavlik Jr., P. I. (2001). Hybrid modeling of cognition: A review of The Atomic Components of Thought. Brain and Cognition, 47, 570–573. (Text).

Pavlik Jr., P. I., & Burns, S. (May, 2001). Learning mental rotation: Exemplar learning or process learning. Paper presented at the Midwestern Psychological Association, Chicago.