Philip I. Pavlik Jr.
Curriculum Vitae
August 2008
Work
Human Computer Interaction Institute
Email: ppavlik@andrew.cmu.edu
Phone: (412) 268-1618
Fax: (412) 268-1266
Home
5721 Stanton Ave, Apt 8
Pittsburgh, PA 15206
Phone: (412) 605-0581
2008 – 2011 Carnegie Mellon University, Pittsburgh, Pennsylvania
System Scientist at the Pittsburgh Science of Learning
Center
Human Computer Interaction Institute
2005 – 2008 Carnegie Mellon University, Pittsburgh, Pennsylvania
Postdoctoral Research Fellow at the Pittsburgh
Science of Learning Center
Human Computer Interaction Institute
2001
– 2005 Carnegie Mellon
University,
Ph.D. in Psychology (Cognitive)
2001
– 2005 Center for the Neural
Basis of Cognition,
Neuroscience certificate
1999
– 2001 Northern
Psychology concentration
1987
– 1992 University of
B.A. in Economics
Funding
2005 Aug - 2008 Aug Postdoctoral Research Grant with Ken Koedinger. Privately Funded by Ronald Zdrojkowski. $411,000.
2007 Aug - 2011 Aug Principle Investigator, Bridging the Bridge to Algebra: Measuring and Optimizing the Influence of Prerequisite Skills on a Pre-Algebra Curriculum, Institute of Educational Science, Department of Education with Ken Koedinger as Co PI. $1,121,000.
Teaching Assistantships
Fall 2003 Research Methods in Cognitive Psychology, PY 310, Fall 2003
Spring 2003 Cognitive Modeling, PY 412/712
Fall 2002 Human Information Processing and A.I., PY 213/111
Winter 2000 Psychological Statistics, PY 305,
Northern
Fall 2000 History and Systems, PY 400
Northern
Fall 2000 Tests and Measurement, PY 320
Northern
Awards
2003 Best Student Paper,
Fifth International Conference of Cognitive Modeling
“An ACT-R model of the spacing effect.”
Ad Hoc Review
Proceedings of the National Academy of Sciences
National Science Foundation: Perception, Action and
Cognition
Cognitive Science
International Conference of Cognitive Modeling
Cognitive Science Society Conference
Psychological Review (with Lynne Reder)
Invited Presentations
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
“Optimizing Paired-Associate Learning by Paying Attention to Individual and Item Differences.”
2003 Tenth Annual ACT-R Summer School, Carnegie Mellon Univ.
“Unit 7: Base-Level Activation.”
2002
Department of Psychology, Northern
“Paired-Associate Practice and Forgetting.”
Membership in Organizations
2002 – 2008 Cognitive
Science Society
2006
2007 - 2008 Association
for Behavior Analysis
2007 Psychonomic Society
Graduate
Students Co-advised
Nora Presson (Brian MacWhinney committee chair)
Hao Cen (Kenneth Keodinger
committee chair)
Research
Since January 2001, my research program has focused on the effects of practice and forgetting on performance in fact memory tasks. The ultimate goals of this research are to formulate accurate mathematical models of practice and forgetting that can be used to understand the factors governing recall performance and to use these models to improve performance in educational settings. Doctoral thesis advisor John R. Anderson. Since September 2005, my research has broadened from simple declarative memories to consider learning knowledge components that are transferable, procedural, have multiple components and/or are generalizable. Postdoctoral research advisor Kenneth Koedinger. Since July 2007, my research continues to follow previous themes, but with a new focus on understanding dependency structure within the domain of algebra in order to optimally address students lack of prerequisite knowledge and skills.
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, D.C. (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, D.C. (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, IL.
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., & Keodinger, K. R. (2008). Automatic determination of skill models from existing tutor data. Poster presented at the Institute of Education Science Research Conference, Washington, D.C.
Pavlik Jr., P. I., Cen, H., Wu, L., & Keodinger, 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,
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.
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).
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 (pp.
2579).
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,
Pavlik Jr., P.
I. (2004, August). A
PDP model of spacing effects in memory. Paper presented at the 22nd
Annual Pittsburgh-CMU Psychology Conference,
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 (pp. 1615).
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).
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.
Pavlik Jr., P. I. (2003). Review of Dynamical Cognitive Science. Brain and Cognition, 51, 155-156. (Text).
Pavlik Jr., P.
I. (2001). Hybrid modeling of cognition: A review of The Atomic Components of Thought. Brain and Cognition, 47, 570-573. (Text).
John
R. Anderson Department of
Psychology, Carnegie Mellon University
(412) 268-2788, ja+@cmu.edu
Kenneth R. Koedinger Human Computer Interaction Institute, Carnegie Mellon University
(412) 268-7667, koedinger@cmu.edu
Brian
MacWhinney Department of
Psychology, Carnegie Mellon University
(412) 268-3793, macw@cmu.edu
Brian
W. Junker Department of Statistics,
Carnegie Mellon University
(412) 268-2718, brian@stat.cmu.edu
Lynne
M. Reder Department
of Psychology, Carnegie Mellon University
(412) 268-3792, reder@cmu.edu
Marsha
C. Lovett Department of
Psychology, Carnegie Mellon University
(412) 268-3499, lovett@cmu.edu