Philip I. Pavlik Jr.

Curriculum Vitae

August 2008

Correspondence

Work

300 S Craig St, 224

Human Computer Interaction Institute

Carnegie Mellon University

Pittsburgh, PA 15213

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

Academic Positions

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

Education

2001 – 2005          Carnegie Mellon University, Pittsburgh, Pennsylvania

Ph.D. in Psychology (Cognitive) 

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

Neuroscience certificate 

1999 – 2001          Northern Michigan University, Marquette, Michigan

Psychology concentration 

1987 – 1992          University of Michigan, Ann Arbor, Michigan

B.A. in Economics

Professional Experience

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

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

 

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 Michigan University

“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 Michigan University

“Paired-Associate Practice and Forgetting.”

 

Membership in Organizations

 

2002 – 2008                Cognitive Science Society

2006                            California Association for Behavior Analysis           

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.

Publications

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, 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 (pp. 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 (pp. 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: Universitats-Verlag Bamberg. (Text).

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).

Recommenders

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