Philip I. Pavlik Jr.
Curriculum Vitae
March 2010
Work
5000 Forbes Ave, NSH 2602D
Human Computer Interaction Institute
Website: www.optimallearning.org
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
Systems
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 Kenneth Koedinger. Privately Funded
by Ronald Zdrojkowski. $411,000.
2006 Sept - 2007 Aug 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.
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 Kenneth Koedinger as
Co PI. $1,121,000.
2009 Nov – 2010 Oct Principle Investigator, Motivational
effects in vocabulary learning: difficulty and strategy use, PSLC. $70,000.
Teaching
Fall
2003 Research Method for
the Learning Sciences, Crosslisted 85-748, Fall 2009
Carnegie Mellon
University
Cotaught with Kenneth Koedinger
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)
International
Conference of Educational
Datamining
Invited Presentations
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
“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 – 2011 Cognitive Science Society
2006
2007 - 2008 Association for Behavior
Analysis
2007 - 2009 Psychonomic Society
Graduate Students Co-advised
Nora Presson
(Brian MacWhinney committee chair)
Hao Cen
(Kenneth Koedinger committee chair)
Conference Organization
Program Committee Co-Chair for the Third International Conference
on Educational Data Mining, 2010, http://educationaldatamining.org/EDM2010/.
Koedinger,
K. R. and Pavlik, Jr., P. I. (in preparation) Resolving Multiple Dimensions of the Assistance Dilemma.
Pavlik
Jr., P. I. (submitted). A theoretical review of spacing
effect mechanisms in declarative memory, Psychonomic Bulletin & Review.
Pavlik Jr., P. I., &
Toth, J. (2010, accepted). How to Build Bridges between Intelligent Tutoring System Subfields of Research. In J. Kay
& V. Aleven (Eds.), Proceedings of the 10th International Conference on
Intelligent Tutoring Systems. Pittsburgh, PA. (Text)
(Talk)
Pavlik
Jr., P. I. (accepted). Spacing Effect. Encyclopedia of the Mind. SAGE Reference
publication.
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,
MA. (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, 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
Marsha C. Lovett Department of Psychology,
Carnegie Mellon University
(412)
268-3499, lovett@cmu.edu