Philip I. Pavlik Jr.
Curriculum Vitae
February 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 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
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. and Toth, J. A. (submitted). How
to Build Bridges between Intelligent Tutoring System Subfields of Research.
2010 Intelligent Tutoring Systems Conference.
Pavlik
Jr., P. I. (submitted). A theoretical review of spacing effect mechanisms in
declarative memory, Psychonomic Bulletin & Review.
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.
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