Dijkstra, K., Zwaan, R.A., Graesser, A.C., & Magliano, J.P. (1994). Character and reader emotions in literary texts. Poetics, 23, 139-57.

Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.

Graesser, A.C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-95. PDF Version

Millis, K., & Graesser, A.C. (1994). The time-course of constructing knowledge-based inferences for scientific texts. Journal of Memory and Language, 33, 583-599.

Person, N. K., Graesser, A. C., Magliano, J. P., & Kreuz, R. J. (1994). Inferring what the student knows in one-to-one tutoring: The role of student questions and answers. Learning and Individual Differences, 6, 205-29.

Quinn, R. A., Houts, A. C., & Graesser, A. C. (1994). Naturalistic conceptions of morality: A question answering approach. Journal of Personality, 62, 239-262.

Sell, M. A., Cohen, R., Graesser, A. C., Duncan, M. K., Ray, G. E., MacDonald, C. D., & Crain, M. (1994). The form and function of speech act exchanges in children’s dyadic interactions. Discourse Processes, 18, 119-139.

Singer, M., Graesser, A. C., & Trabasso, T. (1994). Minimal or global inference during reading. Journal of Memory and Language, 33, 421-41.

Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In R, Zwaan & H. van Oostendorp (Eds.), Naturalistic text comprehension (pp. 9-33). Norwood, NJ: Ablex.

Graesser, A. C., McMahen, C. L., & Johnson, B. K. (1994). Question asking and answering. In M. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 517-538). San Diego, CA: Academic Press.

Publications for 1993

Graesser, A. C., & Kreuz, R. J. (1993). A theory of inference generation during text comprehension. Discourse Processes, 16, 146-160.

Graesser, A. C., & McMahen, C. L. (1993). Anomalous information triggers questions when adults solve problems and comprehend stories. Journal of Educational Psychology, 85, 136-151.

Kreuz, R. J., & Graesser, A. C. (1993). The assumptions behind questions in letters to advice columnists. Text, 13, 65-89.

Langston, M.C., & Graesser, A.C. (1993). The Point and Query Interface: Exploring knowledge by asking questions. Journal of Educational Multimedia and Hypermedia, 2, 355-368.

Magliano, J. P., Baggett, W. B., Johnson, B. K., & Graesser, A. C. (1993). The time course of generating causal antecedent and causal consequence inferences. Discourse Processes, 16, 35-53.

Magliano, J.P., Graesser, A.C., Eymard, L.A., Haberlandt, K., & Gholson, B. (1993). The locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 704-709.

Magliano, J. P., Little, L. D., & Graesser, A. C. (1993). The impact of comprehension instruction on the calibration of comprehension. Journal of Reading and Instruction, 32, 49-63.

Millis, K., Graesser, A.C., & Haberlandt, K. (1993). The impact of connectives on memory for expository texts. Applied Cognitive Psychology, 7, 317-340.

Graesser, A.C. (1993). Inference generation during text comprehension. Discourse Processes, 16, 1-2.

Graesser, A.C. (1993). Psychological mechanisms in literary and aesthetic comprehension. Poetics, 22,1-3.

Zwaan, R.A., & Graesser, A.C. (1993). Reading goals and situation models: A commentary on Glenberg & Mathew. Psycoloquy 4(5).

Zwaan, R.A., & Graesser, A.C. (1993). There is no empirical evidence that inferences are generated automatically or partially: A commentary on Garnham. Psycoloquy 4(5).

Graesser, A. C. & Marks, W. (1993). Models that simulate driver performance with hand controls. In B. Peacock & W. Karwowski (Eds.), Automotive ergonomics: Human factors in the design and use of automobiles. London: Taylor & Francis.

Graesser, A. C., Person, N., & Huber, J. (1993). Question asking during tutoring and in the design of educational software. In. M. Rabinowitz (Ed.), Cognitive science foundations of instruction. Hillsdale, NJ: Erlbaum.

Graesser, A. C., Langston, M. C., & Baggett, W. B. (1993). Exploring information about concepts by asking questions. In G. V. Nakamura, R. M. Taraban, & D. Medin (Eds.), The psychology of learning and motivation: Vol. 29. Categorization by humans and machines (pp. 411-436). Orlando, FL: Academic Press.

Graesser, A. C., (1993). Knowledge representations and cognitive procedures. In G. Strube & K. F. Wender (Eds.), The cognitive psychology of knowledge: The German Wissenspsychologie Project (Advances in Psychology Series). Amsterdam: Elsevier (North Holland).

Langston, M.C., & Graesser, A.C. (1993). The Point and Query interface: Exploring knowledge by asking questions. In H. Maurer (Ed.), Educational Multimedia and Hypermedia Annual. Charlottesville, VA: AACE.

Swamer, S. S.,Graesser, A. C., Franklin, S. P., Sell, M. A., Cohen, R., Baggett, W. B. (1993). A connectionist model of speech act prediction. Proceedings of the 15th Annual Cognitive Science Society, (pp. 994-999). Hillsdale, NJ: Erlbaum.

Graesser, A. C. (1993). Dialogue patterns and feedback mechanisms during naturalistic tutoring. Proceedings of the 15th Annual Cognitive Science Society, (pp. 126-130). Hillsdale, NJ: Erlbaum.

Graesser, A. C. (1993). Narrative thought and narrative language. Language and Speech, 36, 109-112.

Graesser, A. C. (1993). Questioning mechanisms during tutoring, conversation, and human-computer interaction. (ERIC Document Reproduction Service No. TM 020 505).