Craig S., D’Mello S., Witherspoon A., and Graesser A, (in press). Emote-Aloud during learning with AutoTutor:  Applying the facial action coding system to cognitive-affective states during learning. Cognition and Emotion.

Gholson, B., Witherspoon, A., Morgan, B., Brittingham, J., Coles, R., Graesser, A. C., Sullins, J. & Craig, S. D. (under revision). Exploring the deep-level reasoning effect among eighth to  eleventh graders and college students in the domains of computer literacy and Newtonian physics. Instructional Science.

Graesser, A.C. (in press).  Advances in text comprehension: Commentary and final perspective.  Applied Cognitive Psychology. 

Graesser, A.C., Jeon, M., & Dufty, D. (in press).  Agent technologies designed to facilitate interactive knowledge construction.  Discourse Processes. 

Rus, V., McCarthy, P.M., McNamara, D.D., & Graesser, A.C. (in press).  A study of text entailment.  International Journal on Artificial Intelligence Tools.

Verhoeven, L., & Graesser, A.C. (in press). Introduction: Cognitive and linguistic factors in interactive knowledge construction.  Discourse Processes. 

Graesser, A.C., Lin, D., & D.Mello, S. (in press).  Computer learning environments that support deep comprehension.  In M.T. Banich and D. Caccamise (Eds.), Generalization of knowledge.  Mahwah, NJ: Erlbaum.

Graesser, A. C., Chipman, P., Leeming, F., & Biedenback, S. (in press). Deep learning and emotion in serious games. In Ritterfeld, U., Cody, M. & Vorderer, P. (Eds.), Serious Games: Mechanisms and Effects. Mahwah, NJ: Routledge, Taylor and Francis.

Graesser, A.C., McNamara, D.S., & Louwerse, M.M. (in press).  Methods of automated text analysis.  In M.L. Kamil, P.D. Pearson, E.B. Moje, and P. Afflerbach (Eds.), Handbook of Reading Research, Volume IV. 

Graesser, A.C. (in press). Question interpretation. In S.J. Best and B. Ratcliff (Eds.), Polling America: An encyclopedia of public opinion. Westport, CT: Greenwood Publishing Group.

Graesser, A.C., & Morgan, B. (in press).  An analysis of Will Van Peer’s scholarly contributions with an automated text analysis tool called coh-Metrix.  In S. Zyngier, M. Bortolussi, A. Chesnokova, and J. Auracher (Eds.), Directions in empirical literary studies: Essays in honor of Willie Van Peer.  Amsterdam: John Benjamins. 

Graesser, A.C., Rus., V., D’Mello, S., & Jackson, G.T. (in press).  AutoTutor: Learning through natural language dialogue that adapts to the cognitive and affective states of the learner. In D.H. Robinson and G. Schraw (Eds.), Current perspectives on cognition, learning, and instruction.    

De Vega, M., Graesser, A.C., & Glenberg, A. (in press).  Reflections on the debate.  In M. de Vega, A. Glenberg, and A.C. Graesser (Eds.), Symbols, embodiment, and meaning.  Oxford: Oxford University Press.

Glenberg, A., de Vega, M., & Graesser, A.C. (in press).  Framing the debate.  In M. de Vega, A. Glenberg, and A.C. Graesser (Eds.), Symbols, embodiment, and meaning.  Oxford: Oxford University Press.

Graesser, A.C., & Jackson, G.T. (in press).  Body and symbol in AutoTutor: Conversations that are responsive to the learners’ cognitive and emotional states.  In M. de Vega, A. Glenberg, and A.C. Graesser (Eds.), Symbols, embodiment, and meaning.  Oxford: Oxford University Press.

Graesser, A. C., Jeon, M., Cai, Z., & McNamara, D. S. (in press). Automatic analyses of language, discourse, and situation models. In W. van Peer & J. Auracher (Eds.), New Beginnings for Study of Literature. Cambridge Scholars Publishing. DOC Version

Ryder, J.M., Graesser, A.C., Le Mentec, J.-C., Louwerse, M.M., Karnavat, A., Popp, E.A., & Hu, X. (in press).  A Dialog-based Intelligent Tutoring System for Practicing Battle Command Reasoning.  Army Research Institute Technical Report xxxx). Alexandria, VA: US Army Research Institute for the Behavioral and Social Sciences.