How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down.

By A. Graesser, Brent A. Olde. 2003

245 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c24994c8bb2f85cbb3ee014b074469b403a26b27

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

Citations in the corpus

AutoTutor: A tutor with dialogue in natural language (2004, background): “However, somewhat surprisingly, students rarely ask questions in class-rooms, human tutoring sessions, and AutoTutor sessions (Graesser & Olde, 2003; Graesser & Person, 1994).”
Automatic detection of learner’s affect from conversational cues (2008, background): “Some researchers have argued for a different set of emotions that influence learning and cognition, namely boredom (Csikszentmihalyi 1990; Miserandino 1996), confusion (Graesser and Olde 2003; Kort et al. 2001), delight (Fredrickson and Branigan 2005; Silvia and Abele 2002), flow (Csikszentmihalyi 1”
Affect and learning: An exploratory look into the role of affect in learning with AutoTutor (2004, background): “If constructivist theory and the claims about cognitive disequilibrium are correct, we should observe a positive relationship between confusion and learning gains (Kort et al. , 2001a,b; Graesser & Olde, 2003).”
Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART (2005, methodology): “According to a cognitive model of question asking that was recently developed (called PREG, Graesser & Olde, 2003; Otero & Graesser, 2001), learners face cognitive disequilibrium when they encounter obstacles to goals, anomalies, contradictions, incompatibilities with prior knowledge, salient…”
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back (2012, background): “…were considered included attribution theory [Batson et al. 1995; Heider 1958; Weiner 1986], empathy [Dweck 2002; Lepper and Chabay 1988], cognitive disequilibrium during learning [Festinger 1957; Graesser and Olde 2003; Piaget 1952], and politeness [Brown and Levinson 1987; Wang et al. 2008].”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “In essence, successful comprehension from expository text involves understanding the underlying explanatory principles and causal mechanisms of a phenomenon, not just the “what” and “where” (Graesser & Olde, 2003; Kintsch, 1998; Wiley, Griffin & Thiede, 2005).”
Students' questions: a potential resource for teaching and learning science (2008, methodology): “Models of questionasking, such as the PREG model (PREG is part of the word ‘pregunta’, which means ‘question’ in Spanish) (Graesser & Olde, 2003; Otero & Graesser, 2001) predict that questions are asked when learners experience cognitive disequilibrium.”
Question-asking in childhood: A review of the literature and a framework for understanding its development (2018, background): “An intrinsic part of a question is that it builds on some conceptual starting point (Graesser & Olde, 2003; Harris, 2012).”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Indeed, “questions are asked when individuals are confronted with obstacles to goals, anomalous events, contradictions, discrepancies, salient contrasts, obvious gaps in knowledge, expectation violations, and decisions that require discrimination among equally attractive alternatives” ( Graesser & O”
Dynamics of affective states during complex learning (2012, background): “According to this hypothesis, cognitive disequilibrium, impasses, and confusion provide learners with an opportunity to think, deliberate, and problem solve (Graesser & Olde, 2003; VanLehn et al., 2003).”
Detection of Emotions during Learning with AutoTutor (2006, background): “Keywords: Emotion; Instruction and teaching; Human computer interaction; AutoTutor; Affective states”
When Are Tutorial Dialogues More Effective Than Reading? (2007, background): “However, students rarely asked questions as is the case in most learning environments (Graesser & Olde, 2003; Otero & Graesser, 2001), so the question answering facility probably had little impact.”