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Faculty Information
Philip I. Pavlik, Jr. Philip I. Pavlik Jr.

Assistant Professor
Experimental, Cognitive
Psychology Building, Room 434
901.678.2326 (telephone)
901.678.2579 (fax)
ppavlik@memphis.edu
http://optimallearning.org/

Education

Ph.D., Carnegie Mellon University
B.A., University of Michigan

Research Interests

  • Educational Software Design
  • Computational Modeling of Cognition
  • Concept and Fact Learning
  • Transfer of Learning
  • Strategies for Learning

Recent Publications

  • Pavlik, P., Yudelson, M., & Koedinger, K. (2011). Using contextual factors analysis to explain transfer of least common multiple skills. In G. Biswas, S. Bull, J. Kay & A. Mitrovic (Eds.), Artificial intelligence in education (Vol. 6738, pp. 256-263): Springer Berlin / Heidelberg.
  • Pavlik Jr., P. I., & Wu, S. (2011). A dynamical system model of microgenetic changes in performance, efficacy, strategy use and value during vocabulary learning. Proceedings of the 3rd International Conference on Educational Data Mining (pp. 277-282), Eindhoven, the Netherlands.
  • 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.
  • 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, DC.
  • 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.
  • Pavlik Jr., P. I. (2007). Understanding and applying the dynamics of test practice and study practice. Instructional Science, 35, 407–441.
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Last Updated: 12/10/13