Philip I. Pavlik Jr., Ph.D.

Philip I. Pavlik Jr., Ph.D.

Associate Professor, Experimental (Cognitive)

Phone
901.678.2326
Email
<a href="mailto:ppavlik@memphis.edu">ppavlik@memphis.edu</a>
Fax
901.678.2579
Office
Psychology Building, Room 434
Office Hours
Contact

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 Jr., P. I., Yudelson, M., & Koedinger, K. R. (2015). A Measurement Model of Microgenetic Transfer for Improving Instructional Outcomes. International Journal of Artificial Intelligence in Education, 1-34.
  • Li, H., Graesser, A. C., Conley, M., Cai, Z., Pavlik, P. I., & Pennebaker, J. W. (2015). A New Measure of Text Formality: An Analysis of Discourse of Mao Zedong. Discourse Processes, 1-28.
  • Medimorec, S., Pavlik Jr, P. I., Olney, A., Graesser, A. C., & Risko, E. F. (2015). The Language of Instruction: Compensating for Challenge in Lectures. Journal of Educational Psychology.
  • Thiessen, E. D., & Pavlik Jr., P. I. (2013). iMinerva: A Mathematical Model of Distributional Statistical Learning. Cognitive Science, 37(2), 310-343.
  • Pavlik Jr., P. I., Cen, H., & Koedinger, K. R. (2009). Performance factors analysis -- A new alternative to knowledge tracing. In V. Dimitrova, R. Mizoguchi, B. d. Boulay, & A. Graesser (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education (pp. 531–538). Brighton, England.
  • 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.
  • 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.