Dr. Natalie Person is the Chair of the Psychology Department and the Director of the Learning, Language, and Technologies Lab. She has an interdisciplinary research program that bridges the fields of Psychology and Learning Sciences. Dr. Person is particularly interested in developing innovative programs and technologies that will improve science education in K-12 and college level classrooms. Her research interests include tutoring, conversational discourse, complex learning, question asking and answering, models of effective teaching, artificial intelligence, and affective computing. Dr. Person is currently the Principal Investigator on an Office of Naval Research grant to study expert human tutors and the Principal Investigator on a U.S. Congressional grant entitled NASA Stars at Rhodes College.
Learn more about Dr. Person's research here.
Person, N. K., D’Mello, S., & Olney, A. (in press). Toward socially intelligent interviewing systems. In F. G. Conrad & M. F. Schober (eds.), Envisioning the survey interview of the future. Hoboken, NJ: Wiley and Sons, Inc.
Graesser, A.C., Person, N., Lu, Z., Jeon, M.G., & McDaniel, B. (2005). Learning while holding a conversation with a computer. In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 143-167). Greenwich, CT: Information Age Publishing.
Person, N. K., Hancock, J. T., Burke, D. R., & Graesser, A. C. (2004). A linguistic model that infers user states and traits. In ITS 2004 Workshop Proceedings on Social and Emotional Intelligence in Learning Environments. Maceio, Brazil Springer-Verlag.
Person, N. K., & Graesser, A. C., & The Tutoring Research Group (2003). Fourteen facts about human tutoring: Food for thought for ITS developers. AI-ED 2003 Workshop Proceedings on Tutorial Dialogue Systems: With a View Toward the Classroom (pp. 335-344). Sydney, Australia.
Person, N. K., & Graesser, A. C. (2003). Pedagogical Agents and Tutors. In J. W. Guthrie (Ed.),Encyclopedia of education (2nd ed. Vol. 2 586-589). New York: Macmillan.
Moreno, K. N., Person, N. K., Adcock, A. B., Van Eck, R. N., Jackson, G. T., & Marineau, J. C. (2002). Etiquette and efficacy in animated pedagogical agents: The role of stereotypes. Proceedings of the AAAI Fall Symposium: Etiquette for Human Computer Work (pp.77-80). Falmouth, MA: AAAI Press.
Person, N. K., Graesser, A. C., & The Tutoring Research Group (2002). Human or computer: AutoTutor in a bystander Turing test. In S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.) Intelligent Tutoring Systems 2002 Proceedings (pp. 821-830). Berlin: Springer-Verlag.
Graesser, A. C., Person, N. K., & Hu, X. (2002). Improving comprehension through discourse processing. New Directions in Teaching and Learning, 89, 33-44.
Graesser, A.C., Person, N., Harter, D., & TRG (2001). Teaching tactics and dialog in AutoTutor.International Journal of Artificial Intelligence in Education, 12, 257-279.
Person, N. K., Graesser, A. C., Bautista, L., Mathews, E. C., & The Tutoring Research Group (2001). Evaluating student learning gains in two versions of AutoTutor. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.) Artificial intelligence in education: AI-ED in the wired and wireless future (pp. 286-293). Amsterdam, IOS Press.
Person, N. K., Gholson, B., Craig, S. D., Hu, X., Stewart, C. O., & Graesser, A. C. (2001). HURAA: An interactive web-based agent that optimizes information retrieval in a multi-media environment. In C. Montgomerie & J. Viteli (Eds.) Proceedings for ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia and Telecommunications. (pp. 1476-1481). Norfolk, VA: Association for the Advancement of Computing in Education.
Person, N. K., Graesser, A. C., Kreuz, R. J., Pomeroy, V., & The Tutoring Research Group (2001). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education, 12, 23-39.
Person, N. K., Graesser, A. C., Harter, D., Mathews, E. C., & The Tutoring Research Group. (2000). Dialog move generation and conversation management in AutoTutor. Proceedings of the AAAI Fall Symposium: Building Dialogue Systems for Tutorial Applications (pp. 45-51). Falmouth, MA: AAAI Press.
Person, N. K., & Graesser, A. C. (1999). Evolution of discourse in cross-age tutoring. In A. M.O’Donnell and A. King (Eds.), Cognitive perspectives on peer learning (pp. 69-86). Mahwah, NJ: Erlbaum.
Person, N. K., Kreuz, R. J., Zwaan, R., & Graesser, A. C. (1995). Pragmatics and pedagogy: Conversational rules and politeness strategies may inhibit effective tutoring. Cognition and Instruction, 13, 161-188.
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, 205-229.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
Ph.D. in Cognitive Psychology, The University of Memphis
M.S. in General Psychology, Memphis State University
B.A. in Psychology, University of Mississippi