2021 - present
* Feller, D. P., Talwar, A., Greenberg, D. Kopatich, R. D., & Magliano, J. P. (in press). Exploring moderational and mediational relations among component reading skills in struggling adult readers. Journal of Research in Reading.
* Higgs, K., Santuzzi, A., Gibson, C., Kopatich, R. J., Feller, D. P., & Magliano, J. P. (in press). Relationships between task awareness, strategy use and literacy outcome. Frontiers in Educational Psychology.
* McNamara, D. S., Newton, N., Christhilf, K., McCarthy, K. S., Magliano, J. P., Allen, L., K. (in press). Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations. Discourse Processes.
* Feller, D. P., Newberry, K. Kurby, C. A., Schwan, S., & Magliano, J. P. (2023). The Effects of domain knowledge and event structure on event processing. Memory & Cognition, 51, 101-114. https://doi.org/10.3758/s13421-022-01309-y
* Magliano, J. P., Luan, L., & Allen L. K. (2023). Further thoughts on measuring narrational complexity in fiction film. Projections, 17, 39-51. doi: 10.3167/proj.2023.170106
* Magliano, J. P**., Talwar, A.,** Feller*, *D. P., Wang, Z., O’Reilly, T., & Sabatini, J. (2023). Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. Journal of Learning Disorders, 56, 43-57. DOI: 10.1177/00222194221087
* Allison, S. N., Magliano, J. P., McCarthy, C. S., Creer, S. D., McNamara, D. S., & Allen, L. K. (2022). Integration in multiple-document comprehension: A natural language processing approach. Discourse Processes, 59, 417-438.
Christhilf, K., Newton, N., Butterfuss, R., McCarthy, K. S., Allen, L. K., Magliano, J. P. & McNamara, D. S. (2022) Using Markov models and random walks to examine strategy use of more or less successful comprehenders. In A. Mitrovic and N. Bosch, editors, Proceedings of the 15th International Conference on Educational Data Mining, pages 484–491, Durham, United Kingdom: International Educational Data Mining Society.
* Hutson, J. P., Chandran, P., Magliano, J. P., Smith, T. J. & Loschky, L. C. (2022). Narrative comprehension guides eye movements in the absence of motion. Cognitive Science, 46, https://doi.org/10.1111/cogs.13131
* Magliano, J. P., Flynn, L., Feller, D. P., McCarthy, K. S., McNamara, D. S., Allen, L. (2022). Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers. Frontiers in Psychology, 13, 936162. doi: 10.3389/fpsyg.2022.936162
* Máñez, I, Vidal-Abarca, E., Magliano. J. P. (2022). Comprehension processes on question-answering activities: A think-aloud study. Electronic Journal of Research in Educational Psychology, 20 (1), 1-26.
* McCarthy, K. S., Yan, E. F.+, Sonia, A. +, Allen, L. K., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on integrated reading and writing tasks. Learning & Instruction, 79, 101599, https://doi.org/10.1016/j.learninstruc.2022.101599.
* Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. O’Reilly, T., Sabatini, J. (2022). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading Strategies, and reading motivation. Journal of College Reading and Learning, DOI: 10.1080/10790195.2022.2137069.
Allen, L. K., Magliano, J. P., McCarthy, K. S., Sonia, A., Creer, S., & McNamara, D. S. (2021). Coherence-building in multiple document comprehension. In T. Fitch, C. Lamm, H. Leder, & K. Tessmar (Eds.), Proceedings of the 43rd Annual Conference of the Cognitive Science Society. Vienna, Austria: Cognitive Science Society.
* Flynn, L. E., McNamara, D. S., McCarthy, K. S., Magliano, J. P., & Allen L. K. (2021). The appearance of coherence: Using cohesive properties of readers’ constructed responses to predict individual differences. Revista Signos. Estudios de Lingüística, 54,* 1061-1088. DOI: 10.4067/S0718-09342021000301061
* Hutson, J. P., Magliano, J. P., Smith, T., & Loschky, L C. (2021).** A ‘ticking’ in my head: How sound design, dialog, event structure, and viewer working memory interact when comprehending Touch of Evil. Projections, 15(1) 1-27*.*
McCarthy, K. S., Magliano, J. P., Levine, S., Elfenbein, A., & Horton, W. S. (2021). Constructing mental models in literary reading: the role of interpretive inferences. In D. Kuiken & A. Jacobs (Eds.) Handbook of Empirical Literary Studies, (pp, 85-199). Berlin, Boston: De Gruyter*. https://doi.org/10.1515/9783110645958*
McCarthy, K. S., Magliano, J. P., Snyder, J., Kenney, E., Perret, C. A., Newton, N. N., Knezevic, M., Allen, L. K., & McNamara, D. S. (2021). Quantified qualitative analysis: Rubric development and inter-rater reliability as iterative design. In Proceedings of the International Society of the Learning Sciences (ISLS). Bochum, Germany (Virtual).*
Saerys-Foy, J. E., & Magliano, J. P. (2021). From Shots to Storyworlds: The cognitive processes supporting the comprehension of serialized television. T. Nannicelli and H. J. Pérez (Eds)., Cognition, Emotion, and Aesthetics in Contemporary Serial Television, (pp 97-116) Oxon, UK: Routledge.
* Tonks, S. M., Magliano, J. P., Ray, M., & Schwartz, J. (2021). How situational competence beliefs and task value Relate to inference Strategies and comprehension during reading. Learning and Individual Difference, 90. DOI: 10.1016/j.lindif.2021.102036
2011 - 2020
*Asiala, L. K. E., Chan, G. C., Kurby, C. A., & Magliano, J. P. (2020). The role of goal barriers in predicting the outcomes of intentional actions in the context of narrative text. Journal of Cognitive Psychology, 32 (1), 82-92. DOI:10.1080/20445911.2019.1690494
Bråten, I., Magliano, J. P., & Salmerón, L. (2020). Concurrent and task-specific self-reports. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis (pp., 275-295)*** New York, NY: Routledge
* Cohn, N. & Magliano, J. P. (2020). Visual narrative research: An emerging filed in cognitive science. Topics in Cognitive Science, 12, 197-223.
* Feller, D. P., Magliano, J. P., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020). Relations between component reading skills, inferences, and comprehension performance in community college readers. Discourse Processes, 473-490.
* Loschky, L. C., Larson, A. M., Magliano, J. P., & Smith, T. J. (2020). The Scene perception and event comprehension theory (SPECT) applied to visual narratives. Topics in Cognitive Science, 12, 311-351.
* Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O’Reilly, T., Sabatini, J., Feller, D. P., Kopatich, R. J. Ray, M., & Parker, C. (2020). Testing the inference mediation hypothesis in a post-secondary context. Contemporary Educational Psychology, 61. DOI: https://doi.org/10.1016/j.cedpsych.2020.101863.
* Magliano, J. P., Kurby, C. A., Ackerman, T., Garlitch, S. & M., Stewart, J. M. (2020). Lights, camera, action: The role of editing and framing on the processing of filmed events. Journal of Cognitive Psychology.
* Magliano, J. P., Lampi, J. P***., Ray, M***., & Chan, G. (2020). Revealing the Comprehension processes of underprepared college students: An evaluation of the reading strategies assessment. Journal of College Literacy and Learning, 46. 104-122.
* Feller, D. P., Eerland, A., Ferretti, T. R., & Magliano, J. P. (2019). Aspect and narrative event segmentation*. Collabra: Psychology*, 5(1), 1-12. DOI: http://doi.org/10.1525/collabra.182
* Kopatich, R. D., Feller, D. P., Kurby, C. A., & Magliano, J. P. (2019). The role of character goals and changes in body position in the processing of events in visual narratives. Cognitive Research. Principles and Implications, 4, 1-15. DOI: 10.1186/s41235-019-0176-1
* Kopatich, R. D., Magliano, J. P., Millis, K. K., Parker, C. P., & Ray, M. (2019). Understanding how language-specific and domain-general resources support comprehension. Discourse Processes, 56, 530-552.
Magliano, J. P., Higgs, K.,*** & Clinton, J. A***.*** (2019). Sources of complexity in comprehension across modalities of narrative experience. IN M. Grishokova & M. Poulaki (Eds.) Cognition and narrative complexity, (pp. 149-173). Lincoln, NE: University of Nebraska Press.
* Sherrill, A. M., Kurby, C. A., Lilly, M. M., & Magliano, J. P. (2019). The Effects of state anxiety on analogue peritraumatic encoding and event Memory: Introducing the stressful event segmentation paradigm. Memory, 27, 124-136. DOI: 10.1080/09658211.2018.1492619.
* Chan, G. C., Foy, J. E., & Magliano, J. P. (2018). Factors that affect crossover between multiple words within a narrative. Discourse Processes, 55, 666-685*.*
* Chan, G. C., Magliano, J.P., & O’Brien, E.J. (2018). Processing the outcomes of actions in narratives: The impact of character goals and situational contexts*. Discourse Processes*, 55, 497-509.
* Clinton, J. A., Magliano, J. P., Skowronski, J. J. (2018). Gaining a perspective on spatial perspective taking. Journal of Cognitive Psychology, 30, 85-97.
* Hutson, J. P., Magliano, J. P., & Loschky, L. C. (2018). Understanding moment-to-moment Processing of visual narratives. Cognitive Science, 42, 299-3033.
Loschky, L. C., Hutson, J. P., Smith, M. E., Smith, T. J., & Magliano, J. P. (2018). Viewing static visual narratives through the lens of the scene perception and event comprehension theory (SPECT). In Dunst, A., Laubrock, J., & Wildfeuer, J (Eds.) Empirical Approaches to Comics Research: Digital, Multimodal and Cognitive Methods, (pp. 217-238). London/New York: Routledge.
Magliano, J. P., Hastings, P., Kopp, K., Blaum, D., & Hughes, S. (2018) Computer-based assessment of essays based on multiple documents: Evaluating the use of sources. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.) Handbook of multiple source use, (pp 505-526). New York, NY: Routledge.
Magliano, J. P., McCrudden, M. T., Rouet, J. F., & Sabatini, J. (2018). The modern reader: Should changes to how we read affect research and theory? In M. F. Schober, M. A. Britt, & D. N. Rapp (Eds) (in Press). Handbook of Discourse Processes (2nd addition), (pp. 343-361) New York: Taylor & Francis.
Magliano, J. P., Clinton, J. A., O’Brien, E. J., & Rapp, D. N. (2018). Detecting differences between adapted narratives: Implication of order and modality of exposure. In Dunst, A., Laubrock, J., & Wildfeuer, J (Eds.) Empirical Approaches to Comics Research: Digital, Multimodal and Cognitive Methods (pp. 284-304). London/New York: Routledge.
Magliano, J. P., Higgs, K., & Millis, K. K. (2018). Deep comprehension of text and revealed by talking and writing while teading. In K. K., Millis, D. S. Long, J. P. Magliano, & K. Wiemer (Eds), Deep comprehension: Multidisciplinary approaches to understand, enhancing, and promoting deep comprehension, (pp. 253-277). Routledge: New York, NY.
* Clinton, J. A., Briner, S. W., Sherrill, A. M., Ackerman, T., & Magliano, J. P. (2017). The role of cinematic techniques in understanding character affect. Scientific Study of Literature, 7, 177-202.
* Eerland, A., Sherrill, A. M., Magliano, J. P., & Zwaan, R. A. (2017). The blame game: An investigation of grammatical aspect on blame judgments*. Collabra: Psychology*, 3, 1-12.
* Hutson, J. P., Smith, T.J., Magliano, J. P., & Loschky, L. C. (2017). Eye-movements during film viewing: Which sorts of top-down processes guide gaze? Cognitive Research: Principles and Implications, 2, 46 DOI 10.1186/s41235-017-0080-5
* Sherrill, A. M., & Magliano, J. P. (2017). Psychopathology applications of event perception basic research: Anticipating the road ahead using posttraumatic stress disorder as an example. Journal of Applied Research in Memory and Cognition, 6, 144-149*.*
* Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara, D. S. (2017). Bridging skill and task-oriented reading. Discourse Processes, 54, 19-39.
* Magliano, J. P., Kopp, K., Higgs, K., & Rapp, D. N. (2017). Filling in the gaps: Memory implications for inferring missing content in graphic narratives. Discourse Processes, 54, 569-582.
* Dandotkar, S., Britt, M. A., & Magliano, J. P. (2016). The effect of the logical relatedness and semantic overlap on argument evaluation. Discourse processes, 47, 581-602.
* Eerland, A., Sherrill, A.M., Magliano, J.P., Zwaan, R.A., Arnal, J.D., Aucoin, P., … Prenoveau, J.M. (2016). Registered replication report: Hart & Albarracín (2011). Perspectives on Psychological Science, 11, 158-171.
Lee, C. D., Goldman, S. R., Levine, S., Magliano, J. P. (2016). Epistemic cognition in literary reasoning. In J. Greene, W. Sandoval, & I. Braten (Eds.), The Handbook of Epistemic Cognition, (pp. 165-183). New York, NY: Routledge.
Magliano, J. P., & Clinton, J. A. (2016). A vision of the viewer: Situating Narration in the Fiction Film in the context of theories of narrative comprehension. Projections, 10, 3-11.
* Magliano, J. P., Larson, A. M., Higgs, K., & Loschky, L. C. (2016). The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension. Memory & Cognition, 44, 207-219.
* Sherrill, A. M., Magliano, J. P., Rosenbaum, A., Bell, K., & Wallace, P. (2016). Trait Aggressiveness and Aggressive Behavior in the Context of Provocation and Inhibition. Aggression, Maltreatment, & Trauma. 25, 486-502.
Magliano, J. P., Ray, M., & Millis, K. K., (2016). The reading strategy assessment tool: A computer-based approach for evaluating comprehension processes during reading. In S. A. Crossley & D. S. McNamara (Eds), Handbook on Educational Technologies for Literacy. (pp. 282-287). New York, NY; Taylor and Francis.
* Yukhymenko-Lescroart, M., Briner, S., Magliano, J., Lawless, K., Burkett, C., McCarthy, K., Lee, C. D., & Goldman, S. R. (2016). Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences, 51, 242-248. doi:10.1016/j.lindif.2016.09.014
* Loschky, L. C. Larson, A. M., Magliano, J. P., & Smith, T. J. (2015). What would Jaws do? The tyranny of film and the relationship between gaze and higher-level narrative film comprehension. Plos One, 10, 1-23.
* Sherrill, A. M., Eerland, A., Zwaan, R. A., & Magliano, J. P. (2015). Understanding how grammatical aspect influences legal judgments. Plos One, 10, 1-19.
* Magliano, J. P., Radvansky, G. A., Forsythe, J. C., Copeland, D. E.. (2014). Event segmentation during first-person continuous events. Journal of Cognitive Psychology, 26*, 649-661*.
* Salomon, M. M., Magliano, J. P., & Radvansky, G. A., (2013). Verb aspect and problem solving. Cognition, 128, 134-139.
Magliano, J. P., Loschky, L., Clinton, J., & Larson, A. (2013). Is reading the same thing as viewing? An exploration of the similarities and differences between processing text- and visually based narratives. In B. Miller, L. Cutting, & P. McCardle (Eds.), Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension, (pp. 78-90). Baltimore: Paul Brookes Publishing.
Britt, M.A., Wiemer, K., Millis, K.K., Magliano, J.P., Wallace, P., & Hastings, P. (2012). Understanding and reasoning with text. In P. McCarthy & C. Boonthum (Eds), Applied Natural Language Processing and Content Analysis: Identification, Investigation, and Resolution, (pp. 133-154). Jefferson. IGI Global Publisher.
Hughes, S., Hastings, P., Magliano, J., Goldman, S. R. & Lawless, K. (2012). Automated approaches for detecting integration in student essays. In Stefano A. Cerri, William J. Clancey, George Papadourakis, Kitty Panourgia (eds.) Proceedings of Intelligent Tutoring Systems. NY: Springer.
* Woehrle, J. L., & Magliano, J. P. (2012). Time flies faster if a person has a high working-memory capacity. Acta Psychologica, 139, 314-319.
* Hastings, P., Houghes, S., Magliano, J. P., Goldman, S. R., & Lawless, K., (2012). Assessing the use of multiple sources in student essays. Behavioral Research Methods, 44, 622-633.
* Kurby, C. A., Magliano, J. P., Dandotkar, S., Woehrle, J., Gilliam, S., McNamara, D. S. (2012). Changing how student process and comprehend texts with computer-based self-explanation training*. Journal of Educational Computing Research*, 47, 429-459.
* Magliano, J. P., & Graesser, A. C. (2012). Computer-based assessment of student-constructed responses. Behavioral Research Methods, 44, 608-621.
* Magliano, J. P., Kopp, K., McNerney, M.W., Radvansky, G. A., & Zacks, J. M. (2012). Aging and perceived event structure as a function of modality*. Aging, Neuropsychology, and Cognition*, 19. 264-282.
Millis, K. K., & Magliano, J. P. (2012). Assessing comprehension processes during reading. In J. P., Sabatini, J., E. R. Albro, & T. O’Reilly, (Eds.) Reaching an understanding: Innovations in how we view reading assessment, (pp. 35 – 54). Lanham, MD: R & L Publishing.
Boonthum-Denecke, C., McCarthy, P. M., Lamkin, T., Jackson, G.T.,Magliano, J.P., & McNamara, D.S. (2011). Automatic Natural LanguageProcessing and the Detection of Reading Skills and ReadingComprehension. In R. Charles Murray, Philip M. McCarthy (Eds.) Proceeding for the 23rd International Florida Artificial IntelligenceResearch Society (FLAIRS) Conference, (pp., 234-239). Menlo Park, CA: The AAAI Press.
Hastings, P., Hughes, S., Magliano, J. P., Goldman, S. R., and Lawless, K. (2011) Text categorization for assessing multiple Documents integration, or John Henry visits a data mine. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic, (eds). Proceedings of the 15th International Conference on Artificial Intelligence in Education, Lecture Notes in Artificial Intelligence, (pp. 115-122). Berlin, Germany: Springer-Verlag,.
McCrudden, M. T., Magliano, J. P., & Schraw*, G*. (2011) Toward an integrated view of relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text. Greenwich, (pp. 375-414). CT: Information Age Publishing.
Magliano, J. P., Durik, A. M., Holt, J. K. (2011). Assessing the impact of topic interest on comprehension processes. LSAC Research Report Series (pp 1-78). Newtown, PA: Law School Admnissions Council, Inc.
* Magliano, J. P., Millis, K.K., The RSAT Development Team1, Levinstein, I., & Boonthum, C. (2011). Assessing comprehension during reading with the reading strategy assessment Tool (RSAT). Sf;Metacognition and Learning, 6, 131-154.
1. In alphabetical order, Srikanth Dandotkar, Sara Gilliam, Chris Kurby, P. J. Perry, Stacey Todaro, and James Woehrle.
*Magliano, J. P., & Zacks, J. M. (2011). The impact of continuity editing in narrative film on event segmentation. Cognitive Science, 35, 1489-1517.
*McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011). The effects of diagrams on online reading processes and memory. Discourse Processes, 48, 69-92.
McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011) Relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text, (pp. 1-17). Greenwich, CT: Information Age Publishing.
Zacks, J. M., & Magliano, J. P. (2011) Film understanding and cognitive neuroscience. In D. P. Melcher & F. Bacci (Eds.), Art and the Senses, (pp. 435-454). New York: Oxford University Press.
2001 - 2010
Mylavarapu, S., Levinstein, I.B., Boonthum, C., Magliano, J.P., & Millis, K.K. (2010). Enhancing Protocol Evaluation Through Semantic Modification of Benchmarks. In the Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference, (pp. 297-298). Menlo Park, CA: The AAAI Press.
Malladi, R. Levinstein, I.B., Boonthum, C., & Magliano, J. P. (2010). Summarization: Constructing an ideal summary and Evaluating a student’s ummary using LSA. In the Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference, (pp. 295-296). Menlo Park, CA: The AAAI Press.
* McCrudden, M. T., Magliano, J. P., & Schraw, G. (2010). Exploring how relevancy instructions affect personal reading intentions, reading goals, and text processing: A mixed-methods study. Contemporary Educational Psychology, 35, 229-241.
* Kurby, C.A., Magliano, J.P., Rapp, D.N. (2009). Those voices in your head: Activation of auditory images during reading. Cognition, 112, 457-461.
McNamara, D. S., & Magliano, J. P. (2009). Self-explanation and metacognition: The dynamics of reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser, (Eds.), Handbook of Metacognition in Eduation (pp. 60-81). Mahwah, NJ: Lawrence Erlbaum and Associates.
McNamara, D. S., & Magliano, J. P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed), The psychology of learning and motivation, vol. 51, (pp. 297-384). New York, NY, US: Elsevier Science*.*
Boonthum, C., Levinstein, I.B., McNamara, D.S., Magliano, J.P., & Millis, K.K. (2008). NLP techniques for intelligent tutoring systems. In J. Rabunal, J. Dorado, & A. Pazos (Eds), Encyclopedia of Artificial Intelligence,(pp. 1253-1258). Idea Group, Inc: Hershey, PA.
Magliano, J.P., & Perry, P.J. (2008). Individual differences in reading proficiencies and comprehension. In N.J. Salkind (Ed). Encyclopedia of Educational Psychology, Vol. 2, (pp., 511-517). Thousand Oaks, CA: Sage Publications, Inc.
* Magliano, J.P., Skowronski, J.J., Britt, M.A., Güss, C.D., & Forsythe, C. (2008). What do you want? How perceivers use cues to make goal inferences about others. Cognition, 106, 594-632.
Todaro, S.A., Magliano, J.P., Millis, K.K., McNamara, D.S., & Kurby, C.A. (2008). Assessing the structure of verbal protocols. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 607-612). Austin, TX: Cognitive Science Society.
* Gilliam, S., Magliano, J.P., Millis, K. K., Levinstein, I., & Boonthum, C. (2007). Assessing the format of the presentation of text in developing a Reading Strategy Assessment Tool (R-SAT). Behavior Research Methods, Instruments, & Computers, 39, 199-204.
Millis, K.K., Magliano, J.P., Todaro, S., & McNamara, D.S. (2007). Assessing and improving comprehension with latent semantic analysis. In T. Landauer, D.S., McNamara, S. Dennis, & W. Kintsch (Eds.), The Handbook of Latent Semantic Analysis (pp. 207-225). Mahwah, NJ: Erlbaum.
Magliano, J.P., Millis, K.K., Ozurur, Y., & McNamara, D.S. (2007). A multidimensional framework to evaluate assessment tools. In D.S. McNamara (Ed.) Reading comprehension strategies: Theories, interventions, and technologies, (pp. 107-136). Mahwah, NJ: Erlbaum.
Magliano, J.P., Radvansky, G.A., & Copeland, D.E. (2007). Beyond language comprehension: Situation models as a form or autobiographical memory. In F. Schmalhofer & C. Perfetti (Eds.) Higher level language processes in the brain: Inference and comprehension processes. (pp. 379-391). Lawrence Erlbaum Associates, Inc: Mahwah, NJ.
** Xu, X., Weimer-Hastings, K., Magliano, J.P., & Birner, B.J. (2007) Components of events and processes. Memory &Cognition, 35, 317-325.
Copeland, D. E., Magliano, J. P., & Radvansky, G. A. (2006) Situation models in comprehension, memory, and augmented cognition. In C. Forsythe, M. Bernard, & T. Goldsmith (Eds). Human Cognitive Models in System Design (pp 37-66). Malwah, NJ: Erlbaum.
* Milllis, K.K., Magliano, J.P., & Todaro, S. (2006). Measuring discourse-level processes with verbal protocols and latent semantic analysis. Scientific Studies of Reading, 10, 251-283.
* Muñoz, B., Magliano, J.P., Sheridan, R., & McNamara, D.S. (2006). Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools. Behavior Research Methods, Instruments, & Computers, 38, 211-217*.*
* Kurby, C.A., Britt, M.A., & Magliano, J. P. (2005). The role of top-down and bottom-up processes in between-text integration. Reading Psychology, 26, 335-362.
* Link, H., Lane, T., & Magliano, J.P. (2005). Models and model biases for automatically learning task switching behavior. Foundations of augmented cognition, 5, 510-119
* Magliano, J.P., Taylor, H.A., & Kim, H.J. (2005). When goals collide: monitoring the goals of multiple characters. Memory & Cognition, 33, 1357-1367.
*Magliano, J.P., Todaro, S. Millis, K.K., Wiemer-Hastings, K., Kim, H.J., & McNamara, D.S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32, 185-208.
* Wolfe, M.B., Magliano, J.P., & Larsen, B. (2005). Causal and semantic relatedness in discourse understanding and representation. Discourse Processes, 39, 165-187.
* Millis, K.K., Kim, H J., Todaro, S., Magliano, J., Wiemer-hastings, K., &McNamara, D. (2004). Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks. Behavior Research Methods, Instruments, & Computers, 36, 213-221.
* Wahlberg, T., & Magliano, J. P. (2004). The ability of high function individuals with autism to comprehend written texts. Discourse Processes, 38, 119-144.**
* Kurby, C. A., Wiemer-Hastings, K., Ganduri, N., Magliano, J.P., Millis, K. K., & McNamara, D.S. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. Behavior Research Methods, Instruments, & Computers, 35, 244-250.
*Magliano, J.P., & Millis, K. K. (2003). Assessing reading skill with a think-aloud procedure. Cognition and Instruction,21, 251-283.
Magliano, J.P., & Pillow, B. H. (2002) Learning: causal reasoning. In J.W. Guthrie (Ed) The encyclopedia of education (2 d Edition), Macmillan Reference: New York, NY.
*Magliano, J.P., Wiemer-Hastings, K., Millis, K. K., Munoz, B.D., & McNamara, D. (2002). Using Latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, and Computers, 34, 181-188.
Millis, K.K, Magliano, J.P., Wiemer,-Hastings, K., & McNamara, D. (2001). Using LSA in a computer-based test of reading comprehension. In J.D. Moore, C. Luckhardt-Redfield, & W.L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wilerless future: Vol. 68. Frontiers in artificial intelligence and applications, (pp 583-585). Amsterdam, The Netherlands: IOS Press
*Magliano, J. P., Miller, J., & Zwaan, R. A. (2001). Indexing space and time in film understanding. Applied Cognitive Psychology, 15, 533-545.
* Magliano, J.P., & Radvansky, G.A. (2001). Goal coordination in narrative comprehension. Psychonomic Bulletin and Review, 8, 372-376.
*Magliano, J. P., & Schleich, M. (2000). Verb aspect and situation models. Discourse Processes, 29, 83-112.
*Millis, K. K., & Magliano, J. P. (1999). The co-influence of grammatical markers and reader goals on memory for short text. Journal of Memory and Language, 41, 183-198.
Langston, M. C., Trabasso, T., & Magliano, J. P. (1999). Modeling on-line comprehension. In A. Ram and K. Moorman (Eds.), Computational models of reading and understanding, (pp. 181-226). Cambridge, MA: MIT Press.
Magliano, J. P. (1999). Revealing inference processes during text comprehension. In S. R. Goldman, A. C. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso, (pp. 55-75). Mahwah, NJ: ErIbaum.
*Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processes during comprehension. Journal of Educational Psychology, 91, 615-629.
Magliano, J. P., & van den Broek, P. (1999). Reflections on a mentor, colleague, and friend. In S. R. Goldman, A. C. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso, (pp. 11-14). Mahwah, NJ: Erlbaum.
Magliano, J. P., Zwaan, R. A., & Graesser, A. C. (1999). The role of situational continuity in narrative understanding. In S. R. Goldman & H. van Oostendorp (Eds.), The construction of mental representation during reading, (pp. 219-245). Mahwah, NJ: Erlbaum.
Magliano, J. P., Schleich, M. C., & Millis, K. K. (1997). Discourse process and its relevance to the web. In C. Forsythe, E. Grose, and J. Ratner (Eds.), Human factors and web development, (pp. 45-61). Mahwah, NJ: Erlbaum.
*Golding, J. M., Magliano, J. P., & Baggett, W. (1996). Answering when questions about future events. Discourse Processes, 20, 249-271.
Magliano, J. P., Baggett, W. B., & Graesser, A. C. (1996). A taxonomy of inference categories that may be generated during the comprehension of literary texts. In R. J. Kreuz & MacNealy (Eds.), Empirical approaches to literature and aesthetics, (pp. 201-220). Norwood, NJ: Ablex.
*Magliano, J. P., Dijkstra, K., & Zwaan, R. (1996). Generating predictive inferences while viewing a movie. Discourse Processes, 22, 199-224.
*Trabasso, T., & Magliano, J. P. (1996). Conscious understanding during text comprehension. Discourse Processes, 21, 255-288.
Trabasso, T., & Magliano, J. P. (1996). How do children understand what they read and what can we do to help them? In M. Grades, P. van den Broek, & B. Taylor (Eds.), The first R: A right of all children, (pp 160-188). NY: Columbia University Press.
*Dijkstra, K., Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Character and reader emotions in literary narrative. Poetics, 23, 139-157.
Graesser, A. C., Bertus, E. L., & Magliano, J. P. (1995). Inference generation during the comprehension of narrative text. In E. J. O’Brien & R. F. Lorch (Eds.), Sources of Coherence in Text Comprehension. Hillsdale, NJ: Erlbaum.
*Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one-to-one tutoring. Applied Cognitive Psychology, 9, 495-522.
*Magliano, J. P., Cohen, R., Allen, G. L., & Rodrique, J. R. (1995). The impact of a wayfinder’s goal on learning a new environment: Different types of spatial knowledge as goals. Journal of Environmental Psychology, 15, 65-75.
Trabasso, T., & Magliano, J. P. (1995). Understanding emotional understanding. In N. Frijda (Ed.), The Proceedings of the International Society of Research on Emotions. Hillsdale, NJ: Erlbaum.
*Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386-397.
Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In H. van Oostendorp & R. A. Zwaan (Eds.), Naturalistic text comprehension, (pp. 9-33). Norwood, NJ: Ablex.
*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, 205-230.
*Magliano, J. P. Baggett, W. B., Johnson, B. K., & Graesser, A. C. (1993). The time course in which causal antecedent and causal consequence inferences are generated. Discourse Processes, 16, 35-53.
*Magliano, J. P., Graesser, A. C., Eymard, L. A., Haberlandt, K., & Gholson, B. (1993). The locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 704-709.
*Magliano, J. P., Little, L. D., & Graesser, A. C. (1993). The impact of comprehension instruction on the calibration of comprehension. Literacy Research and Instruction, 32, 49-63.
Golding, J. M., Magliano, J. P., & Hemphill, D. (1992). WHEN: A model for answering when-questions about future events. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), Questions and information systems. Hillsdale, NJ: Erlbaum.
Graesser, A. C., Magliano, J. P., & Tidwell, P. (1992). World knowledge, inferences, and questions. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literary research. Urbana, IL: National Council for the Teaching of English.
Graesser, A. C., & Magliano, J. P. (1991). Cognition and context. In R. Cohen and A. W. Siegel (Eds.), Context and development. Hillsdale, NJ: Erlbaum.
*Magliano, J. P., & Graesser, A. C. (1991). A three-pronged method for studying inference generation in literary text. Poetics, 20, 193-232.