中文部分
丁偉民(2004)。文章摘要寫作評量系統(未出版之碩士論文)。國立臺灣師範大學,臺北市。
尹玫君、蘇彥寧(2011)。建置網路學習小組議題報告電腦化評量機制之研究。課程與教學季刊,14(1),55-74。方金雅(2001)。多向度詞彙評量與教學之研究(未出版之博士論文)。國立高雄師範大學,高雄市。王虹琇(2009)。資訊融入目標設定教學在二年級學童詞彙學習及合作行為上之研究(未出版之碩士論文)。國立嘉義大學,嘉義市。
白鎧誌(2011)。以潛在語意分析評估詞彙重要性及其應用(未出版之碩士論文)。國立臺中教育大學,臺中市。
吳雨潔(2007)。由看圖作文評量國小四年級學生的寫作能力(未出版之碩士論文)。國立高雄師範大學,高雄市。
吳憲昌(2002)。台中縣國小六年級學童家庭語文背景、閱讀行為與心得寫作之相關研究(未出版之碩士論文)。國立臺中師範學院,臺中市。
李姝慧、陳修元、周泰立(2009)。國小五年級孩童與成人的識字能力對中文字語意處理之效應的差異。中華心理衛生學刊,22(4),345-382。
李惠珠(2000)。國小低年級兒童詞彙能力表現情形和相關研究(未出版之碩士論文)。國立臺中師範學院,臺中市。
李慧慧(2006)。國小閱讀理解困難學生先備知識、詞彙量、工作記憶、推論能力與閱讀理解之關係(未出版之碩士論文)。國立臺南大學,臺南市。
汪若文(2004)。運用潛在語意索引的自動化文件分類(未出版之碩士論文)。國立交通大學,新竹市。
沈欣怡(2008)。三位國小六年級學生使用網路用語情形之個案研究(未出版之碩士論文)。臺北市立教育大學,臺北市。
林至誠(1997),字(詞)彙教學的語意網路。師大學報,42,43-54。
林昱成(2009)。詞間空格對國小正常及閱讀困難學生閱讀效率之影響(未出版之碩士論文)。國立成功大學,臺南市。
林憲治(2003)。國小學童的家庭環境與閱讀態度對於寫作表現之相關研究(未出版之碩士論文)。國立嘉義大學,嘉義市。
林蕙蓉(1994)。從兒童國小語文閱讀教學談後設認知策略。國語文教育通訊,8,44-55。
邱怡瑛(2005)。國小學童記敘文寫作過程之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
柯華葳(1994)。從心理學觀點談兒童閱讀能力的培養。華文世界,74,63-67。柯華葳(1999)。閱讀能力的發展。載於曾進興(主編),語言病理學基礎第三卷(81-119頁)。臺北市:心理。
胡志偉(1989)。中文詞的辨識歷程。中華心理學刊,31,1-16。胡志偉、顏乃欣(1992)。閱讀中文的心理歷程:80年代研究的回顧與展望。中國語文心理學研究報告。臺北市:遠流。
翁巧涵(2010)。兒童識字能力對中文語意處理的影響(未出版之碩士論文)。臺北市立教育大學,臺北市。
高柏園、黃宜雯、郭經華、陳俊文(2009)。應用學習系統與網路平台輔助以字帶詞之華語文詞彙教學。第六屆全球華文網路教育研討會,臺北市。
張國恩、宋曜廷(2005)。潛在語意分析及概念構圖在文章摘要和理解評量的應用(3/3)。國家科學委員會專題計畫成果報告(報告編號:NSC93-2520-S-003-011)。臺北市:行政院國家科學委員會。
張雯惠(2006)。國小學生詞彙聯想與造句能力之相關研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
教育部(2011),國民中小學九年一貫課程綱要。臺北市:教育部。許富翔(2010)。線上新聞查詢建議-利用LSA與GA(未出版之碩士論文)。國立東華大學,花蓮縣。郭榮芳(2005)。應用潛在語意分析於測驗題庫相似性之比對(未出版之碩士論文)。國立臺灣師範大學,臺北市。
陳世銘、廖晨惠、郭伯臣(2011)。以LSA為基礎之電腦化語意關聯輔助學習系統。未出版。
陳明彥(2001)。國小學童語言能力、寫字理解能力與寫作表現關係之研究(未出版之碩士論文)。國立臺中師範學院,臺中市。
陳明蕾、王學誠、柯華葳(2009)。中文語意空間建置及心理效度驗證:以潛在語意分析技術為基礎。中華心理衛生學刊,51(4),415-435。陳彥霖(2006)。應用潛在語意分析於試題相似度比較之可行性(未出版之碩士論文)。國立臺灣師範大學,臺北市。
陳貞佑(2010)。台灣學童詞彙定義能力的發展(未出版之碩士論文)。國立臺北護理學院,臺北市。
陳家毅(2011)。應用中文句法權重於潛在語意分析技術於中文智能教學系統之對話計分研究(未出版之碩士論文)。國立臺灣大學,臺北市。
陳密桃、黃秀霜、陳新豐、方金雅(2006)。國小學童詞彙覺識能力多媒體教學之實驗研究。教育學刊,27,93-121。彭瑞元、陳振宇(2004)。「偶語易安,奇字難適」:探討中文讀者斷詞不一致之原因。中華心理學刊,46,49-55。
曾啟瑞(2008)。國小學童寫作能力發展之研究(未出版之碩士論文)。國立臺東大學,臺東縣。
曾雅瑛、黃秀霜(2002)。國民中學中文詞彙測驗之編製。測驗年刊,49(2), 199-216。馮樹仁(2002)。以潛在語意分析法發展摘要寫作評量系統(未出版之碩士論文)。國立臺灣師範大學,臺北市。
黃永昌(2008)。中文字、詞在文章閱讀理解的背景下的認知處理歷程(未出版之博士論文)。國立交通大學,高雄市。
黃彥博(2008)。科學文章摘要自動化計分方式的比較研究(未出版之碩士論文)。國立臺南大學,臺南市。
黃彥博,洪碧霞,蘇義翔(2011)。科學文章摘要自動化概念比對計分方式的發展與應用。數位學習科技期刊,3(1),1-28。黃幀祥(2011)。使用潛在語意分析建構文本分類模型-以國小社會科課文為例(未出版之碩士論文)。國立臺灣師範大學,臺北市。
楊裕貿(2006)。增進低年級學童詞語習得與寫作運用之教學策略。南投文教,25,76-79。
葉鎮源(2002)。文件自動化摘要方法之研究及其在中文文件的應用(未出版之碩士論文)。國立交通大學,新竹市。
廖晨惠(2011)。閱讀研究議題八:以LSA為基礎之電腦化閱讀認知測驗及AutoTutor建置。國家科學委員會專題計畫成果報告(報告編號:NSC 100-2420-H-142 -001 -MY3)。臺北市:行政院國家科學委員會。
劉英茂(1978)。文句脈絡對於詞義學習的影響。中華心理學刊,20,29-37。劉嘉玲(2012)。採用潛在語意分析於兒童記敘文詞彙教學之應用(未出版之碩士論文)。國立臺中教育大學,臺中市。
劉嘉玲、郭伯臣、廖晨惠、白鎧誌(2012)。兒童語意空間之建置與效度初探。「2012資訊科技國際研討會暨第二屆網路智能與應用研討會」發表之論文,朝陽科技大學。
歐素惠(2003)。三種詞彙教學法對閱讀障礙兒童的詞彙學習與閱讀理解之成效研究(未出版之碩士論文)。臺北市立師範學院,臺北市。歐素惠、王瓊珠(2004)。三種詞彙教學法對閱讀障礙兒童的詞彙學習與閱讀理解之成效研究。特殊教育研究學刊,26,271-292。蔡欣儒(2010)。國小四年級學童識字量多寡與語用能力、閱讀理解能力之相關研究(未出版之碩士論文)。國立臺中教育大學,臺中市。
鄭昭明(1981)。漢字認知的歷程。中華心理學刊,23,137-153。錡寶香(2000)。國小低寫字能力學童語言能力之研究。國立台灣師範大學特殊教育學系特殊教育研究學刊,20,69-96。
錡寶香(2004)。國小低寫字能力學童與一般學童的敘事能力:故事結構之分析。國立台灣師範大學特殊教育學系特殊教育研究學刊,26,47-269。
薛奕龍(2005)。網路語言對國小作文的影響──以金門縣六年級學童為例(未出版之碩士論文)。銘傳大學,桃園縣。
謝佩原(2004)。目標導向之SOM應用於文件分群(未出版之碩士論文)。國立交通大學,新竹市。
謝玫芳(2011)。家長訓練方案對提升語言發展遲緩兒童詞彙量之初探——以南投山區親子為例(未出版之碩士論文)。國立臺北護理健康大學,臺北市。
藍敏杰(2007)。潛在語意分析之摘要評量系統─探討特定領域文章、關鍵詞、奇異值保留個數對建構語意空間及評量效度之影響(未出版之碩士論文)。國立臺灣師範大學,臺北市。
魏金財(1997)。詞義習得和詞義教學的思考。研習資訊,14(6),81-88。
羅明華(1994)。從先備知識和文章架構談閱讀理解。教師之友,35(4),19-23。
羅秋昭(1999)。國小語文科教材教法。臺北市:五南。
蘇宜芬、陳學志(2007)。認字自動化指標之建立與信效度之研究。教育心理學報,38(4),501-514。蘇義翔(2007)。華語文閱讀摘要系統。未出版。
英文部分
Aaron, P. G., & Joshi, R. M. (1992). Reading problems: Consultation and remediation. New York, NY: The Guilford Press.
Baddeley, A. D., Logie, R., Nimmo-Smith, I., & Brereton, N. (1985). Components of fluent reading. Journal of Memory and Language, 24, 119-131.
Bai, X., Yan, G., Liversedge, S.P., Zang, C., & Rayner, K. (2008). Reading spaced and unspaced Chinese text: evidence from eye movements. Journal of Educational Psychology, 34, 1277-1287.
Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research (pp. 789-814). New York, NY: Longman Press.
Beck, I., Perfetti,C., and McKeown, M. (1982). Effects of long-term vocabulary Instruction on lexical access andreading comprehension. Journal of Educational Psychology, 74, 506-521.
Berry, M. W., Drmac, Z., & Jessup, E. (1999). Matrices, vector spaces, and information retrieval. SIAM Review, 41, 335–362.
Bos, C. S., & Anders, P. I. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior high learning disabled students. Learning Disability Quarterly, 13, 31-42.
Chwilla, D. J., Hagoort, P., & Brown, C.M. (1998). The mechanism underlying backward priming in a lexical decision task: spreading activation versus semantic matching. The Quarterly Journal of Experimental Psychology, 51A(3), 531-560.
Collins A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407-428.
Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240-248.
Collins, A. M., & Quillian, M. R. (1972). How to make a language user. In E. Tulving & W. Donaldson (Eds.), Organization of memory. New York: Academic Press.
Cunningham, A. E., Stanovich, K. E., & Wilson, M. R. (1990). Cognitive variation in adult college students differing in reading ability. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 129-159). San Diego, CA: Academic Press.
Curtis, M.E. (1981). Word knowledge and verbal aptitudes. In C.A. Perfetti (Ed.), Reading ability. New York, NY: Oxford University Press.
Daneman, M. (1987). Reading and working memory. In J.R. Beech & A.M. Colley (Eds.), Cognitive approaches to reading (pp. 57-86). New York, NY: John Wiley & Sons Press.
Daneman, M. (1991). Individual differences in reading skills. In R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 512-538). New York, NY: Longman Press.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
Daneman, M., & Carpenter, P.A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-583.
Deerwester, S., Dumais, S. T., Furnas, G. W., Landauer, T.K., & Harshman, R. (1990). Indexing by latent semantic analysis, Journal of the American Society for Information Science, 41, 391-407.
Dennis, S. (2006). How to use the LSA web site. In T. K. Landauer, D. S. McNamara, S. Dennis & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis. Mahwah, NJ: Lawrence Erlbaum Associates.
Dixon, D. J. (1990). Organizing vocabulary. Journal of Reading, 33(7), 554-555.
Dole, J. A., Sloan, C., & Trathen, W. (1995). Teaching vocabulary within the context of literature. Journal of Reading, 38(6), 452-460.
Dumais, S. (1991). Improving the retrieval of information from external sources. Behavior Research Methods, Instruments, and Computers, 23, 229-236.
Fletcher-Flinn, C.M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Education and Computing Research, 12, 219-242.
Follman, J. (1990). Enhancing Children's Vocabularies. Clearing House, 63(7), 329-331.
Goldstein, P. (2004). Helping Young Children with Special Needs Develop Vocabulary. Early Childhood Education Journal, 32(1), 39-43.
Graesser, A. C., Hu, X., & McNamara, D. S. (2005). Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In A. F. Healy (Ed.), Experimental Cognitive Psychology and Its Applications: Fetschrift in Honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 183-194). Washington, DC: American Psychological Association.
Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H., Ventura, M., Olney, A., & Louwerse, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavioral Research Methods, Instruments, and Computers, 36, 180-193.
Graesser, A. C., Person, N., Harter, D., & the Tutoring Research Group (2001). Teaching tactics and dialog in AutoTutor. International Journal of Artificial Intelligence in Education, 12, 257-279.
Graesser, A.C., Penumatsa P., Ventura M., Cai, Z., & Hu, X. (2007) .Using LSA in AutoTutor: Learning through Mixed-initiative Dialogue in Natural Language. In T. Landauer, D.S., McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 243-262). Mahwah, NJ: Erlbaum.
Graff, D., Chen, K., Kong, J., & Maeda, K. (2005). The Linguistic Data Consortium, Chinese Gigaword Second Edition.
Graves, M. F., Juel, C., & Graves, B. B. (2001). Teaching Reading in the 21st Century (2th ed.). Boston, MA: Allyn & Bacon.
Harmon, J. M. (1998). Vocabulary teaching and learning in a seventh-grade literature-based classroom. Journal of Adolescent & Adult Literacy, 41(7), 518-529.
Hewitt, P.G. (1998).Conceptual physics (8th ed.), MenloPark, CA: Addison-Wesley.
Hu, X., Cai, Z. Graesser, A. C., Ventura, M. (2005). Similarity Between Semantic Spaces. Bara, B. G., Barsalou, L. & Bucciarelli, M. (Eds.). Proceedings of the 27th Annual Conference of the Cognitive Science Society. Stresa, Italy: Cognitive Science Society.
Hulit, L.M. & Howard, M.R. (2006). Born to Talk: An Introduction to Speech and Language Development. (4th ed.). New York, NY: Newbury House Press.
Jessup, E. R., & Martin, J. H. (2001). Taking a new look at the latent semantic analysis approach to information retrieval. Proc. SIAM Workshop Computational Information Retrieval, pp. 121-144, NC: Raleigh.
Johnson, C. J., & Anglin, J. M. (1995). Qualitative developments in the content and form of children's definitions. Journal of Speech and Hearing Research, 38(3), 612-629.
Johnson, D., & Steele, V. (1996). So many words, so little time: Helping college ESL learners acquire vocabulary-building strategies. Journal of Adolescent & Adult Literacy, 39(5), 348-357.
Johnston, S. S., Tulbert, B. L., Sebastian, J. P., Devries, K., & Gompert, A. (2000). Vocabulary Development: A Collaborative effort for teaching content vocabulary. Intervention in School & Clinic, 35(5), 311-315.
Just, M. A., & Carpenter, P. (1987). The psychology of reading and language comprehension. Newton, MA: Allyn and Bacon.
Kameenui, E. J., Dixon, R. C., & Carnine, D. W. (1987). Issues in the design of vocabulary instruction. In M. G. Mckeown & M. E. Curtis (Eds.), The Nature of Vocabulary Acquisition (pp. 129-145). Mahwah, NJ: Lawrence Erlbaum Associates.
Kibby, M. W. (1995). The organization and teaching of things and the words that signify them. Journal of Adolescent & Adult Literacy, 39(3), 208-223.
Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118.
Koo, M. L. (2002). Semantic priming: a comparison of lexical organization in children and adults. Unpublished doctoral dissertation, The University of Hong Kong, Hong Kong.
Landauer, T., & Psotka, J. (2000). Simulating text understanding for educational applications with Latent Semantic Analysis: Introduction to LSA. Interactive Learning Environments, 8(2), 73-86.
Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104, 211-240.
Landauer, T. K., Foltz, P. W., & Laham, D. (1998). Introduction to latent semantic analysis. Discourse Processes, 25, 259-284.
Landauer, T. K., Laham, D., Rehder, B., & Schreiner, M. E. (1997). How well can passage meaning be derived without using word order? a comparison of latent semantic analysis and humans. In M. G. Shafto and P. Langley (Eds.), Proceedings of the 19th annual meeting of the Cognitive Science Society, 412-417.
Lemaire, B., Denhiere, G., Bellissens, C., & Jhean-Iarose, S. (2006). A computational model for simulating text comprehension. Behavior Research Methods, 38(4), 628-637.
Letsche, T., & Berry, M. W. (1997). Large-scale information retrieval with latent semantic indexing. Information Sciences, 100, 105–137.
Liao, C. H., Pai, K. C., & Kuo, B. C. (2011). Effectiveness of Automated Chinese Sentence Scoring with LSA. The International Educational Technology Conference(IETC 2011). May. 25-27, 2011, Istanbul, Turkey.
Lizza, M., & Sartoretto, F. (2001). Acomparative analysis of LSI strategies. In M.W. Berry (Ed.), Computational information retrieval. (pp. 171-181). Philadelphia: SIAM.
Ma, W. Y., & Huang C. R. (2006). Uniform and Effective Tagging of a Heterogeneous Giga-word Corpus. Paper presented at the 5th International Conference on Language Resources and Evaluation, Genoa, Italy.
Maletic, J.I. & Marcus, A. (2000). Using latent semantic analysis to identify similarities in source code to support program understanding. Proceedings 12th IEEE International Conference on Tools with Artificial Intelligence, pp. 46-53. dio:10.1109/TAI.2000.889845.
Martin, D.I., & Berry, M. W. (2007). Mathematical Foundations Behind Lantent Semantic Analysis. In T. K. Landauer, D. S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis. (pp. 35-55). Mahwah, NJ: Lawrence Erlbaum Associates.
McKeown, M. G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20, 482-496.
McKeown, M. G., Beck, I. L., Omanson, R. C., & Popel, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.
McNamara, D.S., Boonthum, C., Levinstein, I. B., & Millis, K. K., (2007). Evaluating self-explanation in iSTART: Comparing word-based LSA systems. In T. Landauer, D.S. McNamara, S. Dennis, and W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 227-241). Mahwah, NJ: Lawrence Erlbaum.
McNamara, D.S., Graesser, A.C., McCarthy, P.M., & Cai, Z. (in preparation). Coh-Metrix: Automated Evaluation of Text and Discourse
McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy training for active reading and thinking. Behavior Research Methods, Instruments, and Computers, 36, 222-233.
Misulis, K. (1999). Making vocabulary development manageable in content instruction. Contemporary Education, 70(2), 25-29.
Moss, H. E., Ostrin, R. R., Tyler, L. K., & Marslen-Wilson, W. D. (1995). Accessing different types of lexical semantic information: Evidence form priming. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 863-883.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: implications for acquisition and instruction. In M. McKeown and M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Erlbaum Associates Press.
Nagy, W.E., Herman, P., & Anderson, R. (1985). Learning words from context. Reading research quarterly, 19, 304-330.
Nelson, J. R., & Stage, S. A. (2007). Fostering the Development of Vocabulary Knowledge and Reading Comprehension Though Contextually-Based Multiple Meaning Vocabulary Instruction. Education and Treatment of Children, 30(1), 1-22.
Nelson, K. (1974). Concept, word, and sentence: Interrelations in acquisition and development. Psychological Review, 81, 267-285.
Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited: a review of research and theory. Psychological Bulletin, 84(1), 93-116.
Olde, B. A., Franceschetti, D. R., Karnavat, Graesser, A. C., & the Tutoring Research Group (2002). The right stuff: Do you need to sanitize your corpus when using latent semantic analysis? In W. Gray & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 708-713). Mahwah, NJ: Lawrence Erlbaum Associates.
Owens, R. E., (2005). Language Development: An Introduction. (6th ed.). Upper Saddle River,NJ: Pearson Education Press.
Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
Poindexter, C. (1994). Guessed meanings. Journal of Reading, 37(5), 420-422.
Quesada, J. (2006). Creating your own LSA spaces. In T. K. Landauer, D. S. McNamara, S. Dennis & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis. Mahwah, NJ: Lawrence Erlbaum Associates.
Spence, D. E, & Owens, K. C. (1990). Lexical Co-Occurrence and Association Strength. Journal of Psycholinguistic Research, 19, 317-330.
Thorndike, R. L. (1973). Reading comprehension education in fifteen countries: An empirical study. New York, NY: John Wiley.
Vacca, J. L., Vacca, R. T., & Gove, M. K. (2000). Reading and learning to read (4th ed.). New York, NY: Longman.
Van der Leij, A. (1990). Comprehension failures. In D. A. Balota, G. B. Flores d`Arcais, & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Erlbaum.
Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive computer support for writing. Cognition and Instruction, 22(3), 333-362.
Wang, H. C., Pomplun M., Chen, M. L., Ko, H. & Rayner, K. (2010). Estimating the effect of word predictability on eye movements in Chinese reading using latent semantic analysis and transitional probability, The Quarterly Journal of Experimental Psychology, 63 (7), 1374 -1386.
Wiemer-Hastings, P. (2004). The design and architecture of research methods tutor, a second generation dialog-based tutor. Paper presented at the meeting of In Proceedings of the ITS2004 Workshop on Dialog-based Intelligent Tutoring Systems, Maciao, Brazil.
Yanqing, S., & Qi, D. (2004). An Experiment on Supporting Children's English Vocabulary Learning in Multimedia Context. Computer Assisted Language Learning, 17(2), 131-147