Justine Cassell - US grants
Affiliations: | Carnegie Mellon University, Pittsburgh, PA |
Area:
Gesture, discourse, artificial intelligenceWebsite:
http://www.soc.northwestern.edu/justine/We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Justine Cassell is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
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1990 | Cassell, Justine M | F31Activity Code Description: To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.). |
Devel of Narrative Time &Event in Speech &Gesture @ University of Chicago |
0.91 |
1993 — 1995 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Modeling the Interaction Between Speech and Gesture (Linguistics) @ University of Pennsylvania The relationship between speech and gesture in narrative discourse will be investigated by animating the interaction between the two media on a three-dimensional interactive animated model -- a graphic figure on a computer screen that would ultimately be able to "communicate" with a listener, gesturing appropriately while producing speech. Research demonstrates that gesture is intimately linked to speech both in the production and the comprehension of narrative discourse. This interaction exists at many different levels of organization. The relationship between speech and gesture can be specified at the level of the timing of gestures with respect to the prosodic contour of a clause. It can be specified at the level of semantic and pragmatic descriptions of an utterance, and at the level of narrative structure with respect to the types of gestures found at different points in a narrative. Interactive activities at the host institution include: meetings once every two weeks, open to graduate students and junior faculty, to discuss particular problems in accomplishing work and constructing a supportive environment for achieving professional goals; hour-long meetings the alternate weeks of the month with undergraduate students, to discuss similar topics; sponsorship of two visiting cognitive scientists per semester, where these will be women who have made 'non-standard' career choices and/or have written about professional issues facing women in academia; co- teaching a seminar in Computational Linguistics with Ellen Prince on discourse processing and gesture. All of the parts will be carried out under the aegis of the Computer Science Department, but will be open to other members of the Cognitive Science community at the University of Pennsylvania. This project furthers VPW program objectives which are (1) to provide opportunities for women to advance their careers in engineering and in the disciplines of science supported by NSF and (2) to encourage women to pursue careers in science and engineering by providing greater visibility for women scientists and engineers employed in industry, government, and academic institutions. By encouraging the participation of women in science, it is a valuable investment in the Nation's future scientific vitality. |
0.937 |
2002 — 2007 | Goldman, Susan Cassell, Justine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Role: Story Listening Technologies For Emergent Writing Literacy @ Northwestern University While multiple, and technological literacies have become the topic of considerable research, reading and writing literacy remain the basis of education, and the prerequisites to science, mathematics, and technology fluency. Reading and writing do not start in school, however. Children prepare themselves for later literacy long before first grade. And preparation for literacy consists of more than becoming aware of text. Children learn to treat language as an object (metalinguistic awareness), and to create and maintain cohesive text (decontextualized language) first in oral language. Many of these emergent literacy skills are acquired in language play and in storytelling among peers. In general, however, very few technologies are available for supporting children's storytelling and story writing in sociocultural context for later literacy, despite its importance in children's cognitive, communicative, and linguistic development as a whole. |
0.942 |
2004 — 2005 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Workshop: Student Research in Computational Linguistics @ Northwestern University This award is for funding to subsidize travel, conference, and housing expenses of students selected to participate in the ACL Student Research Workshop to be held during the joint ACL on July 21st to 26th, 2004 in Barcelona, Spain. The Association for Computational Linguistics (ACL) is the primary international organization in the field of natural language processing and language engineering. The Association's annual conference, which rotates among the Americas, Pacific-rim countries, and Europe/Africa, is the major international meeting in the field. Computational linguistics is a multidisciplinary field of increasing importance to science, commerce, and society. This workshop contributes to the professional development of young scientists who will lead this growing field in the coming decades. |
0.942 |
2005 — 2006 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Sger: Multicultural Story Listening Systems @ Northwestern University From mathematics word problems to great literature to science texts, being able to read and write is of paramount importance to academic success. In addition, with the Federal mandate of "no child left behind" an increasing national priority is learning objectives that prepare students to do well on national standardized tests, and many of these learning objectives rely on literacy skills. Yet literacy remains a critical unsolved issue in our educational system, with national test scores showing that non-white children (e.g., African Americans and Hispanics) still score well below their Caucasian counterparts. Increasingly, approaches to this problem derive from the recognition that primary school education is based on a set of mainstream oral practices and literacy-preparation skills. Because many children do not share the same cultural experiences typical of mainstream culture, educational practitioners have applied a cultural-historical approach to identify common characteristics of ethnic groups, and then designed cultural supports for literacy learning by children of diverse backgrounds. But while classroom practice has been influenced by this approach, and training programs for parents have been instituted along these lines, it has been rare to see technological learning environments that leverage diversity in any but the most superficial ways (for example identical content characters with different skin color, or content based on traditional associations such as the Anancy myths). The PI believes she can do much better. To this end, in the current project she will first conduct an in-depth investigation into African-American peer-oriented oral language and literacy practices, in order to understand how cultural practices support individual learning and development in this population. Using these findings, she will then design a virtual peer that engages in authentic cultural practices with African-American children as a bridge to school-based literacy. As the technology is developed, the PI will bring it into classrooms and community centers, formatively evaluating and iteratively redesigning as necessary until the virtual peer is capable of being like African-American children in important ways, can exploit that affinity to establish rapport, and can leverage this rapport and linguistic interaction to help the child acquire literacy skills. Project outcomes will include a rich comparative description of the language and nonverbal practices of African-American and Caucasian children in peer-emergent literacy interaction, a set of behaviors that allow a virtual human to establish rapport with users (including local-level moment-by-moment interactional behaviors and larger scale culturally specific practices), and a Flash virtual peer and set of virtual peer behaviors that have been shown to improve literacy in the children interacting with the virtual peer, both for Standard American English (SAE) speakers and African American Vernacular English (AAVE) speakers. A summative evaluation will address transfer from interaction with the virtual peer to other standard literacy contexts and tests. |
0.942 |
2007 — 2012 | Cassell, Justine Gergle, Darren (co-PI) [⬀] Horton, William |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Northwestern University With the advent of increasing numbers of increasingly smart machines, there is a growing need to develop technologies that are not only smart, but sensitive to the people and the other machines around them, and sensitive to the context in which they are used. Such an understanding will permit the development of technologies that can coordinate their interactions with humans in a more natural, seamless and fluid fashion. To meet these goals, this research program focuses on three critical yet under-studied contexts of interaction, each of which represents a different constraint upon interpersonal communication: (1) the physical context of shared visual access, (2) the social context of rapport, and (3) the biological context of aging. While some research has been conducted on each of these contextual factors, none has addressed their interaction, nor gathered them into one broader conception of the role of context in interpersonal coordination. This research applies a theory-driven design approach that includes experimental studies, theory development, computational modeling, system implementation and evaluation. In particular, the research program proposes: a) A rigorous study of human-to-human communication using elicitation experiments to develop a more detailed understanding of interpersonal communication across a range of contexts; b) A formalization of the findings into computationally explicit forms that provide predictions of behavior and capture the observed behavioral patterns; c) Integration of the models into a dialogue manager that is implemented within a larger computational architecture; and, d) Evaluation of the implemented system by having untrained humans interact with the system in such a way as to evaluate its effectiveness and reveal gaps in the underlying models as well as in our theoretical understanding. |
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2008 — 2009 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Northwestern University This is funding to support a pair of events in conjunction with the 2008 Interaction Design for Children conference (IDC08), which will take place June 11-13 in Evanston, Illinois: a Doctoral Consortium which will bring together approximately 9 promising doctoral students from the United States and abroad along with 3 distinguished research faculty; and a pre-conference Workshop on Designing Technologies for Children with Special Needs that will culminate in a keynote lecture that will explore the challenges, opportunities and complexities behind producing international versions of a children's television program. The annual IDC conference is the leading international forum for the presentation and discussion of interaction design for children, from the perspective of research as well as practice. IDC08 will strive to expand the reach of previous conferences, both in terms of the number and kind of attendees, and in terms of the number and kind of children that we target with our technologies. The goals of the Doctoral Consortium are to increase the exposure and visibility of the participants' work within the community, to help establish a sense of community among this next generation of researchers, and to help foster their research efforts by providing substantive feedback and guidance from a group of senior researchers in the area in a supportive and interactive environment. Student participants in the Doctoral Consortium will make formal presentations of their work and will receive feedback from a faculty panel; the feedback is geared to helping students understand and articulate how their work is positioned relative to other research, whether their topics are adequately focused for thesis research projects, whether their methods are correctly chosen and applied, and whether their results are appropriately analyzed and presented. The Workshop on Designing Technologies for Children with Special Needs will allow intellectual exchange among top researchers and designers in this field. Discussions about challenges for working with special populations, new methods for approaching these challenges, and new directions for research and design will contribute to and expand the research perspective of all participants. During the main conference attendees of both events will present their work in poster sessions, and abstracts will be included in the IDC Conference Proceedings as well in the ACM Digital Library. |
0.942 |
2008 — 2013 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Bridging the Achievement Gap With Authorable Virtual Peers @ Carnegie-Mellon University This project will implement and evaluate technological supports for African-American Vernacular English(AAVE)-speaking children to learn Standard American English while engaging in problem-based scientific inquiry. The technology consists of virtual peers that collaborate with children to solve a bridge-building problem, while scaffolding the notion that different kinds of language are appropriate for different conversational contexts. The work relies on the recognition that primary school education is based on a set of mainstream oral practices and literacy-preparation skills, and yet all children do not share the same cultural experiences typical of mainstream culture, nor come to school speaking the same dialect of English. Similarly, while traditional science classrooms have emphasized a particular style of scientific discourse, not all children come to school with the mastery of these discourse styles. Scientific inquiry is at the heart of the contemporary science classroom but it is usually defined according to a specific cultural tradition that privileges individual opinion, 'talking back' to the teacher, and criticism of others; a tradition that may not be shared by all students, and which may have ramifications for science achievement among diverse populations. A unique approach for integrating cultural authenticity into learning technology will be pursued: (1) carrying out an in-depth investigation into AAVE peer-oriented language and nonverbal communicative behaviors. The corpus of data obtained from this study will be shared with all interested researchers via the Penn Linguistic Data Consortium; (2) Two technological innovations will extend prior work on virtual peers so as to make possible the current work: (a) PIPER, a new platform for rapid prototyping and implementation of virtual peers so that each of the virtual peers does not require extensive re-implementation as it did in our Flash days; (b) AVP, an authoring system for virtual peers so that children themselves can program the virtual peer as a way of actively engaging with the technology, with code-switching and with collaborative science inquiry and then description of that inquiry to a teacher; (3) evaluating the technologies with respect to their role in improving children?s use of SAE, their educational self-efficacy, and their learning gains in second grade standardized science measures. |
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2010 — 2016 | Gergle, Darren (co-PI) [⬀] Kalogera, Vassiliki Paulsen, Michelle Jona, Kemi Cassell, Justine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Northwestern University Developed around the research theme of computer innovation in modeling and simulation of complex human and physical systems, co-PIs and their students will work with local classroom teachers with the goal of taking cutting-edge modeling and simulation from the fields of computer science, physics and astronomy and translate them into tools that can teach grade-level appropriate science content. Each graduate fellow will be partnered with a local classroom teacher and will engage in a training, development, and implementation process over the entire year. External evaluators will help us assess progress towards the goals and benchmarks of the program. |
0.942 |
2014 — 2015 | Cassell, Justine | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Carnegie-Mellon University This project is supporting the first in-person meeting of the Global Learning Council (GLC). Started in 2013, the GLC includes members from industry, academia, non-profits, and government. At this conference they will discuss technology-enhanced learning, focused on the application of learning science to the development of learning tools, data on learning gains, and the science of how students learn. |
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2015 — 2017 | Ogan, Amy (co-PI) [⬀] Cassell, Justine Morency, Louis-Philippe (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Exp: Partners in Learning: Building Rapport With a Virtual Peer Tutor @ Carnegie-Mellon University The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. Cyberlearning Exploration (EXP) Projects explore the viability of new kinds of learning technologies by designing and building new kinds of learning technologies and studying their possibilities for fostering learning and challenges to using them effectively. This project seeks to understand, and capitalize on, how teachers or tutors build rapport with learners by building technologies that support rapport. Research will study what rapport with learners looks like, when students deploy rapport techniques, when and how deploying rapport techniques (whether by people or automated agents) increases learning, and how rapport evolves over time. The project will build software that can help measure rapport between learners and with computers. |
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