Natural Language Understanding and Education Technology

Publications pertinent to language technologies and education include: Language Technologies for Enhancement of Teaching and Learning in Writing by Tak P. Lau, Shuai Wang, Yuanyuan Man, Chi Fai Yuen and Irwin King, Automated Writing Assessment in the Classroom by Mark Warschauer and Douglas Grimes, Handbook of Automated Essay Evaluation: Current Applications and New Directions edited by Mark D. Shermis and Jill Burstein, Computer‐assisted Language Testing by Ruslan Suvorov and Volker Hegelheimer, Technologies That Support Students’ Literacy Development by Carol M. Connor, Susan R. Goldman and Barry Fishman and Writeability: The Principles of Writing for Increased Comprehension by Edward B. Fry.

Publications pertinent to readability, rhetorical structure and cognitive linguistics include: Readability: A View from Cognitive Psychology by Walter Kintsch and James R. Miller, Coh-Metrix: Automated Cohesion and Coherence Scores to Predict Text Readability and Facilitate Comprehension by Danielle S. McNamara, Max M. Louwerse and Arthur C. Graesser, Coherence and Cohesion for the Assessment of Text Readability by Amalia Todirascu, Thomas François, Nuria Gala, Cédrick Fairon, Anne-Laure Ligozat and Delphine Bernhard, Variation in Language and Cohesion across Written and Spoken Registers by Max M. Louwerse, Philip M. McCarthy, Danielle S. McNamara and Arthur C. Graesser and Measuring the Inference Load of a Text by Susan Kemper.

Publications pertinent to the automatic assessment of mathematics exercises and proofs include: Automatic Assessment of Mathematics Exercises: Experiences and Future Prospects by Antti Rasila, Matti Harjula and Kai Zenger, Automatic Assessment of Problem-solving Skills in Mathematics by Cliff E. Beevers and Jane S. Paterson, Computer Aided Assessment of Mathematics by Chris Sangwin and Lurch: A Word Processor that Can Grade Students’ Proofs by Nathan C. Carter and Kenneth G. Monks.

Publications pertinent to the automatic assessment of argumentation include: Towards Automated Analysis of Student Arguments by Nancy L. Green, Foundations of Argumentative Text Processing by Pierre Coirier and Jerry Andriessen and Educational Technologies for Teaching Argumentation Skills by Niels Pinkwart and Bruce M. MacLaren.

Publications pertinent to evaluating the outputs of natural language generation include: Towards Evaluation in Natural Language Generation by Robert Dale and Chris Mellish, Evaluation in the Context of Natural Language Generation by Chris Mellish and Robert Dale and Comparing Automatic and Human Evaluation of NLG Systems by Anja Belz and Ehud Reiter.

Cognitive Architectures and Machine Learning

Publications pertinent to cognitive architectures and machine learning include: The Architecture of Cognition by John R. Anderson, The Study of Cognitive Architecture by Zenon Pylyshyn, The Role of Cognitive Architecture in Theories of Cognition by Zenon Pylyshyn, A Cognitive Science Based Machine Learning Architecture by Sidney K. D’Mello, Stan Franklin, Uma Ramamurthy and Bernard J. Baars, Unsupervised Learning in Hybrid Cognitive Architectures by Yury Vinokurov, Christian Lebiere, Dean Wyatte, Seth A. Herd and Randall C. O’Reilly, A Metacognitive Classifier Using a Hybrid ACT-R/Leabra Architecture by Yury Vinokurov, Christian Lebiere, Seth A. Herd and Randall C. O’Reilly, Discriminating Taxonomic Categories and Domains in Mental Simulations of Concepts of Varying Concreteness by Andrew J. Anderson, Brian Murphy and Massimo Poesio, Human EEG Uncovers Latent Generalizable Rule Structure during Learning by Anne G. Collins, James F. Cavanagh and Michael J. Frank, Finding Structure in Time by Jeffrey L. Elman, A Procedural Learning Mechanism for Novel Skill Acquisition by Sidney K. D’Mello, Uma Ramamurthy, Aregahegn Negatu and Stan Franklin, Extending the Computational Abilities of the Procedural Learning Mechanism in ACT-R by Wai-Tat Fu and John R. Anderson and Extending Cognitive Architectures with Semantic Resources by Alessandro Oltramari and Christian Lebiere.

Planning and Generating Sequences of Exercises for the Assessment and Development of Creativity

Publications pertinent to creativity research include: Fifty Years of Creativity Research by Richard E. Mayer, Explaining Creativity: The Science of Human Innovation by R. Keith Sawyer, Creativity: Understanding Innovation in Problem Solving, Science, Invention and the Arts by Robert W. Weisburg, Creativity in Context by Teresa Amabile, The Concept of Creativity: Prospects and Paradigms by Robert J. Sternberg and Todd I. Lubart, Cognition and Creativity by Mark A. Runco and Ivonne Chand, The Structure of Creative Cognition in the Human Brain by Rex E. Jung, Brittany S. Mead, Jessica Carrasco and Ranee A. Flores and Creativity: Flow and the Psychology of Discovery and Invention by Mihaly Csiksentmihalyi.

Publications pertinent to creativity exercises include: Creativity Workout: 62 Exercises to Unlock Your Most Creative Ideas by Edward de Bono, 50 Brainstorming Methods by Robert Curedale and Caffeine for the Creative Mind: 250 Exercises to Wake Up Your Brain by Stefan Mumaw and Wendy L. Oldfield.

Publications pertinent to assessing creativity include: Assessment of Creativity by Jonathan A. Plucker and Matthew C. Makel, The Efficacy of Teaching Creativity: Assessment of Student Creative Thinking Before and After Exercises by Elena Karpova, Sara B. Marcketti, and Jessica Barker, Increasing Creativity in Design Education: Measuring the E/Affect of Cognitive Exercises on Student Creativity by Jeremy Merrill, The Effectiveness of Creativity Training: A Quantitative Review by Ginamarie Scott, Lyle E. Leritz and Michael D. Mumford, Creativity: A Knowledge Base, Metacognitive Skills, and Personality Factors by John F. Feldhusen, Creating Creativity in the Design Studio: Assessing the Impact of Metacognitive Skill Development on Creative Abilities by Ryan A. Hargrove and Assessing the Long Term Impact of a Metacognitive Approach to Creative Skill Development by Ryan A. Hargrove.

Publications pertinent to education and creativity include: Education and Creativity by Daniel Fasko, Creativity in School by Seana Moran, Learning Creativity and Design for Innovation by Dean Bruton, Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning by Raija Hämäläinen and Katja Vähäsantanen, Synectics: The Development of Creative Capacity by William J. J. Gordon, Education for Creative Potential by Mark A. Runco, Creative Thinking: Processes, Strategies, and Knowledge by Michael D. Mumford, Kelsey E. Medeiros and Paul J. Partlow, Teaching Creativity with Computers by Douglas H. Clements, Cognitive Styles and Experiences in Solving Insight Problems: Replications and Extensions by Øyvind Martinson, Teaching Creativity and Inventive Problem Solving in Science by Robert L. DeHaan, Teaching Creativity in Engineering by Zhiqiang Liu and Dieter J. Schonwette, Teaching Creativity in Mathematics by Franz E. Hohn and The Practice of Creativity: A Manual for Dynamic Group Problem-solving by George M. Prince.

Creativity, Groups and Organizations

Publications pertinent to creativity, groups and teams include: Creativity in Groups and Teams by Paul B. Paulus, Timothy S. Larey, and Mary T. Dzindolet, Team Innovation through Collaboration by Claudia A. Sacramento, M-W. Sophie Chang and Michael A. West, Creativity in Innovative Projects: How Teamwork Matters by Martin Hoegl and K. Praveen Parboteeah, Enhancing Ideational Creativity in Groups by Paul B. Paulus and Vincent R. Brown and Idea Generation in Groups: A Basis for Creativity in Organizations by Paul B. Paulus and Huei-Chuan Yang.

Publications pertinent to creativity and organizations include: Toward a Theory of Organizational Creativity by Richard W. Woodman, John E. Sawyer and Ricky W. Griffin, Innovation in Organizations: A Multi-level Perspective on Creativity by Michael D. Mumford and Samuel T. Hunter, Creativity and Innovation in Organizations by Teresa M. Amabile, Stimulating and Supporting Creativity in Organizations by Greg R. Oldham and Climate for Creativity: A Quantitative Review by Samuel T. Hunter, Katrina E. Bedell and Michael D. Mumford.

Publications pertinent to creativity and leadership include: Leadership in Research and Development Organizations: A Literature Review and Conceptual Framework by Teri Elkins and Robert T. Keller, Leadership and Performance Outcomes in Research Organizations: The Supervisor of Scientists as a Source of Assistance by J. Thad Barnowe, Leadership Recipes for Promoting Students’ Creativity by Kuan Chen Tsai, Leading Others to Think Innovatively Together: Creative Leadership by Min Basadur and Leadership Models, Methods, and Applications by Bruce J. Avolio, John J. Sosik, Dong I. Jung and Yair Berson.

Play, Development, Reasoning, Language, Mimesis and Education

Publications pertinent to play, evolution and development, include: Play: Its Role in Development and Evolution by Jerome S. Bruner, Alison Jolly and Kathy Sylva, Play and Exploration in Children and Animals by Thomas G. Power, The Role of Play in Human Development by Anthony D. Pellegrini, Play and Child Development by Joe L. Frost, Sue Clark Wortham and Robert Stuart Reifel, The Role of Pretend Play in Children’s Cognitive Development by Doris Bergen, Curiosity, Imagination, and Play: On the Development of Spontaneous Cognitive Motivational Processes by Dietmar Ed Görlitz and Joachim F. Wohlwill and On the Functions of Play and its Role in Behavioral Development by Paul Martin and Tim M. Caro.

In A Playworker’s Taxonomy of Play Types, Bob Hughes describes the types of play: communication, creative, deep, dramatic, exploratory, fantasy, imaginative, locomotor, mastery, object, recapitulative, role, rough and tumble, social, socio-dramatic and symbolic play. The National Institute for Play describes seven play types: attunement, body, object, social, imaginative, narrative and transformative play.

Publications pertinent to play and symbolic reasoning include: Facilitating Creative Thought through Object Play in Young Children by Susan L. Trostle and Thomas D. Yawkey, Pretend Play and Creative Processes by Sandra W. Russ and Claire E. Wallace, Development of Object Transformations in Early Pretend Play by Elaine R. Jackowitz and Malcolm W. Watson and Preschool Children’s use of Objects in Symbolic Play by Joy L. Elder and David R. Pederson, Play and the Acquisition of Symbols by Greta G. Fein and Toward Symbolic Functioning: Structure of Early Pretend Games and Potential Parallels with Language by Lorraine McCune-Nicolich.

Publications pertinent to play, socialization and language include: The Language of Social Pretend Play by Catherine Garvey and Thayer L. Kramer, The Collaborative Construction of Pretend: Social Pretend Play Functions by Carollee Howes, Olivia A. Unger and Catherine C. Matheson, Some Properties of Social Play by Catherine Garvey and The Social Psychology of Creativity by Teresa M. Amabile.

Publications pertinent to play, mimesis and narrative include: Child’s Play: Myth, Mimesis and Make-believe by Laurence R. Goldman, Mimesis: Where Play and Narrative Meet by Carol Fleisher Feldman, A Developmental Study of Children’s Construction of Stories by Nancy L. Stein and Christine G. Glenn, The Development of Structural Complexity in Children’s Fantasy Narratives by Gilbert J. Botvin and Brian Sutton-Smith, Developmental Structures in Fantasy Narratives by Brian Sutton-Smith, Gilbert J. Botvin and Daniel Mahony and Mimesis as Make-believe: On the Foundations of the Representational Arts by Kendall Walton.

Publications pertinent to play and education include: Play in Education by Joseph Lee, The Role of Play in the Development of Insightful Tool-using Strategies by Brian Vandenberg, Play, Problem‐solving, and Creativity by Brian Vandenberg and Play and Training in Direct and Innovative Problem Solving by Peter K. Smith and Susan Dutton.

Metadiscourse and Natural Language Generation

Publications pertinent to metadiscourse and textbooks and lectures include: The Rhetoric of Textbooks: Metadiscourse by Avon Crismore, Marzieh Tofigh and Maryam Yavari, A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks by Davud Kuhi, The Semantics and Pragmatics of Metadiscourse by Elly Ifantidou and Metadiscourse: Exploring Interaction in Writing edited by Ken Hyland.

Publications pertinent to metadiscourse, rhetorical stance and engagement include: The Rhetorical Stance by Wayne C. Booth, Evaluation in Text: Authorial Stance and the Construction of Discourse edited by Susan Hunston and Geoffrey Thompson, Stance and Engagement: A Model of Interaction in Academic Discourse by Ken Hyland, Corpus Informed Discourse Analysis: The Case of Academic Engagement by Ken Hyland, The Empirical Study on the Use of Metadiscourse in Argumentative Writing by Chuan Liu, Evidentials, Argumentation, and Epistemological Stance by Ellen L. Barton and Stance and Engagement in Pure Mathematics Research Articles: Linking Discourse Features to Disciplinary Practices by Lisa McGrath and Maria Kuteeva.

Publications pertinent to figurative language, epistemological stance and instructional rhetoric include: The Role of Metaphors and Images in the Learning and Understanding of Mathematics by Bernard Parzysz, Angela Pesci and Christer Bergsten, Using Metaphor Analysis to Explore Adults’ Images of Mathematics by Lim C. Sam, Using Metaphors to Unpack Student Beliefs about Mathematics by Amélie G. Schinck, Henry W. Neale, David K. Pugalee and Victor V. Cifarelli and Could Metaphorical Discourse be Useful for Analysing and Transforming Individuals’ Relationship with Mathematics by Angela Pesci.

Publications pertinent to sentiment and rhetoric include: Towards Emotional Variation in Speech-based Natural Language Generation by Michael Fleischman and Eduard Hovy, Affective Natural Language Generation by Fiorella de Rosis and Floriana Grasso, Emotional Speech Synthesis: A Review by Marc Schröder and Vocabulary Choice as an Indicator of Perspective by Beata Beigman Klebanov, Eyal Beigman and Daniel Diermeier.

Publications pertinent to metadiscourse, rhetorical structure, topicality and relevance include: Text-structuring Metadiscourse, Intonation and the Signalling of Organisation in Academic Lectures by Susan E. Thompson, Topic Segmentation of Dialogue by Jaime Arguello and Carolyn Rosé, Topic Shift Markers in Asynchronous and Synchronous Computer-mediated Communication (CMC) by Michaela Zitzen, Metadiscourse in Academic Speech: A Relevance-theoretic Approach By Marta Aguilar, Topicality Reconsidered: A Multidisciplinary Inquiry into Topical Relevance Relationships by Xiaoli Huang, Relevance and Goal-focusing in Text Processing by Matthew T. McCrudden and Gregory Schraw, Exploring How Relevance Instructions Affect Personal Reading Intentions, Reading Goals, and Text Processing: A Mixed Methods Study by Matthew T. McCrudden, Joseph P. Magliano and Gregory Schraw and The Effect of Relevance Instructions on Reading Time and Learning by Matthew T. McCrudden, Gregory Schraw and Gretchen Kambe, Directives: Argument and Engagement in Academic Writing by Ken Hyland, An Empirical Study of the Role of Metadiscourse in Listening Comprehension by Wu Sa, Metadiscourse and Reading Comprehension: The Effects of Language and Proficiency by Vahid Parvaresh and Majid Nemati, Influence of Questions on the Allocation of Attention during Reading by Ralph E. Reynolds and Richard C. Anderson and Adverbials of Result: Phraseology and Functions in the Problem–Solution Pattern by Maggie Charles.

Publications pertinent to reading, interest and comprehension include: The Four-Phase Model of Interest Development by Suzanne Hidi and K. Ann Renninger, Sources of Situational Interest by Gregory Schraw, Roger Bruning, and Carla Svoboda, Situational Interest and its Impact on Reading and Expository Writing by Suzanne Hidi and Valerie Anderson, The Effects of Readers’ Goals on Inference Generation and Memory for Texts by Paul van den Broek, Robert F. Lorch, Tracy Linderholm and Mary Gustafson, Interest, Inferences, and Learning from Texts by Virginia Clinton and Paul van den Broek, Exploring the Nature of the Relation between Interest and Comprehension by Tan B. Tin, The Effects of Text-based Interest on Attention and Recall by Mark A. McDaniel, Paula J. Waddill, Kraig Finstad and Tammy Bourg, Effect of Interest on Attention and Learning by Larry L. Shirey and Ralph E. Reynolds, Topic Interest, Text Representation, and Quality of Experience by Ulrich Schiefele, Interest, Learning, and Motivation by Ulrich Schiefele, Strategies for Stimulating the Motivation to Learn by John M. Keller, Stimulating Curiosity to Enhance Learning by Graham Pluck and Helen L. Johnson, Using Instructional Design Strategies to Foster Curiosity by Marilyn P. Arnone and Strategies for Increasing Text-based Interest and Students’ Recall of Expository Texts by Suzanne Hidi and William Baird.

Language and Mathematics

Publications pertinent to language and mathematics education include: Language and Mathematical Education by John L. Austin and Albert G. Howson, Language in Mathematics Teaching and Learning by Mary J. Schleppegrell, A Morphology of Teacher Discourse in the Mathematics Classroom by Libby Knott, Bharath Sriraman and Irv Jacob, The Teacher’s Discourse Moves: A Framework for Analyzing Discourse in Mathematics Classrooms by Libby Krussel, Barbara Edwards and G. T. Springer, Stance and Engagement in Pure Mathematics Research Articles: Linking Discourse Features to Disciplinary Practices by Lisa McGrath and Maria Kuteeva, University Language: A Corpus-based Study of Spoken and Written Registers by Douglas Biber and Relations between Text and Mathematics across Disciplines by Philip Shaw.

Publications pertinent to language and mathematics tutoring include: Tutorial Dialogs on Mathematical Proofs by Christoph Benzmüller, Armin Fiedler, Malte Gabsdil, Helmut Horacek, Ivana Kruijff-Korbayová, Manfred Pinkal, Jörg Siekmann, Dimitra Tsovaltzi, Bao Quoc Vo and Magdalena Wolska, Language Phenomena in Tutorial Dialogs on Mathematical Proofs by Ivana Kruijff-Korbayová, Dimitra Tsovaltzi, Bao Quoc Vo and Magdalena Wolska, Interpreting Semi-formal Utterances in Dialogs about Mathematical Proofs by Helmut Horacek and Magdalena Wolska, Understanding Informal Mathematical Discourse by Claus W. Zinn and Students’ Language in Computer-assisted Tutoring of Mathematical Proofs by Magdalena Wolska.

Publications pertinent to written mathematical language include: Mathematical Discourse: Language, Symbolism and Visual Images by Kay O’Halloran, Reading Mathematical Exposition by Regina B. Brunner, The Effect of the Symbols and Structures of Mathematical English on the Reading Comprehension of College Students by Ann E. Watkins, Reading Comprehension in Mathematics by Peter Fuentes and Characterizing Reading Comprehension of Mathematical Texts by Magnus Österholm.

Publications pertinent to symbolic declarations, linguistic precedents, lexical entrainment and differentiation include: Symbol Declarations in Mathematical Writing: A Corpus Study by Magdalena Wolska and Mihai Grigore, Directives: Argument and Engagement in Academic Writing by Ken Hyland, Conceptual Pacts and Lexical Choice in Conversation by Susan E. Brennan and Herbert H. Clark, Anchoring Comprehension in Linguistic Precedents by Dale J. Barr and Boaz Keysar, Lexical Entrainment in Spontaneous Dialog by Susan E. Brennan and Lexical Entrainment and Lexical Differentiation in Reference Phrase Choice by Mija M. Van der Wege.

Publications pertinent to vocabulary learning and mathematical vocabulary learning include: Learning Vocabulary through Reading by Joseph R Jenkins, Marcy L Stein and Katherine Wysocki, Learning Word Meanings from Context during Normal Reading by William E. Nagy, Richard C. Anderson and Patricia A. Herman, Most Vocabulary is Learned from Context by Robert J. Sternberg, The Acquisition of Word Meanings: A Developmental Study by Heinz Werner and Edith Kaplan, Definition and Specification of Meaning by Abraham Kaplan, The Role of Definitions in the Teaching and Learning of Mathematics by Shlomo Vinner, Words, Definitions and Concepts in Discourses of Mathematics, Teaching and Learning by Candia Morgan, Definitions: Dealing with Categories Mathematically by Lara Alcock and Adrian Simpson, Construction of Mathematical Definitions: An Epistemological and Didactical Study by Cécile Ouvrier-Buffet and Definition-construction and Concept Formation by Cécile Ouvrier-Buffet.

Publications pertinent to understanding mathematical expressions include: Towards Mathematical Expression Understanding by Minh-Quoc Nghiem, Giovanni Yoko, Yuichiroh Matsubayashi and Akiko Aizawa, Unpacking the Logic of Mathematical Statements by John Selden and Annie Selden, The Structure of Mathematical Expressions by Deyan Ginev, A Model of the Cognitive Meaning of Mathematical Expressions by Paul Ernest, The Construction of Mental Representations During Reading edited by Herre Van Oostendorp and Susan R. Goldman and The Role of Conceptual Entities and their Symbols in Building Advanced Mathematical Concepts by Guershon Harel and James Kaput.

Publications pertinent to context and the understanding of mathematical language include: Participating in Explanatory Dialogues: Interpreting and Responding to Questions in Context by Johanna D. Moore and Joanna D. Moore, Integrating Task Information into the Dialogue Context for Natural Language Mathematics Tutoring by Mark Buckley and Dominik Dietrich, Towards Context-based Disambiguation of Mathematical Expressions by Mihai Grigore, Magdalena Wolska and Michael Kohlhase, Using Discourse Context to Interpret Object-denoting Mathematical Expressions by Magdalena Wolska, Mihai Grigore and Michael Kohlhase, Modeling Anaphora in Informal Mathematical Dialogue by Magdalena Wolska and Korbayová, Lexical Disambiguation in a Discourse Context by Nicholas Asher and Alex Lascaridesy, Discourse Pragmatics and Semantic Categorization by Ellen Contini-Morava, The Effect of Context on the Structure of Categories by Emilie M. Roth and Edward J. Shoben, Inferences about Contextually Defined Categories by Gail McKoon and Roger Ratcliff, Context-relative Syntactic Categories and the Formalization of Mathematical Text by Aarne Ranta, Context and Structure in Conceptual Combination by Douglas L. Medin and Edward J. Shoben, Wayne Cowart and Ann D. Jablon, Contextually Relevant Aspects of Meaning Gail McKoon and Roger Ratcliff and Effects of Prior Context upon the Integration of Lexical Information during Sentence Processing by Helen S. Cairns.

Publications pertinent to text inferencing and reading comprehension include: Inference during Reading by Gail McKoon and Roger Ratcliff, A Theory of Inference Generation during Text Comprehension by Arthur C. Graesser and Roger J. Kreuz, Computing Presuppositions and Implicatures in Mathematical Discourse by Claus Zinn, An Experimental Study on Pragmatic Inferences: Processing Implicatures and Presuppositions by Napoleon Katsos and Automaticity and Inference Generation during Reading Comprehension by Richard Thurlow and Paul van den Broek.

Publications pertinent to generating natural language from mathematics include: The Translation of Formal Proofs into English by Daniel Chester, English Summaries of Mathematical Proofs by Marianthi Alexoudi, Claus Zinn and Alan Bundy and Generating Arguments in Natural Language by Chris Reed, Algebraic Model and Implementation of Translation between Logic and Natural Language by Chen Peng and Proof Verbalization as an Application of NLG by Xiaorong Huang and Armin Fiedler.

Publications pertinent to natural language generation macroplanning and mathematics include: Using a Cognitive Architecture to Plan Dialogs for the Adaptive Explanation of Proofs by Armin Fiedler, Macroplanning with a Cognitive Architecture for the Adaptive Explanation of Proofs by Armin Fiedler, Planning Reference Choices for Argumentative Texts by Xiaorong Huang, Granularity-adaptive Proof Presentation by Marvin Schiller and Christoph Benzmüller and An Algorithm for Generating Document-deictic References by Ivandré Paraboni.

Publications pertinent to generating referring expressions include: Managing Lexical Ambiguity in the Generation of Referring Expressions by Imtiaz H. Khan and Muhammad Haleem, Alignment in Interactive Reference Production: Content Planning, Modifier Ordering, and Referential Overspecification by Martijn Goudbeek and Emiel Krahmer, Generation of Repeated References to Discourse Entities by Anja Belz and Sebastian Varges and Contextual Influences on Attribute Selection for Repeated Descriptions by Pamela W. Jordan.

Publications pertinent to lexical selection include: Concept-based Lexical Selection by Bonnie Dorr, Clare Voss, Eric Peterson and Michael Kiker, From Concepts to Lexical Items by Manfred Bierwisch and Robert Schreuder, A Theory of Lexical Access in Speech Production by Willem J. Levelt, Lexicalization Patterns: Semantic Structure in Lexical Forms by Leonard Talmy and Vocabulary Choice as an Indicator of Perspective by Beata Beigman Klebanov, Eyal Beigman and Daniel Diermeier.

Publications pertinent to generating mathematical expressions for inferencing and presentation include: Computer Presentations of Structure in Algebra by Patrick W. Thompson and Alba G. Thompson and Representation of Mathematical Concepts for Inferencing and for Presentation Purposes by Helmut Horacek, Armin Fiedler, Andreas Franke, Markus Moschner, Martin Pollet and Volker Sorge.