Pumps and Prompts for Gist Explanations in Tutorial Dialogues About Breast Cancer

References

• Agus, D. B. (2013). The outrageous cost of a gene test. New York Times. Available at: http://www.nytimes.com/2013/05/21/opinion/the-outrageous-cost-of-a-gene-test.html?_r = . Updated May 20, 2013. Accessed July 10, 2015.
   Google Scholar
• American Cancer Society. (2016). What is breast cancer?  Available at: http://www.cancer.org/cancer/breastcancer/detailedguide/breast-cancer-what-is-breast-cancer. Accessed January 28, 2016.
   Google Scholar
• Ancker, J. S., Senathirajah, Y., Kukafka, R., & Starren, J. B. (2006). Design features of graphs in health risk communication: a systematic review. Journal of the American Medical Informatics Association, 13, 608–618.
   PubMed Web of Science ®Google Scholar
• Andrews, M. (2013). Coverage gaps can hamper access to some breast cancer screening, care. Kaiser Health News. Available at: http://www.kaiserhealthnews.org/Features/Insuring-Your-Health/2013/052813-Michelle-Andrews-on-breast-cancer-care.aspx. Updated May 27, 2013. Accessed July 10, 2015.
   Google Scholar
• Armstrong, K., Eisen, A., & Weber, B. (2000). Assessing the risk of breast cancer. New England Journal of Medicine, 342, 564–571.
   PubMed Web of Science ®Google Scholar
• Arnott, E., Hastings, P., & Allbritton, D. (2008). Research methods tutor: evaluation of a dialogue-based tutoring system in the classroom. Behavior Research Methods, 40, 694–698.
   PubMed Web of Science ®Google Scholar
• Barbey, A. K., & Sloman, S. A. (2007). Base-rate respect: From ecological rationality to dual processes. Behavioral and Brain Sciences, 30, 241–254.
   PubMed Web of Science ®Google Scholar
• Berliner, J. L., & Fay, A. M., (2007). Risk assessment and genetic counseling for hereditary breast and ovarian cancer: Recommendations of the National Society of Genetic Counselors. Journal of Genetic Counseling, 16, 241–260.
   PubMedGoogle Scholar
• Brainerd, C. J., & Reyna, V. F. (1996). Mere memory testing creates false memories in children. Developmental Psychology, 32, 467–478.
   Web of Science ®Google Scholar
• Brewer, N. T., Richman, A. R., DeFrank, J. T., Reyna, V. F., & Carey, L. A. (2012). Improving communication of breast cancer recurrence risk. Breast Cancer Research and Treatment, 133, 553–561.
   PubMed Web of Science ®Google Scholar
• Britt, M. A., Kurby, C. A., Dandotkar, S., & Wolfe, C. R. (2008). I agreed with what? Memory for simple argument claims. Discourse Processes, 45, 52–84.
   Web of Science ®Google Scholar
• Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826–830.
   PubMed Web of Science ®Google Scholar
• Chao, C., Studts, J. L., Abell, T., Hadley, T., Roetzer, L., Dineen, S., Lorenz, D., … McMasters, K. M. (2003). Adjuvant chemotherapy for breast cancer: How presentation of recurrence risk influences decision-making. Journal of Clinical Oncology, 21, 4299–4305.
   PubMed Web of Science ®Google Scholar
• Chi, M., VanLehn, K., & Litman, D. (2010). Do micro-level tutorial decisions matter: Applying reinforcement learning to induce pedagogical tutorial tactics. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (pp. 224–234). Berlin Heidelberg: Springer.
   Google Scholar
• Chi, M., VanLehn, K., Litman, D., & Jordan, P. (2011). An evaluation of pedagogical tutorial tactics for a natural language tutoring system: A reinforcement learning approach. International Journal of Artificial Intelligence in Education, 21, 83–113.
   Google Scholar
• Chi, M. T. (2000). Self-explaining expository texts: The duel processes of generating inferences and repairing mental models. Advances in Instructional Psychology, 5, 161–238.
   Google Scholar
• Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
   Web of Science ®Google Scholar
• Chi, M. T., Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
   Web of Science ®Google Scholar
• Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471–533.
   Web of Science ®Google Scholar
• Cleveland Clinic. (2016). Diseases and conditions: breast. Available at: https://my.clevelandclinic.org/health/diseases_conditions/hic_Breast_Cancer_An_Overview. Accessed January 28, 2016.
   Google Scholar
• Cohn, J., Olde, B., Bolton, A., Schmorrow, D., & Freeman, H. (2015). Adaptive and generative agents for training content development. In R. Sottilare, A. Graesser, X. Hu, & L. Brawner (Eds.), Design recommendations for intelligent tutoring systems: authoring tools (Volume 3; pp. 161–168). Orlando, FL: U.S. Army Research Laboratory.
   Google Scholar
• Col, N. (2011). Interprofessional education about shared decision making for patients in primary care settings. Journal of Interprofessional Care, 25, 409–415.
   PubMed Web of Science ®Google Scholar
• Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B. (2006). The deep-level-reasoning-question effect: The role of dialogue and deep-level-reasoning questions during vicarious learning. Cognition and Instruction, 24, 565–591.
   Web of Science ®Google Scholar
• Fagerlin, A., Zikmund-Fisher, B. J., & Ubel, P. A. (2011). Helping patients decide: Ten steps to better risk communication. JNCI Journal of the National Cancer Institute, 103, 1–8.
   Google Scholar
• Fraenkel, L., Matzko, C. K., Webb, D. E., Oppermann, B., Charpentier, P., Peters, E., … Newman, D. (2015). Use of decision support for improved knowledge, values clarification, and informed choice in patients with rheumatoid arthritis. Arthritis Care & Research, 67, 1496–1502. doi:10.1002/acr.22659.
   Google Scholar
• Fraenkel, L., Peters, E., Charpentier, P., Olsen, B., Errante, L., Schoen, R., & Reyna, V. F. (2012). A decision tool to improve the quality of care in Rheumatoid Arthritis. Arthritis Care & Research, 64, 977–985.
   PubMed Web of Science ®Google Scholar
• Gigerenzer, G., & Edwards, A. (2003). Simple tools for understanding risks: From innumeracy to insight. British Medical Journal, 327, 741–744.
   PubMed Web of Science ®Google Scholar
• Gigerenzer, G., & Gaissmaier, W. (2011). Heuristic decision making. Annual Review of Psychology, 62, 451–482.
   PubMed Web of Science ®Google Scholar
• Graedon, T., & Graedon, J. (2014). Let patients help with diagnosis. Diagnosis, 1, 49–51.
   Google Scholar
• Graesser, A. C. (2011). Learning, thinking, and emoting with discourse technologies. American Psychologist, 66, 746–757.
   PubMed Web of Science ®Google Scholar
• Graesser, A. C., Chipman, P., Haynes, B. C., & Olney, A. (2005). AutoTutor: An intelligent tutoring system with mixed-initiative dialogue. IEEE Transactions on Education, 48, 612–618.
   Web of Science ®Google Scholar
• Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A., & Louwerse, M. M. (2004). AutoTutor: A tutor with dialogue in natural language. Behavior Research Methods, Instruments, & Computers, 36, 180–192.
   PubMedGoogle Scholar
• Graesser, A., & McNamara, D. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45, 234–244.
   Web of Science ®Google Scholar
• Graesser, A., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query. AutoTutor, and iSTART. Educational Psychologist, 40, 225–234.
   Web of Science ®Google Scholar
• Graesser, A., Person, N., & Magliano, J. (1995). Collaborative dialog patterns in naturalistic one-on-one tutoring. Applied Cognitive Psychology, 9, 495–522.
   Web of Science ®Google Scholar
• Graesser, A. C., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Tutoring Research Group, & Person, N. (2000). Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8, 129–147.
   Google Scholar
• Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697–720.
   PubMed Web of Science ®Google Scholar
• Kopp, K. J., Britt, M. A., Millis, K., & Graesser, A. C. (2012). Improving the efficiency of dialogue in tutoring. Learning and Instruction, 22, 320–330.
   Web of Science ®Google Scholar
• Lloyd, F. J., & Reyna, V. F. (2009). Clinical gist and medical education: connecting the dots. Journal of American Medical Association, 302, 1332–1333.
   Web of Science ®Google Scholar
• McNamara, D. S., Jacovina, M. E., Snow, E. L., & Allen, L. K. (2015). From generating in the lab to tutoring systems in classrooms. American Journal of Psychology, 128, 159–172.
   PubMed Web of Science ®Google Scholar
• Mills, B., Reyna, V. F., & Estrada, S. (2008). Explaining contradictory relations between risk perception and risk taking. Psychological Science, 19, 429–433.
   PubMed Web of Science ®Google Scholar
• National Cancer Institute. (2016). Breast cancer—patient version. Available at: http://www.cancer.gov/types/breast. Accessed January 28, 2016.
   Google Scholar
• Nye, B. D., Graesser, A. C., & Hu, X. (2014). AutoTutor and family: A review of 17 years of natural language tutoring. International Journal of Artificial Intelligence in Education, 24, 427–469.
   Google Scholar
• Offit, K. (2006). BRCA mutation frequency and penetrance: new data, old debate. Journal of National Cancer Institute, 98, 1675–1677.
   PubMedGoogle Scholar
• Reyna, V. F. (2004). How people make decisions that involve risk. A dual-processes approach. Current Directions in Psychological Science, 13, 60–66.
   Web of Science ®Google Scholar
• Reyna, V. F. (2008a). A theory of medical decision-making and health: Fuzzy trace theory. Medical Decision-making, 28, 850–865.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F. (2008b). Theories of medical decision-making and health: An evidence-based approach. Medical Decision-making, 28, 829–833.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F. (2012). A new intuitionism: Meaning, memory, and development in fuzzy-trace theory. Judgment and Decision-making, 7, 332–359.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F. (2013). Intuition, reasoning, and development: A fuzzy-trace theory approach. In P. Barrouillet & C. Gauffroy (Eds.), The development of thinking and reasoning (pp. 193–220). Hove, England: Psychology Press.
   Google Scholar
• Reyna, V. F., & Adam, M. B. (2003). Fuzzy-trace theory, risk communication, and product labeling in sexually transmitted diseases. Risk Analysis, 23, 325–342.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., & Brainerd, C. J. (2011). Dual processes in decision-making and developmental neuroscience: A fuzzy-trace model. Developmental Review, 31, 180–206.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Chick, C. F., Corbin, J. C., & Hsia, A. N. (2014). Developmental reversals in risky decision-making: Intelligence agents show larger decision biases than college students. Psychological Science, 25, 76–84.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Estrada, S. M., DeMarinis, J. A., Myers, R. M., Stanisz, J. M., & Mills, B. A. (2011). Neurobiological and memory models of risky decision-making in adolescents versus young adults. Journal of Experimental Psychology Learning, Memory, and Cognition, 37, 1125–1142.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Hans, V. P., Corbin, J. C., Yeh, R., Lin, K., & Royer, C. (2015). The gist of juries: Testing a model of damage award decision making. Psychology, Public Policy, and Law, 21, 280–294.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., & Kiernan, B. (1994). Development of gist versus verbatim memory in sentence recognition: Effects of lexical familiarity, semantic content, encoding instructions, and retention interval. Developmental Psychology, 30, 178–191.
   Web of Science ®Google Scholar
• Reyna, V. F., & Lloyd, F. J. (2006). Physician decision-making and cardiac risk: Effects of knowledge, risk perception, risk tolerance, and fuzzy processing. Journal of Experimental Psychology: Applied, 12, 179–195.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Lloyd, F., & Whalen, P. (2001). Genetic testing and medical decision-making. Archives of Internal Medicine, 161, 2406–2408.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., & Mills, B. A. (2014). Theoretically motivated interventions for reducing sexual risk taking in adolescence: A randomized controlled experiment using fuzzy-trace theory. Journal of Experimental Psychology: General, 143, 1627–1648.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Nelson, W. L., Han, P. K., & Dieckmann, N. F. (2009). How numeracy influences risk comprehension and medical decision-making. Psychological Bulletin, 135, 943–973.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Nelson, W. L., Han, P. K., & Pignone, M. P. (2015). Decision making and cancer. American Psychologist, 70, 105–118.
   PubMed Web of Science ®Google Scholar
• Reyna, V. F., Weldon, R. B., & McCormick, M. (2015). Educating intuition: Reducing risky decisions using Fuzzy-Trace Theory. Current Directions in Psychological Science, 24, 392–398.
   PubMed Web of Science ®Google Scholar
• Roediger, H. L. III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
   PubMed Web of Science ®Google Scholar
• Roscoe, R. D., & Chi, M. T. (2008). Tutor learning: The role of explaining and responding to questions. Instructional Science, 36, 321–350.
   Web of Science ®Google Scholar
• Shaffer, V. A., Hulsey, L., & Zikmund-Fisher, B. J. (2013). The effects of process-focused versus experience-focused narratives in a breast cancer treatment decision task. Patient Education & Counseling, 93, 255–264.
   PubMed Web of Science ®Google Scholar
• Shaffer, V. A., & Zikmund-Fisher, B. J. (2013). All stories are not alike: A purpose-, content-, and valence-based taxonomy of patient narratives in decision aids. Medical Decision Making, 33, 4–13.
   PubMed Web of Science ®Google Scholar
• Singer, M., & Remillard, G. (2008). Veridical and false memory for text: A multiprocess analysis. Journal of Memory and Language, 59, 18–35.
   Web of Science ®Google Scholar
• Sloman, S. A. (1996). The empirical case for two systems of reasoning. Psychological Bulletin, 119, 3–22.
   Web of Science ®Google Scholar
• Snow, E. L., Allen, L. K., Jacovina, M. E., & McNamara, D. S. (2015). Does agency matter? Exploring the impact of controlled behaviors within a game-based environment. Computers & Education, 82, 378–392.
   Web of Science ®Google Scholar
• Sottilare, R., Graesser, A., Hu, X., & Brawner, L. (2015). Design recommendations for intelligent tutoring systems—Volume 3: authoring tools and expert modeling Techniques. Orlando, FL: U.S. Army Research Laboratory.
   Google Scholar
• Stefanek, M., Hartmann, L., & Nelson, W. (2001). Risk-reduction mastectomy: Clinical issues and research needs. Journal of the National Cancer Institute, 93, 1297–1306.
   PubMedGoogle Scholar
• Tversky, A., & Kahneman, D. (1992). Advances in prospect theory: Cumulative representation of uncertainty. Journal of Risk and Uncertainty, 5, 297–323.
   Web of Science ®Google Scholar
• van de Sande, C., & Greeno, J. G. (2010). A framing of instructional explanations: Let us explain with you. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 69–82). New York, NY: Springer.
   Google Scholar
• VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46, 197–221.
   Web of Science ®Google Scholar
• VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A., & Rosé, C. P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3–62.
   PubMed Web of Science ®Google Scholar
• Wegwarth, O., Gaissmaier, W., & Gigerenzer, G. (2009). Smart strategies for doctors and doctors-in-training: heuristics in medicine. Medical Education, 43, 721–728.
   PubMed Web of Science ®Google Scholar
• Widmer, C. L., Wolfe, C. R., Reyna, V. F., Cedillos-Whynott, E. M., Brust-Renck, P. G., & Weil, A. M. (2015). Tutorial dialogues and gist explanations of genetic breast cancer risk. Behavior Research Methods, 47, 632–648.
   PubMed Web of Science ®Google Scholar
• Wilhelms, E. A., & Reyna, V. F. (2013). Fuzzy trace theory and medical decisions by minors: Differences in reasoning between adolescents and adults. Journal of Medicine and Phiosophy, 38, 268–282.
   PubMed Web of Science ®Google Scholar
• Wolfe, C. R. (1995). Information seeking on Bayesian conditional probability problems: A fuzzy-trace theory account. Journal of Behavioral Decision Making, 8, 85–108.
   Web of Science ®Google Scholar
• Wolfe, C. R., Fisher, C. R., & Reyna, V. F. (2013). Semantic coherence and inconsistency in estimating conditional probabilities. Journal of Behavioral Decision Making, 26, 237–246.
   Google Scholar
• Wolfe, C. R., Fisher, C. R., Reyna, V. F., & Hu, X. (2012). Improving internal consistency in conditional probability estimation with an Intelligent Tutoring System and web-based tutorials. International Journal of Internet Science, 7, 38–54.
   Google Scholar
• Wolfe, C. R., & Reyna, V. F. (2010). Semantic coherence and fallacies in estimating joint probabilities. Journal of Behavioral Decision Making, 23, 203–223.
   Web of Science ®Google Scholar
• Wolfe, C. R., Reyna, V. F., & Brainerd, C. J. (2005). Fuzzy-trace theory: implications for transfer in teaching and learning. In J. P. Mestre (Eds.), Transfer of learning from a modern multidisciplinary perspective (pp. 53–88). Greenwich, CT: Information Age Press.
   Google Scholar
• Wolfe, C. R., Reyna, V. F., Widmer, C. L., Brust-Renck, P. G., Cedillos, E. M., Hu, X., & Weil, A. M. (2016). Understanding genetic breast cancer risk: Processing loci of the BRCA Gist intelligent tutoring system. Learning & Individual Differences, 49, 178–189. doi:10.1016/j.lindif.2016.06.009.
   Google Scholar
• Wolfe, C. R., Reyna, V. F., Widmer, C. L., Cedillos, E. M., Fisher, C. R., Brust-Renck, P. G., & Weil, A. M. (2015). Efficacy of a web-based intelligent tutoring system for communicating genetic risk of breast cancer: a fuzzy-trace theory approach. Medical Decision Making, 35, 46–59.
   PubMed Web of Science ®Google Scholar
• Wolfe, C. R., Widmer, C. L., Reyna, V. F., Hu, X., Cedillos, E. M., Fisher, C. R., … Weil, A. M. (2013). The development and analysis of tutorial dialogues in AutoTutor Lite. Behavior Research Methods, 45, 623–636.
   PubMed Web of Science ®Google Scholar