Category: Papers

Data visualization as a domain to research areas in cognitive science

McColeman, C., Michal, A., Goldstone, R. l., Schloss, K., Kaminski, J., & Hullman, J. (2018). Data visualization as a domain to research areas in cognitive science. Proceedings of the 40th Annual Conference of the Cognitive Science Society. (pp. 35-36). Madison, Wisconsin: Cognitive Science Society.
Sharing is not erring: Pseudo-reciprocity in collective search

Bouhlel, I., Wu, C. M., Hanaki, N., & Goldstone, R. L. (2018). Sharing is not erring: Pseudo-reciprocity in collective search. Proceedings of the 40th Annual Conference of the Cognitive Science Society. (pp. 156-161). Madison, Wisconsin: Cognitive Science Society.
Visual flexibility in arithmetic expressions

Yu, J., Landy, D., & Goldstone, R. L. (2018). Visual flexibility in arithmetic expressions. Proceedings of the 40th Annual Conference of the Cognitive Science Society. (pp. 2750-2755). Madison, Wisconsin: Cognitive Science Society.
Experientially grounded learning about the roles of variability, sample size, and difference between means in statistical reasoning

Yu, J., Goldstone, R. L., & Landy, D. (2018). Experientially grounded learning about the roles of variability, sample size, and difference between means in statistical reasoning. Proceedings of the 40th Annual Conference of the Cognitive Science Society. (pp. 2744-2749). Madison, Wisconsin: Cognitive Science Society.
The Great Melting Pot: generating diversity by combining solutions across a global population

Izquierdo, E. J., Campbell, C. M., & Goldstone, R. L. (2018). The Great Melting Pot: generating diversity by combining solutions across a global population. Annual Meeting of Collective Intelligence. Zurich, Switzerland.
Science map metaphors: a comparison of network versus hexmap-based visualizations

Börner, K. Simpson, A. H., Bueckle, A., & Goldstone, R. L. (2018). Science map metaphors: a comparison of network versus hexmap-based visualizations. Scientometrics, 114, 409-426.
The construction of perceptual and semantic features during category learning

Goldstone, R. L., Rogosky, B. J., Pevtzow, R., & Blair, M. (2017). The construction of perceptual and semantic features during category learning. In H. Cohen & C. Lefebvre (Eds.) Handbook of Categorization in Cognitive Science. (pp. 851-882). Amsterdam: Elsevier.
A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task

Motz, B.A., de Leeuw, J.R., Carvalho, P.F., Liang, K.L., Goldstone, R.L. (2017). A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task. PLoS ONE, 12(7): e0181775. doi: 10.1371/journal.pone.0181775
Categorization and Concepts

Goldstone, R. L., Kersten, A., & Carvalho, P. F. (2017). Categorization and Concepts. In J. Wixted (Ed.) Stevens’ Handbook of Experimental Psychology and Cognitive neuroscience, Fourth Edition, Volume Three: Language & Thought. New Jersey: Wiley. (pp. 275-317).
Can we Reproduce it? Toward the Implementation of good Experimental Methodology in Interdisciplinary Robotics Research

Lier F., Lücking P., de Leeuw J., Wachsmuth S., Šabanović S., Goldstone R. L. (2017) Can we Reproduce it? Toward the Implementation of good Experimental Methodology in Interdisciplinary Robotics Research. In: Bonsignorio FP, ed. Can we Reproduce it? Toward the Implementation of good Experimental Methodology in Interdisciplinary Robotics Research. Proceedings of IEEE International Conference on […]
Promoting Spontaneous Analogical Transfer by Idealizing Target Representations

Trench, M., Tavernini, L. M., & Goldstone, R. L. (2017). Promoting spontaneous analogical transfer by idealizing target representations. Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 1206-1211). London, England: Cognitive Science Society.
Even when people are manipulating algebraic equations, they still associate numerical magnitude with space

Marghetis, T., Goldstone, R. L., & Landy, D. (2017). Even when people are manipulating algebraic equations, they still associate numerical magnitude with space. Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 2675-2680). London, England: Cognitive Science Society.
The most efficient sequence of study depends on the type of test

Carvalho, P. F., & Goldstone, R. L. (2017). The most efficient sequence of study depends on the type of test. Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 198-203). London, England: Cognitive Science Society.
A computer model of context dependent perception in a very simple world

Lara-Dammer, F., Hofstadter, D. R., & Goldstone, R. L. (2017). A computer model of context dependent perception in a very simple world. Journal of Experimental & Theoretical Artificial Intelligence, 29:6, 1247-1282. DOI: 10.1080/0952813X.2017.1328463
Instruction in computer modeling can support broad application of complex systems knowledge

Tullis, J. G., & Goldstone, R. L. (2017). Instruction in computer modeling can support broad application of complex systems knowledge. Frontiers in Education, 2:4, 1-18. doi: 10.3389/feduc.2017.00004
The Multiple Interactive Levels of Cognition (MILCS) perspective on group cognition

Goldstone, R. L., & Theiner, G. (2017). The Multiple Interactive Levels of Cognition (MILCS) perspective on group cognition. Philosophical Psychology, 1-35. DOI: 10.1080/09515089.2017.1295635
Adapting perception, action, and technology for mathematical reasoning

Goldstone, R. L., Marghetis, T., Weitnauer, E., Ottmar, E. R., & Landy, D. (2017). Adapting perception, action, and technology for mathematical reasoning. Current Directions in Psychological Science, 1-8. DOI: d1o0i.1or1g7/170/.01197673/70926134712717410747808488
Organized simultaneous displays facilitate learning of complex natural science categories

Meagher, B. J., Carvalho, P. F., Goldstone, R. L., & Nosofsky, R. M. (2017). Organized simultaneous displays facilitate learning of complex natural science categories. Psychonomic Bulletin & Review, DOI 10.3758/s13423-017-1251-6.
The sequence of study changes what information is attended to, encoded and remembered during category learning

Carvalho, P. F., & Goldstone, R. L. (2017). The sequence of study changes what information is attended to, encoded and remembered during category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1699-1719.
Transfer of Knowledge

Goldstone, R. L., & Day, S. (2017). Transfer of knowledge. In K. Peppler (Ed.) The SAGE Encyclopedia of Out-of-school Learning. Thousand Oaks, CA. (pp. 784-787).
Does successful small-scale coordination help or hinder coordination at larger scales?

Frey, S., & Goldstone, R. L. (2016). Does successful small-scale coordination help or hinder coordination at larger scales? Interaction Studies, 17, 371-389.
Modeling Mathematical Reasoning as Trained Perception-Action Procedures

Goldstone, R. L., Weitnauer, E., Ottmar, E., Marghetis, T., & Landy, D. H. (2016). Modeling Mathematical Reasoning as Trained Perception-Action Procedures. In R. Sottilare, A. Graesser, X. Hu, A. Olney, B. Nye, and A. Sinatra (Eds.) Design Recommendations for Intelligent Tutoring Systems: Volume 4 – Domain Modeling. Orlando, FL: U.S. Army Research Laboratory. (pp. 213-223).
Comparison versus reminding

Tullis, J. G. & Goldstone, R. L. (2016). Comparison versus reminding. Cognitive Research: Principles and Implications, 1, 1-20, DOI 10.1186/s41235-016-0028-1.
Mastering algebra retrains the visual system to perceive hierarchical structure in equations

Marghetis, T., Landy, D., & Goldstone, R. L. (2016). Mastering algebra retrains the visual system to perceive hierarchical structure in equations. Cognitive Research: Principles and Implications, 1(25), 1-10, DOI 10.1186/s41235-016-0020-9.
Discovering Psychological Principles by Mining Naturally Occurring Data Sets

Goldstone, R. L., & Lupyan, G. (2016). Harvesting naturally occurring data to reveal principles of cognition. Topics in Cognitive Science, 8, 548-568.
Zebras and antelopes: category sparsity as the result of the relations between objects and within categories

Carvalho, P. F. & Goldstone, R.L. (2016). Zebras and antelopes: category sparsity as the result of the relations between objects and within categories, Language, Cognition and Neuroscience, DOI: 10.1080/23273798.2016.1236978
Peer review and competition in the art exhibition game

Balietti, S., Goldstone, R., & Helbing, D. (2016). Peer review and competition in the art exhibition game. Proceedings of the National Academy of Sciences, 113, 8414-8419.
An in vivo study of self-regulated study sequencing in introductory psychology courses

Carvalho, P.F., Braithwaite, D.W., de Leeuw, J.R., Motz, B.A., & Goldstone, R.L. (2016). An in vivo study of self-regulated study sequencing in introductory psychology courses. PLoS ONE 11(3): e0152115.
The formation of social conventions in real-time environments

Hawkins, R. X. D., & Goldstone, R. L. (2016). The formation of social conventions in real-time environments. PLoS One, 11(3): e0151670.
Informal mechanisms in mathematical cognitive development: The case of arithmetic

Braithwaite, D. W., Goldstone, R. L., van der Maas, H. L . J., & Landy, D. H. (2016). Informal mechanisms in mathematical cognitive development: The case of arithmetic. Cognition, 149, 40-55.
The Simple Advantage in Perceptual and Categorical Generalization

Thai, K-P., Son, J. Y., & Goldstone, R. L. (2016). The Simple Advantage in Perceptual and Categorical Generalization. Memory & Cognition, 44, 292-306.
The Cognitive Costs of Context: The Effects of Concreteness and Immersiveness in Instructional Examples

Day, S. B., Motz, B. A., & Goldstone, R. L. (2015). The Cognitive Costs of Context: The Effects of Concreteness and Immersiveness in Instructional Examples. Frontiers in Psychology, 6:1876.
Learning as Coordination

Schwartz, D. L, & Goldstone, R. L. (2016). Learning as coordination: Cognitive psychology and education. In L. Corno & E. M. Anderman (Eds.) Handbook of Educational Psychology, 3rd edition. New York: Routledge (pp. 61-75).
Avatars and behavioral experiments: methods for controlled quantitative social behavioral research in virtual worlds

Hmeljak, D., & Goldstone, R. L. (2016). Avatars and behavioral experiments: methods for controlled quantitative social behavioral research in virtual worlds. In Y. Silvan (Ed.) Handbook on 3D3C Virtual Worlds. Zurich, Switzerland: Springer International Publishing.
Effects of variation and prior knowledge on abstract concept learning

Braithwaite, D. W., & Goldstone, R. L., (2015). Effects of variation and prior knowledge on abstract concept learning. Cognition and Instruction, 33, 226-256.
Integration of social information by human groups

Granovskiy, B., Gold, J. M., Sumpter, D., & Goldstone, R. L. (2015). Integration of social information by human groups. Topics in Cognitive Science, 7, 469-493.
Effectiveness of learner-regulated study sequence: An in-vivo study in introductory psychology courses

Cavalho, P. F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2015). Effectiveness of learner-regulated study sequence: An in-vivo study in introductory psychology courses. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 309-314). Pasadena, CA: Cognitive Science Society.
Can you repeat that? The effect of item repetition on interleaved and blocked study

Kost, A., Cavalho, P. F., & Goldstone, R. L. (2015). Can you repeat that? The effect of item repetition on interleaved and blocked study. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 1189-1194). Pasadena, CA: Cognitive Science Society.
Memory constraints affect statistical learning; statistical learning affects memory constraints

de Leeuw, J. R., & Goldstone, R. L. (2015). Memory constraints affect statistical learning; statistical learning affects memory constraints. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 530-535). Pasadena, CA: Cognitive Science Society.
Getting from here to there: Testing the effectiveness of an interactive mathematics intervention embedding perceptual learning

Ottmar, E. R., Landy, D., Goldstone, R. L., & Weitnauer, E. (2015). Getting from here to there: Testing the effectiveness of an interactive mathematics intervention embedding perceptual learning. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 1793-1798). Pasadena, CA: Cognitive Science Society.
A computational model for learning structured concepts from physical scenes

Weitnauer, E., Landy, D., Goldstone, R. L., & Ritter, H. (2015). A computational model for learning structured concepts from physical scenes. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 2631-2636). Pasadena, CA: Cognitive Science Society.
It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning

Brunel, L., Carvalho, P. F., & Goldstone, R. L. (2015). It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning. Frontiers in Psychology, 6: 358. doi: 10.3389/fpsyg.2015.00358
Brain self-portraits: the cognitive science of visualizing neural structure and function

Goldstone, R. L., Börner, K., & Pestilli, F. (2015). Brain self-portraits: the cognitive science of visualizing neural structure and function. Trends in Cognitive Sciences, 19, 462-474.
What you learn is more than what you see: What can sequence effects tell us about inductive category learning?

Carvalho, P. F. & Goldstone, R. L. (2015). What you learn is more than what you see: What can sequence effects tell us about inductive category learning?. Frontiers in Psychology, 6 (505).
The extent and arrangement of assistance during training impacts test performance

Tullis, J. G., Goldstone, R. L., & Hanson, A. J. (2015). The extent and arrangement of assistance during training impacts test performance. Journal of Motor Behavior, 5, 442-452.
The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study

Carvalho, P. F. & Goldstone, R. L. (2015). The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychonomic Bulletin & Review, 22(1), 241-248.
Homo Socialis and Homo Sapiens

Goldstone, R. L. (2015). Homo Socialis and Homo Sapiens. Review of Behavioral Economics, 2, 77-87. [This paper is a commentary on the following article: Gintis, H., & Helbing, D. (2015). Homo Socialis: An Analytical Core for Sociological Theory. Review of Behavioral Economics.]
Fitting Perception in and to Cognition

Goldstone, R. L., de Leeuw, J. R., & Landy, D. H. (2015). Fitting Perception in and to Cognition. Cognition, 135, 24-29.
Absolute Judgment of Musical Interval Width

Aruffo, C., Goldstone, R. L, & Earn, D. J. D. (2014). Absolute Judgment of Musical Interval Width. Music Perception, 32, 184-198.
jsPsych: A JavaScript library for creating behavioral experiments in a Web browser

de Leeuw, J. R. (2014). jsPsych: A JavaScript library for creating behavioral experiments in a Web browser. Behavior Research Methods. Advance online publication. doi:10.3758/s13428-014-0458-y