Tag: 2015
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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).
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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.
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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.
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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.]
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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.