Tag: Concepts
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Putting category learning in order: category structure and temporal arrangement affect the benefit of interleaved over blocked study
Carvalho, P. F., & Goldstone, R. L., (2014). Putting category learning in order: category structure and temporal arrangement affect the benefit of interleaved over blocked study. Memory & Cognition, 42(3), 481-495.
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Concreteness fading in mathematic and science instruction: A systematic review
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematic and science instruction: A systematic review. Educational Psychology Review, 26, 9-25.
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Flexibility in data interpretation: Effects of representational format
Braithwaite, D. W., & Goldstone, R. L. (2013). Flexibility in data interpretation: Effects of representational format. Frontiers in Psychology, 4:980, 1-16.
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Integrating formal and grounded representations in combinatorics learning
Braithwaite, D. W., & Goldstone, R. L. (2013). Integrating formal and grounded representations in combinatorics learning. Journal of Educational Psychology, 105, 666-682.
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The structure of integral dimensions: Contrasting topological and Cartesian representations
Jones, M., & Goldstone, R. L. (2013). The structure of integral dimensions: Contrasting topological and Cartesian representations. Journal of Experimental Psychology: Human Perception and Performance, 39, 111-132.
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Similarity-dissimilarity competition in disjunctive classification tasks
Mathy, F., Haladjian, H., Laurent, E., & Goldstone, R. L. (2013). Similarity-dissimilarity competition in disjunctive classification tasks. Frontiers in Psychology – Cognition, 4, #26, 1-14.
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Similarity
Goldstone, R. L., & Day, S. B. (2013). Similarity. In H. Pashler (Ed.) The Encyclopedia of Mind. SAGE Reference: Thousand Oaks, CA. (pp. 696-699)
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When Seeing a Dog Activates the Bark: Multisensory Generalization and Distinctiveness Effects
Brunel, L., Goldstone, R. L., Vallet, G. Riou, V., & Versace, R. (2013). When Seeing a Dog Activates the Bark: Multisensory Generalization and Distinctiveness Effects. Experimental Psychology, 60, 100-112.
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How to present exemplars of several categories? Interleave during active learning and block during passive learning
Carvalho, P. F., & Goldstone, R. L. (2013). How to present exemplars of several categories? Interleave during active learning and block during passive learning. Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society. (pp. 1982-1987). Berlin, Germany: Cognitive Science Society.
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Grouping by Similarity Helps Concept Learning
Weitnauer, E., Carvalho, P. F., Goldstone, R. L., & Ritter, H. (2013). Grouping by Similarity Helps Concept Learning. Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society. (pp. 3747-3752). Berlin, Germany: Cognitive Science Society.
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The import of knowledge export: Connecting findings and theories of transfer of learning
Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47 , 153-176.
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Introduction to Special Issue “New Conceptualizations of Transfer of Learning.”
Goldstone, R. L., & Day, S. B. (2012). Introduction to “New Conceptualizations of Transfer of Learning.” Educational Psychologist, 47, 149-152.
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The Importance of Being Interpreted: Grounded Words and Children’s Relational Reasoning
Son, J. Y., Smith, L. B., Goldstone, R. L., & Leslie, M. (2012). The Importance of Being Interpreted: Grounded Words and Children’s Relational Reasoning, Frontiers in Developmental Psychology, 3, 1-12.
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Inducing mathematical concepts from specific examples: The role of schema-level variation
Braithwaite, D. W., & Goldstone, R. L. (2012). Inducing mathematical concepts from specific examples: The role of schema-level variation. Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society. (pp. 138-143). Sapporo, Japan: Cognitive Science Society.
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Category structure modulates interleaving and blocking advantage in inductive category acquisition
Carvalho, P. F., & Goldstone, R. L. (2012). Category structure modulates interleaving and blocking advantage in inductive category acquisition. Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society. (pp. 186-191). Sapporo, Japan: Cognitive Science Society.
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Mining relatedness graphs for data integration
Engle, J. T. Feng, Y., Goldstone, R. L. (2012). Mining relatedness graphs for data integration. Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society. (pp. 1524-1529). Sapporo, Japan: Cognitive Science Society.
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Going to extremes: The influence of unsupervised categories on the mental caricaturization of faces and asymmetries in perceptual discrimination
Hendrickson, A. T., Carvalho, P. F., & Goldstone, R. L. (2012). Going to extremes: The influence of unsupervised categories on the mental caricaturization of faces and asymmetries in perceptual discrimination. Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society. (pp. 1662-1667). Sapporo, Japan: Cognitive Science Society.
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Re-learning labeled categories reveals structured representations
Hendrickson, A. T., Kachergis, G., Fausey, C. M., & Goldstone, R. L. (2012). Re-learning labeled categories reveals structured representations. Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society. (pp. 1668-1673). Sapporo, Japan: Cognitive Science Society.
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Teaching the Perceptual Structure of Algebraic Expressions: Preliminary Findings from the Pushing Symbols Intervention
Ottmar, E., Landy, D., & Goldstone, R. L. (2012). Teaching the Perceptual Structure of Algebraic Expressions: Preliminary Findings from the Pushing Symbols Intervention. Proceedings of the Thirty- Fourth Annual Conference of the Cognitive Science Society. (pp. 2156-2161). Sapporo, Japan: Cognitive Science Society.
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An Experimental Examination of Emergent Features in Metaphor Interpretation Using Semantic Priming Effects
Terai, A., & Goldstone, R. L. (2012). An Experimental Examination of Emergent Features in Metaphor Interpretation Using Semantic Priming Effects. Proceedings of the Thirty- Fourth Annual Conference of the Cognitive Science Society. (pp. 2399-2404). Sapporo, Japan: Cognitive Science Society.
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Concepts and Categorization
Goldstone, R. L., Kersten, A., & Cavalho, P. F. (2012). Concepts and Categorization. In A. F. Healy & R. W. Proctor (Eds.) Comprehensive handbook of psychology, Volume 4: Experimental psychology. (pp. 607-630). New Jersey: Wiley.
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Interactions Between Perception and Concepts
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Making Comparisons: Similarity, Analogy, and Translating Between Conceptual Systems
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Connecting instances to promote children’s relational reasoning
Son, J. Y., Smith, L. B., & Goldstone, R. L. (2011). Connecting instances to promote children’s relational reasoning. Journal of Experimental Child Psychology, 108, 260-277.
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Processing emergent features in metaphor comprehension
Terai, A. & Goldstone, R. L. (2011). Processing emergent features in metaphor comprehension. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society. (pp. 2043-2048). Boston, Massachusetts: Cognitive Science Society.
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Transfer, And The Effects Of Context Outside Of The Training Task
Day, S. B., Manlove, S., & Goldstone, R. L. (2011). Transfer, and the effects of context outside of the training task. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society. (pp. 2637-2642). Boston, Massachusetts: Cognitive Science Society.
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Analogical Transfer from a Simulated Physical System
Day, S., & Goldstone, R. L. (2011). Analogical transfer from a simulated physical system. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37,551-567.
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Distinguishing Levels of Grounding that Underlie Transfer of Learning
Byrge, L. A., & Goldstone, R. L. (2011). Distinguishing levels of grounding that underlie transfer of learning. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society. (pp. 2818-2823). Boston, Massachusetts: Cognitive Science Society.
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Effects of grounded and formal representations on combinatorics learning
Braithwaite, D. W., & Goldstone, R. L. (2011). Effects of grounded and formal representations on combinatorics learning. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society. (pp. 3431-3436). Boston, Massachusetts: Cognitive Science Society.
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Sequential Similarity and Comparison Effects in Category Learning
Carvalho, P. F., & Goldstone, R. L. (2011). Sequential similarity and comparison effects in category learning. Proceedings of the Thirty-Third Annual Conference of the Cognitive Science Society. (pp. 2977-2982). Boston, Massachusetts: Cognitive Science Society.
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The effects of similarity and individual differences on comparison and transfer
Day, S., & Goldstone, R. L. (2010). The Effects of Similarity and Individual differences on Comparison and Transfer. Proceedings of the Thirty-Second Annual Conference of the Cognitive Science Society. (pp. 465-470). Portland, Oregon: Cognitive Science Society.
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Concept formation
Goldstone, R. L., Hills, T. T., & Day, S. B. (2010). Concept formation. In. I. B. Weiner & W. E. Craighead (Eds.) The Corsini Encyclopedia of Psychology. New York: John Wiley & Sons. (pp. 381-383).
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Categorical Perception
Goldstone, R. L., & Hendrickson, A. T. (2010). Categorical Perception. Interdisciplinary Reviews: Cognitive Science, 1, 65-78.
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The education of perception
Goldstone, R. L., Landy, D. H., & Son, J. Y. (2010). The education of perception. Topics in Cognitive Science, 2, 265-284.
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Schema
Gureckis, T. M. and Goldstone, R. L. (2010) Schema. In P. C. Hogan (Ed.) The Cambridge Encyclopedia of the Language Sciences. Cambridge, England: Cambridge University Press. (pp. 725-727).
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The effect of verbal interference and the internal structure of categories on perceptual discrimination
Hendrickson, A. T., Kachergis, G., Gureckis, T. M., & Goldstone, R. L. (2010). The effect of verbal interference and the internal structure of categories on perceptual discrimination.Proceedings of the Thirty-Second Annual Conference of the Cognitive Science Society. (pp. 1216-1221). Portland, Oregon: Cognitive Science Society.
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When do words promote analogical transfer?
Son, J. Y., Doumas, L. A., & Goldstone, R. L. (2010). When do words promote analogical transfer? The Journal of Problem Solving, 3, 52-92.
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Perceptual unitization in part-whole judgments
Hendrickson, A T., & Goldstone, R. L. (2009). Perceptual unitization in part-whole judgmentsProceedings of the Thirty-First Annual Conference of the Cognitive Science Society, 1084-1089. Amsterdam, Netherlands: Cognitive Science Society.
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Fostering general transfer with specific simulations
Son, J. Y., & Goldstone, R. L. (2009). Fostering General Transfer with Specific Simulations.Pragmatics and Cognition, 17, 1-42.
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Learning to see and conceive
Goldstone, R. L., Gerganov, A., Landy, D., & Roberts, M. E. (2008). Learning to see and conceive. In L. Tommasi, M. Peterson, & L. Nadel (Eds.) The New cognitive sciences (part of the Vienna Series in Theoretical Biology). Cambridge, MA.: MIT Press. (pp. 163-188).
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The effect of internal structure of categories on perception
Gureckis, T. M., & Goldstone, R. L. (2008). The effect of internal structure of categories on perception. Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society,(pp. 1876-1881). Washington, D.C.: Cognitive Science Society.
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Introduction to a special issue on the Development of Categorization
Ionescu, T., & Goldstone, R. L. (2007). Introduction to a special issue on the Development of Categorization, Cognition, Brain, and Behavior, 11, 629-633.
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The interplay between perceptual organization and categorization in the representation of complex visual patterns by young infants
Quinn, P. C., Schyns, P. G., & Goldstone, R. L. (2006). The interplay between perceptual organization and categorization in the representation of complex visual patterns by young infants.Journal of Experimental Child Psychology, 95, 116-127.
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How we learn about things we don’t already understand
Landy, D., & Goldstone, R. L. (2005). How we learn about things we don’t already understand. Journal of Experimental and Theoretical Artificial Intelligence, 17, 343-369.
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Perceptual and semantic reorganization during category learning
Goldstone, R. L., Rogosky, B. J., Pevtzow, R., & Blair, M. (2005). Perceptual and semantic reorganization during category learning. In H. Cohen & C. Lefebvre (Eds.)Handbook of Categorization in Cognitive Science. (pp. 651-678). Amsterdam: Elsevier.
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A graph matching algorithm and its application to conceptual system translation
Feng, Y., Goldstone, R. L., & Menkov, V. (2005). A Graph Matching Algorithm and its Application to Conceptual System Translation. International Journal on Artificial Intelligence Tools, 14, 77-100.
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Connecting concepts to the world and each other
Goldstone, R. L., Feng, Y., & Rogosky, B. (2005). Connecting concepts to the world and each other. In D. Pecher & R. Zwaan (Eds.) Grounding cognition: The role of perception and action in memory, language, and thinking. Cambridge: Cambridge University Press. (pp. 292-314)
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Adaptation of perceptual and semantic features
Rogosky, B. J., & Goldstone, R. L. (2005). Adaptation of perceptual and semantic features. In L. A. Carlson & E. van der Zee (Eds.), Functional features in language and space: Insights from perception, categorization and development. (pp. 257-273). Oxford, England: Oxford University Press.
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‘Believing Is Seeing’ article (June, 2004)
‘Believing Is Seeing’ article (June, 2004)
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ABSURDIST II: a graph matching algorithm and its application to conceptual system translation
Feng, Y., Goldstone, R. L., & Menkov, V (2004). ABSURDIST II: A Graph Matching Algorithm and its Application to Conceptual System Translation. FLAIRS 2004.