Tag: Education
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Peer Discussions Improve Student Learning
Tullis, J. G. & Goldstone, R. L. Ā (2023). Peer Discussions Improve Student Learning. In C. E. Overson, C. M.Ā Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting (pp. […]
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Promoting spontaneous analogical transfer by idealizing target representations
Trench, M., Tavernini, L. M., & Goldstone, R. L. (2023). Promoting spontaneous analogical transfer by idealizing target representations. Memory & Cognition, https://doi.org/10.3758/s13421-023-01411-9.
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Going Beyond Formalisms: A Grounded and Embodied Learning Approach to the Design of Pedagogical Statistics Simulations
Gok, S., & Goldstone, R. L., (2022). Going Beyond Formalisms: A Grounded and Embodied Learning Approach to the Design of Pedagogical Statistics Simulations. Journal of Applied Instructional Design, 11:4, 1-16. https://dx.doi.org/10.51869/114/sgrg.
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Ā A computational model of context-dependent encodings during category learning
Carvalho, P. F., & Goldstone, R. L. (2022). A computational model of context-dependent encodings during category learning, Cognitive Science, 46, e13128.
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The Counterintuitive Interpretations Learned from Putatively Intuitive SimulationsĀ
Gok, S. & Goldstone, R. L. (2022). The counterintuitive interpretations learned from putatively intuitive simulations. Proceedings of the 44th Annual Conference of the Cognitive Science Society. (pp. 2230-2235). Toronto, Canada. Cognitive Science Society.
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The well measured life: Performance, well-being, motivation, and identity in an age of abundant data
Goldstone, R. L. (2022). The well measured life: Performance, well-being, motivation, and identity in an age of abundant data. Current Directions in Psychological Science, 31(1), 1-9. https://doi.org/10.1177/09637214211053834
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ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes
Fyfe, E., de Leeuw, J. R., Carvalho, P. F., Goldstone, R., Sherman, J., ā¦ Motz, B. (2021). ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science, 4, 1-24. https://doi.org/10.31234/osf.io/4mvyh
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The most efficient sequence of study depends on the type of test
Carvalho, P. F., & Goldstone, R. L. (2021). The most efficient sequence of study depends on the type of test. Applied Cognitive Psychology, 35, 82-97.
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Why does peer instruction benefit student learning?
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 5:15, 1-12. https://doi.org/10.1186/s41235-020-00218-5
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Building Inner Tools
Goldstone, R. L. (2019). Building inner tools. In M. Colombo, E. Irvine, M. Stapleton (Eds.)Andy Clark and his Critics. Oxford, England: Oxford University Press (pp. 113-127).
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A Computational Model of Scientific Discovery in a Very Simple World, Aiming at Psychological Realism
Lara-Dammer, F., Hofstadter, D. R., & Goldstone, R. L. (2019). A Computational Model of Scientific Discovery in a Very Simple World, Aiming at Psychological Realism. Journal of Experimental & Theoretical Artificial Intelligence, 1-22. 10.1080/0952813X.2019.1592234
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When does interleaving practice improve learning?
Carvalho, P. F., & Goldstone, R. L. (2019). When does interleaving practice improve learning? In J. Dunlosky & K. A. Rawson (Eds.) The Cambridge Handbook of Cognition and Education. Cambridge, England: Cambridge University Press. (pp. 411-436).
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Embedding experiments:Ā staking causal inference in authentic educational contexts
Motz, B. A., Carvalho, P. F., de Leeuw, J. R., & Goldstone, R. L. (2018). Embedding experiments: staking causal inference in authentic educational contexts. Journal of Learning Analytics,5, 47-59. doi: 10.18608/jla.2018.52.4
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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.
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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.
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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.
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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
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Categorization and Concepts
Goldstone, R. L., Kersten, A., & Carvalho, P. F. (2017). Categorization and Concepts. In J. Wixted (Ed.) Stevensā Handbook of Experimental Psychology and Cognitive neuroscience, Fourth Edition, Volume Three: Language & Thought. New Jersey: Wiley. (pp. 275-317).
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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.
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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.
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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
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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
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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.
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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.
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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).
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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).
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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.
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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.
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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.