Tag: Learning

Perception and simulation during concept learning

Weitnauer, E., Goldstone, R. L., & Ritter, H. (in press). Perception and simulation during concept learning. Psychological Review.
Carving joints into nature: reengineering scientific concepts in light of concept-laden evidence

Dubova, M., & Goldstone, R. L. (2023). Carving joints into nature: reengineering scientific concepts in light of concept-laden evidence. Trends in Cognitive Sciences, 27: 7, 656-670.
Peer Discussions Improve Student Learning

Tullis, J. G. & Goldstone, R. L. (2023). Peer Discussions Improve Student Learning. In C. E. Overson, C. M. 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. […]
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.
Beyond collective intelligence: Collective adaptation

Galesic, M., Barkoczi, D., Berdahl, A., Biro, D., Giannoccaro, I., Goldstone, R., Gonzalez, C., Kandler, A., Kao, A., Kendal, R., Kline, M., Lee, E., Massari, G. F., Mesoudi, A., Olsson, H., Pescetelli, N., Sloman, S., Smaldino, P. E., & Stein, D. L. (2023). Beyond collective intelligence: Collective adaptation. Journal of the Royal Society Interface, 20, […]
The Emergence of Specialized Roles Within Groups

Goldstone, R. L., Andrade-Lotero, E., Hawkins, R. D., & Roberts, M. E. (2023). The emergence of specialized roles Within groups. Topics in Cognitive Science, DOI: 10.1111/tops.12644.
Cognitive Science of Augmented Intelligence

Dubova, M., Galesic, M., & Goldstone, R. L. (2022). Cognitive Science of Augmented Intelligence. Cognitive Science, 46, 1-6, e13229.
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.
The division of linguistic labor for offloading conceptual understanding

Andrade-Lotero, E. J., Ortiz-Duque, J. M., Velasco-Garcia, J. A., & Goldstone, R. L. (2022). The division of linguistic labor for offloading conceptual understanding. Philosophical Transactions of the Royal Society B. 378: 20210360.
Plan composition using higher-order functions

Rivera, E., Krishnamurthi, S., & Goldstone, R. L. (2022). Plan composition using higher-order functions. In Proceedings of the 2022 ACM Conference on International Computing Education Research V.1 (ICER 2022), August 7–11, 2022, Lugano, Switzerland. ACM, New York, NY, USA, 21 pages. https://doi.org/10.1145/3501385.3543965
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.
The Counterintuitive Interpretations Learned from Putatively Intuitive Simulations

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.
Exposing learners to variability during training has been demonstrated to improve performance

Gorman,T. E., & Goldstone, R. L. (2022). An instance-based model account of the benefits of varied practice in visuomotor skill. Cognitive Psychology, 137. E101491.
Categorical perception meets El Greco: categories unequally influence color perception of simultaneously present objects

Dubova, M., & Goldstone, R. L. (2022). Categorical perception meets El Greco: categories unequally influence color perception of simultaneously present objects. Cognition, 223, 1-14. 105025.
A Social Interpolation model of group problem-solving

Sloman, S. J., Goldstone, R. L., & Gonzalez, C. (2021). A Social Interpolation model of group problem-solving. Cognitive Science, 45, 1-30. E13066
Self-organized division of cognitive labor

Andrade-Lotero, E., & Goldstone, R. L. (2021). Self-organized division of cognitive labor. PLoS ONE, 16(7): e0254532.
Reconstructing Maps from Text

Avery, J. E., Goldstone, R. L, & Jones, M. N. (2021). Reconstructing Maps from Text. Cognitive Systems Research. doi: https://doi.org/10.1016/j.cogsys.2021.07.007
The Influences of Category Learning on Perceptual Reconstructions

Dubova, M., & Goldstone, R. L. (2021). The Influences of Category Learning on Perceptual Reconstructions. Cognitive Science, 45, e12981, 1-24.
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., … 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
Categories affect color perception of only some simultaneously present objects

Dubova, M., & Goldstone, R. L. (2021). Categories affect color perception of only some simultaneously present objects. Proceedings of the 43rd Annual Conference of the Cognitive Science Society. (pp. 2041-2048). Vienna, Austria. Cognitive Science Society.
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.
Reinforcement communication learning in different social network structures

Dubova, M., Moskvichev, A., & Goldstone, R. L. (2020). Reinforcement Communication Learning in Different Social Network Structures. International Conference on Machine Learning, 1st Language and Reinforcement Learning Workshop.
How do people code information in working memory when items share features?

Plancher, G., & Goldstone, R. L. (2020). How do people code information in working memory when items share features? Experimental Psychology, 1-9. https://doi.org/10.1027/1618-3169/a000480.
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
Simple Threshold Rules Solve Explore/Exploit Trade-offs in a Resource Accumulation Search Task

Sang, K., Todd, P. M., Goldstone, R. L., & Hills, T. T. (2020). Simple threshold rules solve explore/exploit tradeoffs in a resource accumulation search task. Cognitive Science, 44, e12817.
Bias to (and away from) the Extreme: Comparing Two Models of Categorical Perception Effects

Best, R. M., & Goldstone, R. L. (2019). Bias to (and away from) the Extreme: Comparing Two Models of Categorical Perception Effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 7, 1166-1176.
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).
Self-Organized Division of Cognitive Labor

Andrade-Lotero, E., & Goldstone, R. L. (2019). Self-Organized Division of Cognitive Labor. Proceedings of the 41st Annual Conference of the Cognitive Science Society. (pp. 91-97). Montreal, Canada: Cognitive Science Society.
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
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).
Embedding experiments: 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
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.
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 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).
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.
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
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.
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.
Index of Supplemental Videos for “An Integrated Computational Model of Perception and Scientific Discovery in a Very Simple World, Aiming at Psychological Realism”

Below is an index of supplemental videos for the manuscript: Lara-Dammer, F., Hofstadter, D. R., & Goldstone, R. L. (under review).An Integrated Computational Model of Perception and Scientific Discovery in a Very Simple World, Aiming at Psychological Realism Overview V1 Plausible Approach V1 Plausible Approach V2 Object Identification V1 Object Identification V2 Object Identification V3 […]
Disagreeing to Agree

Without ever explicitly discussing it, groups often times establish norms. A family or committee might develop a norm about when it is acceptable or not for members to interrupt each other. People greeting each other in different countries have very different norms for whether to shake hands or kiss, and if to kiss, how many […]
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.