Tag: Learning
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Disagreeing to Agree
Without ever explicitly discussing it, groups often times establish norms.Ā A family or committee might develop a norm about when it is acceptable or not for members to interrupt each other.Ā People greeting each other in different countries have very different norms for whether to shake hands or kiss, and if to kiss, how many […]
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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.
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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.
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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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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).
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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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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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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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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.
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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.
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Similarity-based ordering of instances for efficient concept learning
Weitnauer, E., Carvalho, P. F., Goldstone, R. L., & Ritter, H. (2014). Similarity-based ordering of instances for efficient concept learning. Proceedings of the Thirty-Sixth Annual Conference of the Cognitive Science Society. (pp. 1760-1765). Quebec City, Canada: Cognitive Science Society.
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Benefits of variation increase with preparation
Braithwaite, D. W., & Goldstone, R. L. (2014). Benefits of variation increase with preparation. Proceedings of the Thirty-Sixth Annual Conference of the Cognitive Science Society. (pp. 1940-1945). Quebec City, Canada: Cognitive Science Society.
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Perceptual Learning
Goldstone, R. L., & Byrge, L. A. (2015). Perceptual Learning. The Oxford Handbook of Philosophy of Perception. Oxford, England: Oxford University Press. (pp. 1001-1016).
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Learning Visual Units After Brief Visual Experience in 10-month-old Infants
Needham, A., Goldstone, R. L., & Wiesen, S. (2014). Learning Visual Units After Brief Visual Experience in 10-month-old Infants. Cognitive Science, 38, 1507-1519.
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Effects of interleaved and blocked study on delayed test of category learning generalization
Carvalho, P. F. & Goldstone, R. L. (2014). Effects of interleaved and blocked study on delayed test of category learning generalization. Frontiers in Psychology, 5 (936), 1-11.
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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.Ā Memory & Cognition,Ā 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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Cycles and predictability in human collective behavior: An experimental generalization of Rock-Scissors-Paper
Here are some reports of our PLoS One paper on human collective behavior studying cyclic patterns in a generalization of the familiar rock-scissors-paper game. Ā We find situations in which groups of people grow increasingly predictable as they cycle around a set of choice options in a game similar to rock-scissors-paper but with 24 rather than […]
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Social Learning Strategies in a Networked Group
Wisdom, T. N., Song, X., & Goldstone, R. L. (2013). Social Learning Strategies in a Networked Group. Cognitive Science, 37, 1383-1425
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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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Cyclic game dynamics driven by iterated reasoning
Frey, S., & Goldstone, R. L. (2013). Cyclic game dynamics driven by iterated reasoning. PLoS One, 8(2): e56416. doi:10.1371/journal.pone.0056416
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Learning along with others
Goldstone, R. L., Wisdom, T. N., Roberts, M. E., & Frey, S. (2013). Learning along with others. Psychology of Learning and Motivation, 58, 1-45.
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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 ā Cognition, 4, #26, 1-14.
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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.ā
Goldstone, R. L., & Day, S. B. (2012). Introduction to “New Conceptualizations of Transfer of Learning.ā Educational Psychologist, 47, 149-152.
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The Importance of Being Interpreted: Grounded Words and Childrenās Relational Reasoning
Son, J. Y., Smith, L. B., Goldstone, R. L., & Leslie, M. (2012). The Importance of Being Interpreted: Grounded Words and Childrenās 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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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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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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Grounded and Transferable Knowledge of Complex Systems using Computer Simulations (supported by IES and NSF)
Click here to learn more about this project
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Facilitating Scientific Understanding Using Computer Simulations
Click here to learn more about this project
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Making Comparisons: Similarity, Analogy, and Translating Between Conceptual Systems
Click here to learn more about this project
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Perceptual Learning
Goldstone, R. L., Braithwaite, D. W., & Byrge, L. A. (2012). Perceptual learning. In N. M. Seel (Ed.) Encyclopedia of the Sciences of Learning. Heidelberg, German: Springer Verlag GmbH. (pp. 2616-2619).
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Improving Perception to Make Distant Connections Closer
Goldstone, R. L., Landy, D., & Brunel, L. (2011). Improving Perception to Make Distant Connections Closer. Frontiers in Perception Science, 2.doi:10.3389/fpsyg.2011.00385
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Innovation, imitation, and problem-solving in a networked group
Wisdom, T. N., & Goldstone, R. L. (2011). Innovation, imitation, and problem-solving in a networked group. Nonlinear Dynamics, Psychology, and Life Sciences, 15, 229-252.
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Brain Calisthenics
‘Brain Calisthenics for Abstract Ideas’Ā articleĀ in the New York TimesĀ (June 6, 2011)