Tag: mathematics

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/s13421023014119.

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, 116. https://dx.doi.org/10.51869/114/sgrg.

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. 27502755). 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. 27442749). Madison, Wisconsin: Cognitive Science Society.

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. 12061211). 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. 26752680). London, England: Cognitive Science Society.

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, 18. DOI: d1o0i.1or1g7/170/.01197673/70926134712717410747808488

Modeling Mathematical Reasoning as Trained PerceptionAction Procedures
Goldstone, R. L., Weitnauer, E., Ottmar, E., Marghetis, T., & Landy, D. H. (2016). Modeling Mathematical Reasoning as Trained PerceptionAction 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. 213223).

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, 4055.

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 ThirtySeventh Annual Conference of the Cognitive Science Society. (pp. 17931798). Pasadena, CA: Cognitive Science Society.