Tag: Similarity

Perception and simulation during concept learning

Weitnauer, E., Goldstone, R. L., & Ritter, H. (2023). Perception and simulation during concept learning. Psychological Review, https://doi.org/10.1037/rev0000433
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.
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.
Getting situated: Comparative Analysis of Language models with experimental categorization tasks

Edinger, A., & Goldstone, R. L. (2022). Getting situated: Comparative Analysis of Language models with experimental categorization tasks. Proceedings of the 44th Annual Conference of the Cognitive Science Society. (pp. 230-236). Toronto, Canada. 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.
Reconstructing Maps from Text

Avery, J. E., Goldstone, R. L., & Jones, M. N. (2020). Reconstructing Maps from Text. Proceedings of the 42nd Annual Conference of the Cognitive Science Society. (pp. 557-563). Toronto, CA. Cognitive Science Society. Previous research has demonstrated that Distributional Semantic Models (DSMs) are capable of reconstructing maps from news corpora (Louwerse & Zwaan, 2009) and novels (Louwerse & […]
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.
Complex exploration dynamics from simple heuristics in a collective learning environment

Sloman, S. J., Goldstone, R. L., & Gonzalez, C. (2019). Complex exploration dynamics from simple heuristics in a collective learning environment. Proceedings of the 41st Annual Conference of the Cognitive Science Society. (pp. 2818-2824). Montreal, Canada: 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.
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).
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.
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).
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.
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.
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.
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.
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.
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.
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.
It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning

Brunel, L., Carvalho, P. F., & Goldstone, R. L. (2015). It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning. Frontiers in Psychology, 6: 358. doi: 10.3389/fpsyg.2015.00358
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.
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.
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.
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.
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.
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.
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)
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
Comparison

Goldstone, R. L., Day, S., & Son, J. Y. (2010). Comparison. In B. Glatzeder, V. Goel, & A. von Müller (Eds.) On thinking: Volume II, towards a theory of thinking. Heidelberg, Germany: Springer Verlag GmbH. (pp. 103-122).
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.
Analogical transfer from interaction with a simulated physical system

Day, S. B., & Goldstone, R. L. (2009). Analogical transfer from interaction with a simulated physical system. Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society, 1406-1411. Amsterdam, Netherlands: Cognitive Science Society. [See also Day & Goldstone, (2011) Journal of Experimental Psychology: Learning Memory, and Cognition]
Finding analogies within systems: Constraints on unsegmented matching

Baldwin D. & Goldstone R.L. (2007). Finding analogies within systems: Constraints on unsegmented matching. Proceedings of the Workshop on Analogies: Integrating Multiple Cognitive Abilities (AnICA07). Nashville, Tennessee.
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.
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)
Similarity

Goldstone, R. L, & Son, J. (2005). Similarity. In K. Holyoak & R. Morrison (Eds.). Cambridge Handbook of Thinking and Reasoning. Cambridge: Cambridge University Press. (pp. 13-36).
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.
Using relations within conceptual systems to translate across conceptual systems

Goldstone, R. L., & Rogosky, B. J. (2002). Using relations within conceptual systems to translate across conceptual systems, Cognition, 84, 295-320.
The role of roles in translating across conceptual systems

Goldstone, R. L., & Rogosky, B. J. (2002). The role of roles in translating across conceptual systems, Proceedings of the Twenty-fourth Annual Conference of the Cognitive Science Society. Hillsdale, New Jersey: Lawrence Erlbaum Associates. (pp. 369-374).