Publications

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Papers

  1. 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 [link] [pdf] [data and stimuli]
  2. Carvalho, P.F., & Goldstone, R.L (2017). The sequence of study changes what information is encoded and remembered during category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. [link] [pdf] [data & stimuli]
  3. 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. 1-8 [link] [pdf] [data]
  4. Carvalho, P.F., & Goldstone, R.L. (2016). Commentary: Zebras and antelopes: category sparsity as the result of the relations between objects and within categories. [Commentary on Perry & Lupyan (2016) “Recognizing a zebra from its stripes and the stripes from ‘zebra’: the role of verbal labels in selecting category relevant information”], Language, Cognition, and Neuroscience. [Link] [pdf]
  5. 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), 1-16. [Link] [pdf] [data & materials] *equal author contribution
  6. Carvalho, P.F., & Goldstone, R.L. (2015). What you learn is more than what you see: What can sequencing effects tell us about inductive category learning? Frontiers in Psychology, 6(505), 1-12. [Link] [pdf] [supplemental material]
  7. 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, 281-288. DOI:10.3758/s13423-014-0676-4 [Link] [pdf] [supplemental material 1] [supplemental material 2] [data]
  8. 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), 1-10. [Link] [pdf]
  9. 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), 1-10. [Link] [pdf] [data & stimuli]
  10. 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. [Link] [pdf] [supplemental material 1] [data & stimuli]
  11. Carvalho, P. F., & Albuquerque, P. B. (2012). Memory encoding of stimulus features in human perceptual learning. Journal of Cognitive Psychology, 24(6), 654-664. [Link] [pdf] [data & stimuli]

Book Chapters

  1. 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 (pp. 275-317) New Jersey: Wiley. [pdf]
  2. Carvalho, P.F., & Goldstone, R.L. (2016). Human Perceptual Learning and Categorization. In Murphy R.A., & Honey, R.C. (Eds). The Wiley Handbook on The Cognitive Neuroscience of Learning (pp. 223-248). Chichester, West Sussex, UK: John Wiley & Sons Ltd.​ [pdf]
  3. Goldstone, R. L., Kersten, A., & Carvalho, P.F. (2013). Concepts and Categorization. In Weiner, I.B, Healey, A.J., & Proctor, R.W. (Eds.) Handbook of Psychology, Volume 4, Experimental Psychology, 2nd Edition (pp. 607-630). New York, NY: Wiley. [pdf]

Peer-Reviewed Conference Proceedings

*undergraduate student first author

  1. Carvalho, P.F., McLaughlin, E. A., & Koedinger, K.R. (2017). Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes. In G. Gunzelmann, A. Howes,, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp 204-209). Austin TX: Cognitive Science Society. [pdf]
  2. Carvalho, P.F. & Goldstone, R.L. (2017). The most efficient sequence of study depends on the type of test. In G. Gunzelmann, A. Howes,, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp 198-203). Austin TX: Cognitive Science Society. [pdf]
  3. Finch, D. D.*, Carvalho, P.F., & Goldstone, R.L. (2016). Variability in category learning: The Effect of Context Change and Item Variation on Knowledge Generalization. In A. Papafragou, D. Grodner, D. Mirman, & J.C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp 2327-2332). Austin TX: Cognitive Science Society. [pdf]
  4. Carvalho, 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. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 309-314). Austin, TX: Cognitive Science Society.[pdf]
  5. Kost, A. S.*, Carvalho, P. F., Goldstone, R. L. (2015). Can You Repeat That? The Effect of Item Repetition on Interleaved and Blocked Study. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1189-1194). Austin, TX: Cognitive Science Society. [pdf]
  6. Carvalho, P.F., & Goldstone, R.L (2014) Effects of interleaved and blocked study in a 24 hour delayed transfer test. [Abstract] In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1760-1765). Austin, TX: Cognitive Science Society. [pdf]
  7. Weitnauer, E., Carvalho, P.F., Goldstone, R.L., & Ritter, H. (2014). Similarity-based Ordering of Instances for Efficient Concept Learning. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1760-1765). Austin, TX: Cognitive Science Society. [pdf]
  8. Carvalho, P.F., & Goldstone, R.L. (2013). How to present exemplars of several categories? Interleave during active learning and block during passive learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf]
  9. Carvalho, P.F., Vales, C., Fausey, C. M. & Smith, L.B. (2013). An eyetracking study of children's relational thinking: The role of labels and sustained attention. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf]
  10. Weitnauer, E., Carvalho, P.F., Goldstone, R.L., & Ritter, H. (2013). Grouping by Similarity Helps Concept Learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf]
  11. Carvalho, P.F., & Goldstone, R.L. (2012). Category structure modulates interleaving and blocking advantage in inductive category acquisition. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 186-191), Austin, TX: Cognitive Science Society. [pdf]
  12. 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. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 1662-1667), Austin, TX: Cognitive Science Society. [pdf]
  13. Carvalho, P.F., & Goldstone, R.L. (2011). Sequential similarity and comparison effects in category learning. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf] [data & stimuli]