Publications

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Papers

  1. Carvalho, P.F., Vales, C., Fausey, C.M., & Smith, L.B. (2018). Novel names extend for how long preschool children sample visual information. Journal of Experimental Child Psychology, 168, 1-8. [link] [pdf] [data and stimuli]
  2. 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]
  3. 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(11), 1699-1719. [link] [pdf] [data & stimuli]
  4. 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, 24(6), 1987-1994. [link] [pdf] [data]
  5. Carvalho, P.F., & Goldstone, R.L. (2017). Zebras and antelopes: category sparsity as the result of the relations between objects and within categories. Language, Cognition, and Neuroscience, 32(8) 944-946. doi: 10.1080/23273798.2016.1236978 [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”] [Link] [pdf]
  6. 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
  7. 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]
  8. 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]
  9. 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]
  10. 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]
  11. 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]
  12. 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. Chounta, I. A., Carvalho, P.F. (2018). Will time tell? Exploring the relationship between step duration and student performance. In Proceedings of the International Conference of the Learning Sciences, ICLS. International Society of the Learning Sciences. [pdf]
  2. 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]
  3. 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]
  4. 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]
  5. 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]
  6. 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]
  7. 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]
  8. 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]
  9. 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]
  10. 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]
  11. 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]
  12. 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]
  13. 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]
  14. 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]