Paulo Carvalho

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Robert GoldstoneDistinguished Professor, Indiana UniversityVerified email at indiana.edu
Ken KoedingerHCII, Carnegie Mellon UniversityVerified email at cmu.edu
Ben MotzDepartment of Psychological and Brain Sciences, Indiana UniversityVerified email at indiana.edu
Joshua R. de LeeuwAssociate Professor of Cognitive Science, Vassar CollegeVerified email at vassar.edu
Elizabeth A. McLaughlinCarnegie Mellon UniversityVerified email at andrew.cmu.edu
Emily R. FyfeIndiana UniversityVerified email at indiana.edu
Chen YuProfessor, The University of Texas at AustinVerified email at austin.utexas.edu
Chi-hsin ChenUniversity of LiverpoolVerified email at liverpool.ac.uk
David W. BraithwaiteFlorida State UniversityVerified email at psy.fsu.edu
Alan KerstenProfessor and Chair of Psychology, Florida Atlantic UniversityVerified email at fau.edu
Lionel BrunelAssociate professor, Montpellier 3 UniversityVerified email at univ-montp3.fr
Robert NosofskyDistinguished Professor of Psychological and Brain Sciences, Indiana UniversityVerified email at indiana.edu
Khushboo ThakerUniversity of Pittsburgh (School of Computing and Information)Verified email at pitt.edu
Veronica YanUniversity of Texas at AustinVerified email at austin.utexas.edu
Faria SanaPsychology, Athabasca UniversityVerified email at athabascau.ca
Linda SmithProfessor Psychological and Brain Sciences, Indiana UniversityVerified email at indiana.edu
Helge RitterProfessor of Neuroinformatics, Bielefeld UniversityVerified email at techfak.uni-bielefeld.de
J. Elizabeth RicheyTeaching Assistant Professor, University of PittsburghVerified email at pitt.edu
Irene-Angelica ChountaProfessor, Computer Science, University of Duisburg-EssenVerified email at uni-due.de
Catarina ValesCarnegie Mellon UniversityVerified email at andrew.cmu.edu

Paulo Carvalho

Human-Computer Interaction Institute, Carnegie Mellon University

Verified email at andrew.cmu.edu - Homepage

learning category learning cognitive models cognitive science


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Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study PF Carvalho, RL Goldstone Memory & cognition 42, 481-495, 2014	218	2014
The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study PF Carvalho, RL Goldstone Psychonomic bulletin & review 22, 281-288, 2015	139	2015
The sequence of study changes what information is attended to, encoded, and remembered during category learning. PF Carvalho, RL Goldstone Journal of Experimental Psychology: Learning, Memory, and Cognition 43 (11 …, 2017	102	2017
What you learn is more than what you see: What can sequencing effects tell us about inductive category learning? PF Carvalho, RL Goldstone Frontiers in psychology 6, 505, 2015	91	2015
Effects of interleaved and blocked study on delayed test of category learning generalization PF Carvalho, RL Goldstone Frontiers in psychology 5, 936, 2014	69	2014
Categorization and concepts RL Goldstone, A Kersten, PF Carvalho Stevens’ Handbook of Experimental Psychology and Cognitive Neuroscience: Vol …, 2018	60	2018
It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning L Brunel, PF Carvalho, RL Goldstone Frontiers in psychology 6, 358, 2015	55	2015
An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses PF Carvalho, DW Braithwaite, JR de Leeuw, BA Motz, RL Goldstone PloS one 11 (3), e0152115, 2016	38	2016
Embedding Experiments: Staking Causal Inference in Authentic Educational Contexts BA Motz, PF Carvalho, JR de Leeuw, RL Goldstone Journal of Learning Analytics 5 (2), 47–59, 2018	32	2018
ManyClasses 1: Assessing the generalizable effect of immediate feedback versus delayed feedback across many college classes ER Fyfe, JR de Leeuw, PF Carvalho, RL Goldstone, J Sherman, ... Advances in Methods and Practices in Psychological Science 4 (3 …, 2021	30	2021
When does interleaving practice improve learning? PF Carvalho, RL Goldstone Cambridge University Press, 2019	30	2019
Organized simultaneous displays facilitate learning of complex natural science categories BJ Meagher, PF Carvalho, RL Goldstone, RM Nosofsky Psychonomic Bulletin & Review 24, 1987-1994, 2017	22	2017
A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task BA Motz, JR de Leeuw, PF Carvalho, KL Liang, RL Goldstone PloS One 12 (7), e0181775, 2017	22	2017
Comprehension Factor Analysis: Modeling student's reading behaviour: Accounting for reading practice in predicting students' learning in MOOCs K Thaker, P Carvalho, K Koedinger Proceedings of the 9th International Conference on Learning Analytics …, 2019	21	2019
Category structure modulates interleaving and blocking advantage in inductive category acquisition PF Carvalho, RL Goldstone	21	2012
Memory encoding of stimulus features in human perceptual learning PF Carvalho, PB Albuquerque Journal of Cognitive Psychology 24 (6), 654-664, 2012	20	2012
Self-regulated spacing in a massive open online course is related to better learning PF Carvalho, F Sana, VX Yan npj Science of Learning 5 (1), 2, 2020	19	2020
The distributional properties of exemplars affect category learning and generalization PF Carvalho, C Chen, C Yu Scientific reports 11 (1), 11263, 2021	16	2021
Educational equity through combined human-AI personalization: A propensity matching evaluation DR Chine, C Brentley, C Thomas-Browne, JE Richey, A Gul, PF Carvalho, ... International Conference on Artificial Intelligence in Education, 366-377, 2022	14	2022
Generalizability, transferability, and the practice-to-practice gap J de Leeuw, B Motz, E Fyfe, P Carvalho, R Goldstone PsyArXiv, 2021	14	2021

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