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
Alan KerstenProfessor and Chair of Psychology, Florida Atlantic UniversityVerified email at fau.edu
Elizabeth A. McLaughlinCarnegie Mellon UniversityVerified email at andrew.cmu.edu
Faria SanaPsychology, Athabasca UniversityVerified email at athabascau.ca
Emily R. FyfeIndiana UniversityVerified email at indiana.edu
Veronica YanThe University of Texas at AustinVerified email at austin.utexas.edu
Khushboo ThakerUniversity of Pittsburgh (School of Computing and Information)Verified email at pitt.edu
David W. BraithwaiteFlorida State UniversityVerified email at psy.fsu.edu
Chen YuProfessor, The University of Texas at AustinVerified email at austin.utexas.edu
Chi-hsin ChenUniversity of LiverpoolVerified email at liverpool.ac.uk
J. Elizabeth RicheyTeaching Assistant Professor, University of PittsburghVerified email at pitt.edu
Lionel BrunelAssociate professor, Montpellier 3 UniversityVerified email at univ-montp3.fr
Napol RachatasumritCarnegie Mellon UniversityVerified email at cmu.edu
Robert NosofskyDistinguished Professor of Psychological and Brain Sciences, Indiana UniversityVerified email at indiana.edu
Linda SmithProfessor Psychological and Brain Sciences, Indiana UniversityVerified email at indiana.edu
Dr. Erik WeitnauerPresident of Graspable Inc.; PhD from Bielefeld University and Indiana University BloomingtonVerified email at graspablemath.com
Helge RitterProfessor of Neuroinformatics, Bielefeld UniversityVerified email at techfak.uni-bielefeld.de

Paulo Carvalho

Human-Computer Interaction Institute, Carnegie Mellon University

Verified email at andrew.cmu.edu - Homepage

learning cognitive models cognitive science adaptive learning


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Concepts and categorization RL Goldstone, A Kersten, PF Carvalho Comprehensive handbook of psychology 4, 599-621, 2003	263	2003
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	241	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	164	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	122	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	105	2015
Effects of interleaved and blocked study on delayed test of category learning generalization PF Carvalho, RL Goldstone Frontiers in psychology 5, 936, 2014	74	2014
Categorization and concepts RL Goldstone, A Kersten, PF Carvalho Stevens’ handbook of experimental psychology and cognitive neuroscience 3 …, 2018	67	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	65	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	47	2016
An astonishing regularity in student learning rate KR Koedinger, PF Carvalho, R Liu, EA McLaughlin Proceedings of the National Academy of Sciences 120 (13), e2221311120, 2023	45	2023
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	43	2021
When does interleaving practice improve learning? PF Carvalho, RL Goldstone Cambridge University Press, 2019	36	2019
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	35	2018
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	30	2019
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	29	2022
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	27	2017
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	25	2020
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	24	2017
Category structure modulates interleaving and blocking advantage in inductive category acquisition PF Carvalho, RL Goldstone	24	2012
Varied practice testing is associated with better learning outcomes in self-regulated online learning. PF Carvalho, EA McLaughlin, KR Koedinger Journal of Educational Psychology 114 (8), 1723, 2022	23	2022

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