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Robert Lee Goldstone

Affiliations: 
Indiana University, Bloomington, Bloomington, IN, United States 
Area:
cognition, computational modeling, perceptual learning, concept learning, group behavior, similarity, judgment
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"Robert Goldstone"
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Parents

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Douglas Lee Medin grad student 1989-1991 University of Michigan
 (Master's completed at University of Illinois 1986-1989)

Children

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Robert X. D. Hawkins research assistant Indiana University
Thomas E. Gorman grad student
Winter Mason grad student Stevens Institute of Technology
Skyler S. Place grad student Indiana University
Eleanor B Schille-Hudson grad student Indiana University
Ronaldo Vigo grad student Indiana University
Bahriye S. Gokcesu grad student 2007 Indiana University
Ji Y. Son grad student 2002-2007 Indiana University
David Landy grad student 2004-2007 Indiana University
Michael E. Roberts grad student 2002-2008 Indiana University
Thomas N. Wisdom grad student 2005-2010 Indiana University
Seth Frey grad student 2008-2013 Indiana University
Timothy D. Kelley grad student 2014 Indiana University
david W. Braithwaite grad student 2009-2014 Indiana University
Paulo Carvalho grad student 2011-2016 Indiana University
Thomas Hills post-doc Indiana University
Alan W. Kersten post-doc 1995-1998 Indiana University
Mark Blair post-doc 2002-2005 Indiana University
Todd M. Gureckis post-doc 2005-2007 Indiana University
Samuel Day post-doc 2008-2010 Indiana University
Tyler Marghetis post-doc 2015-2019 Indiana University

Collaborators

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Matt Jones collaborator 2005- University of Texas
Mark Steyvers collaborator 2000-2005 Indiana University
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Publications

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Sang K, Todd PM, Goldstone RL, et al. (2020) Simple Threshold Rules Solve Explore/Exploit Trade-offs in a Resource Accumulation Search Task. Cognitive Science. 44: e12817
Hawkins RXD, Goodman ND, Goldstone RL. (2018) The Emergence of Social Norms and Conventions. Trends in Cognitive Sciences
Meagher BJ, Carvalho PF, Goldstone RL, et al. (2018) Correction to: Organized simultaneous displays facilitate learning of complex natural science categories. Psychonomic Bulletin & Review
Motz BA, de Leeuw JR, Carvalho PF, et al. (2017) A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task. Plos One. 12: e0181775
Carvalho PF, Goldstone RL. (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
Meagher BJ, Carvalho PF, Goldstone RL, et al. (2017) Organized simultaneous displays facilitate learning of complex natural science categories. Psychonomic Bulletin & Review
Goldstone RL, de Leeuw JR, Landy DH. (2016) Carving nature at its joints or cutting its effective loops? On the dangers of trying to disentangle intertwined mental processes. The Behavioral and Brain Sciences. 39: e244
Marghetis T, Landy D, Goldstone RL. (2016) Mastering algebra retrains the visual system to perceive hierarchical structure in equations. Cognitive Research: Principles and Implications. 1: 25
Braithwaite DW, Goldstone RL, van der Maas HL, et al. (2016) Corrigendum to ''Non-formal mechanisms in mathematical cognitive development: The case of arithmetic'' [Cognition 149 (2016) 40-55]. Cognition. 151: 113
Carvalho PF, Braithwaite DW, de Leeuw JR, et al. (2016) An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses. Plos One. 11: e0152115
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