Paulo Carvalho

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Robert GoldstoneDistinguished Professor, Indiana UniversityEmail verificata su indiana.edu
Ken KoedingerHCII, Carnegie Mellon UniversityEmail verificata su cmu.edu
Ben MotzDepartment of Psychological and Brain Sciences, Indiana UniversityEmail verificata su indiana.edu
Joshua R. de LeeuwAssociate Professor of Cognitive Science, Vassar CollegeEmail verificata su vassar.edu
Alan KerstenProfessor and Chair of Psychology, Florida Atlantic UniversityEmail verificata su fau.edu
Elizabeth A. McLaughlinCarnegie Mellon UniversityEmail verificata su andrew.cmu.edu
Faria SanaPsychology, Athabasca UniversityEmail verificata su athabascau.ca
Veronica YanThe University of Texas at AustinEmail verificata su austin.utexas.edu
Emily R. FyfeIndiana UniversityEmail verificata su indiana.edu
Khushboo ThakerUniversity of Pittsburgh (School of Computing and Information)Email verificata su pitt.edu
David W. BraithwaiteFlorida State UniversityEmail verificata su psy.fsu.edu
Chen YuProfessor, The University of Texas at AustinEmail verificata su austin.utexas.edu
Chi-hsin ChenUniversity of LiverpoolEmail verificata su liverpool.ac.uk
J. Elizabeth RicheyTeaching Assistant Professor, University of PittsburghEmail verificata su pitt.edu
Lionel BrunelAssociate professor, Montpellier 3 UniversityEmail verificata su univ-montp3.fr
Napol RachatasumritCarnegie Mellon UniversityEmail verificata su cmu.edu
Robert NosofskyDistinguished Professor of Psychological and Brain Sciences, Indiana UniversityEmail verificata su indiana.edu
Linda SmithProfessor Psychological and Brain Sciences, Indiana UniversityEmail verificata su indiana.edu
Dr. Erik WeitnauerPresident of Graspable Inc.; PhD from Bielefeld University and Indiana University BloomingtonEmail verificata su graspablemath.com
Helge RitterProfessor of Neuroinformatics, Bielefeld UniversityEmail verificata su techfak.uni-bielefeld.de

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Paulo Carvalho

Human-Computer Interaction Institute, Carnegie Mellon University

Email verificata su andrew.cmu.edu - Home page

learning cognitive models cognitive science adaptive learning


Titolo Ordina per citazioni Ordina per anno Ordina per titolo	Citata da Citata da	Anno
Concepts and categorization RL Goldstone, A Kersten, PF Carvalho Comprehensive handbook of psychology 4, 599-621, 2003	271	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	258	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	175	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	129	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	108	2015
Effects of interleaved and blocked study on delayed test of category learning generalization PF Carvalho, RL Goldstone Frontiers in psychology 5, 936, 2014	79	2014
Categorization and concepts RL Goldstone, A Kersten, PF Carvalho Stevens’ handbook of experimental psychology and cognitive neuroscience 3 …, 2018	73	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	69	2015
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	57	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	50	2021
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
When does interleaving practice improve learning? PF Carvalho, RL Goldstone Cambridge University Press, 2019	41	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	36	2018
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	31	2022
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
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	26	2020
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	26	2017
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	25	2022
Generalizability, transferability, and the practice-to-practice gap J de Leeuw, B Motz, E Fyfe, P Carvalho, R Goldstone PsyArXiv, 2021	25	2021
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	25	2017

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