50 found
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  1.  24
    Georg Theiner, Colin Allen & Robert L. Goldstone (2010). Recognizing Group Cognition. Cognitive Systems Research 11 (4):378-395.
    In this paper, we approach the idea of group cognition from the perspective of the “extended mind” thesis, as a special case of the more general claim that systems larger than the individual human, but containing that human, are capable of cognition (Clark, 2008; Clark & Chalmers, 1998). Instead of deliberating about “the mark of the cognitive” (Adams & Aizawa, 2008), our discussion of group cognition is tied to particular cognitive capacities. We review recent studies of group problem-solving and group (...)
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  2.  23
    Philippe G. Schyns, Robert L. Goldstone & Jean-Pierre Thibaut (1998). The Development of Features in Object Concepts. Behavioral and Brain Sciences 21 (1):1-17.
    According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation (...)
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  3.  3
    Robert L. Goldstone, Joshua R. de Leeuw & David H. Landy (2015). Fitting Perception in and to Cognition. Cognition 135:24-29.
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  4.  39
    Robert L. Goldstone & Todd M. Gureckis (2009). Collective Behavior. Topics in Cognitive Science 1 (3):412-438.
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  5.  27
    Robert L. Goldstone & Lawrence W. Barsalou (1998). Reuniting Perception and Conception. Cognition 65 (2-3):231-262.
  6.  9
    Robert L. Goldstone, Yvonne Lippa & Richard M. Shiffrin (2001). Altering Object Representations Through Category Learning. Cognition 78 (1):27-43.
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  7.  54
    Robert L. Goldstone, David H. Landy & Ji Y. Son (2010). The Education of Perception. Topics in Cognitive Science 2 (2):265-284.
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  8. Lionel Brunel, Paulo F. Carvalho & Robert L. Goldstone (2015). It Does Belong Together: Cross-Modal Correspondences Influence Cross-Modal Integration During Perceptual Learning. Frontiers in Psychology 6.
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  9. Paulo F. Carvalho & Robert L. Goldstone (2014). Effects of Interleaved and Blocked Study on Delayed Test of Category Learning Generalization. Frontiers in Psychology 5.
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  10.  36
    Robert L. Goldstone & Marco A. Janssen (2005). Computational Models of Collective Behavior. Trends in Cognitive Sciences 9 (9):424-430.
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  11.  6
    Robert L. Goldstone & Mark Steyvers (2001). The Sensitization and Differentiation of Dimensions During Category Learning. Journal of Experimental Psychology: General 130 (1):116.
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  12.  28
    Thomas N. Wisdom, Xianfeng Song & Robert L. Goldstone (2013). Social Learning Strategies in Networked Groups. Cognitive Science 37 (8):1383-1425.
    When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and relative payoffs from (...)
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  13.  13
    Robert L. Goldstone & Gary Lupyan (2016). Discovering Psychological Principles by Mining Naturally Occurring Data Sets. Topics in Cognitive Science 8 (3):548-568.
    The very expertise with which psychologists wield their tools for achieving laboratory control may have had the unwelcome effect of blinding psychologists to the possibilities of discovering principles of behavior without conducting experiments. When creatively interrogated, a diverse range of large, real-world data sets provides powerful diagnostic tools for revealing principles of human judgment, perception, categorization, decision-making, language use, inference, problem solving, and representation. Examples of these data sets include patterns of website links, dictionaries, logs of group interactions, collections of (...)
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  14.  50
    Todd M. Gureckis & Robert L. Goldstone (2009). How You Named Your Child: Understanding the Relationship Between Individual Decision Making and Collective Outcomes. Topics in Cognitive Science 1 (4):651-674.
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  15.  8
    Robert L. Goldstone & Michael E. Roberts (2006). Self‐Organized Trail Systems in Groups of Humans. Complexity 11 (6):43-50.
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  16. Robert L. Goldstone (1994). Influences of Categorization on Perceptual Discrimination. Journal of Experimental Psychology: General 123 (2):178-200.
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  17.  66
    Todd M. Gureckis & Robert L. Goldstone (2006). Thinking in Groups. Pragmatics and Cognition 14 (2):293-311.
    Is cognition an exclusive property of the individual or can groups have a mind of their own? We explore this question from the perspective of complex adaptive systems. One of the principal insights from this line of work is that rules that govern behavior at one level of analysis can cause qualitatively different behavior at higher levels . We review a number of behavioral studies from our lab that demonstrate how groups of people interacting in real-time can self-organize into adaptive, (...)
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  18.  11
    Andrew T. Hendrickson, George Kachergis, Todd M. Gureckis & Robert L. Goldstone (2010). Is Categorical Perception Really Verbally Mediated Perception? In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society
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  19.  28
    Robert L. Goldstone & David Landy (2010). Domain-Creating Constraints. Cognitive Science 34 (7):1357-1377.
    The contributions to this special issue on cognitive development collectively propose ways in which learning involves developing constraints that shape subsequent learning. A learning system must be constrained to learn efficiently, but some of these constraints are themselves learnable. To know how something will behave, a learner must know what kind of thing it is. Although this has led previous researchers to argue for domain-specific constraints that are tied to different kinds/domains, an exciting possibility is that kinds/domains themselves can be (...)
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  20.  14
    Robert L. Goldstone, Steven A. Sloman, David A. Lagnado, Mark Steyvers, Joshua B. Tenenbaum, Saskia Jaarsveld, Cees van Leeuwen, Murray Shanahan, Terry Dartnall & Simon Dennis (2005). Subject Index to Volume 29. Cognitive Science 29:1093-1096.
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  21.  23
    Boris Granovskiy, Jason M. Gold, David J. T. Sumpter & Robert L. Goldstone (2015). Integration of Social Information by Human Groups. Topics in Cognitive Science 7 (3):469-493.
    We consider a situation in which individuals search for accurate decisions without direct feedback on their accuracy, but with information about the decisions made by peers in their group. The “wisdom of crowds” hypothesis states that the average judgment of many individuals can give a good estimate of, for example, the outcomes of sporting events and the answers to trivia questions. Two conditions for the application of wisdom of crowds are that estimates should be independent and unbiased. Here, we study (...)
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  22. Douglas L. Medin, Robert L. Goldstone & Dedre Gentner (1993). Respects for Similarity. Psychological Review 100 (2):254-278.
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  23.  6
    Robert L. Goldstone & Loet Leydesdorff (2006). The Import and Export of Cognitive Science. Cognitive Science 30 (6):983-993.
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  24.  16
    Robert L. Goldstone, Franco Pestilli & Katy Börner (2015). Self-Portraits of the Brain: Cognitive Science, Data Visualization, and Communicating Brain Structure and Function. Trends in Cognitive Sciences 19 (8):462-474.
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  25.  13
    Ji Y. Son & Robert L. Goldstone (2009). Fostering General Transfer with Specific Simulations. Pragmatics and Cognition 17 (1):1-42.
    Science education faces the difficult task of helping students understand and appropriately generalize scientific principles across a variety of superficially dissimilar specific phenomena. Can cognitive technologies be adapted to benefit both learning specific domains and generalizable transfer? This issue is examined by teaching students complex adaptive systems with computer-based simulations. With a particular emphasis on fostering understanding that transfers to dissimilar phenomena, the studies reported here examine the influence of different descriptions and perceptual instantiations of the scientific principle of competitive (...)
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  26.  31
    Robert L. Goldstone (2003). Do We All Look Alike to Computers? Trends in Cognitive Sciences 7 (2):55-57.
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  27.  6
    Robert L. Goldstone (2005). Returning to a New Home. Cognitive Science 29 (1):1-4.
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  28.  8
    Rachel Pevtzow & Robert L. Goldstone (1994). Categorization and the Parsing of Objects. In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Erlbaum 717--722.
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  29.  4
    Robert L. Goldstone, John R. Anderson, Nick Chater, Andy Clark, Shimon Edelman, Kenneth Forbus, Dedre Gentner, Raymond W. Gibbs Jr, James Greeno & Robert A. Jacobs (2004). Journal of The Cognitive Science Society. Cognitive Science 28 (3).
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  30.  4
    David W. Braithwaite, Robert L. Goldstone, Han L. J. van der Maas & David H. Landy (2016). Non-Formal Mechanisms in Mathematical Cognitive Development: The Case of Arithmetic. Cognition 149:40-55.
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  31.  15
    Todd M. Gureckis & Robert L. Goldstone (2008). The Effect of the Internal Structure of Categories on Perception. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society 1876--1881.
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  32.  9
    Loet Leydesdorff, Robert L. Goldstone & Thomas Schank (forthcoming). Betweenness Centrality and the Interdisciplinarity of Cognitive Science. Cognitive Science.
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  33.  13
    Phillipe G. Schyns, Robert L. Goldstone & Jean-Pierre Thibaut (2001). Functional Identification of Constraints on Feature Creation. Behavioral and Brain Sciences 24 (6):1147-1148.
    Dawson's provocative comment makes three connected points: (1) to be falsifiable, theories that assume flexible features must constrain their feature creation and mechanisms, (2) the explanatory power of such functional theories is rooted in the properties of their underlying physical mechanisms, and (3) to derive the relevant constraints of feature creation from these mechanisms, it is critical to avoid the scope slip. We will argue here that even though we agree with (1) and (2), (3) confuses two different levels of (...)
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  34.  2
    Robert L. Goldstone, Mark Steyvers & Kenneth Larimer (1996). Categorical Perception of Novel Dimensions. In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum 243--248.
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  35.  30
    William Bechtel, Marlene Behrmann, Nick Chater, Robert J. Glushko, Robert L. Goldstone & Paul Smolensky (2010). The Rumelhart Prize at 10. Cognitive Science 34 (5):713-715.
  36.  7
    Samuel B. Day & Robert L. Goldstone (2009). Analogical Transfer From Interaction with a Simulated Physical System. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 1406--1411.
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  37.  1
    Samuel B. Day, Benjamin A. Motz & Robert L. Goldstone (2015). The Cognitive Costs of Context: The Effects of Concreteness and Immersiveness in Instructional Examples. Frontiers in Psychology 6.
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  38.  8
    T. Hills, Peter M. Todd & Robert L. Goldstone (2007). Priming and Conservation Between Spatial and Cognitive Search. In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society 359--364.
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  39.  6
    Robert L. Goldstone & Marco A. Janssen (2005). Questions for Future Research. Trends in Cognitive Sciences 9 (9):424-430.
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  40.  5
    Amy Needham, Robert L. Goldstone & Sarah E. Wiesen (2014). Learning Visual Units After Brief Experience in 10‐Month‐Old Infants. Cognitive Science 38 (7):1507-1519.
    How does perceptual learning take place early in life? Traditionally, researchers have focused on how infants make use of information within displays to organize it, but recently, increasing attention has been paid to the question of how infants perceive objects differently depending upon their recent interactions with the objects. This experiment investigates 10-month-old infants' use of brief prior experiences with objects to visually organize a display consisting of multiple geometrically shaped three-dimensional blocks created for this study. After a brief exposure (...)
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  41.  5
    Philippe G. Schyns, Robert L. Goldstone & Jean-Pierre Thibaut (1998). Ways of Featuring in Object Categorization. Behavioral and Brain Sciences 21 (1):41-54.
    The origin of features from nonfeatural information is a problem that should concern all theories of object categorization and recognition, not just the flexible feature approach. In contrast to the idea that new features must originate from combinations of simpler fixed features, we argue that holistic features can be created from a direct imprinting on the visual medium. Furthermore, featural descriptions can emerge from processes that by themselves do not operate on feature detectors. Once acquired, features can be decomposed into (...)
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  42.  3
    Robert L. Goldstone (1998). Objects, Please Remain Composed. Behavioral and Brain Sciences 21 (4):472-473.
    The holistic representation of objects as coordinates in a psychological space should be supplemented with decompositional processes that break objects down into components. There is strong psychological evidence for object decomposition, and structured representations are also needed because of their computational efficiency. Structured and unstructured representations can be unified by a process that extracts regularities at multiple levels of an object.
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  43. Paulo F. Carvalho & Robert L. Goldstone (2015). What You Learn is More Than What You See: What Can Sequencing Effects Tell Us About Inductive Category Learning? Frontiers in Psychology 6.
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  44. Todd M. Gureckis & Robert L. Goldstone (2006). Thinking in Groups. Pragmatics and Cognitionpragmatics and Cognition 14 (2):293-311.
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  45. Thomas T. Hills, Peter M. Todd & Robert L. Goldstone (2010). The Central Executive as a Search Process: Priming Exploration and Exploitation Across Domains. Journal of Experimental Psychology: General 139 (4):590-609.
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  46. Winter A. Mason, Andy Jones & Robert L. Goldstone (2008). Propagation of Innovations in Networked Groups. Journal of Experimental Psychology: General 137 (3):422-433.
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  47. J. David Smith, Deborah G. Kemler, Lisa A. Grohskopf Nelson, Terry Appleton, Mary K. Mullen, Judy S. Deloache, Nancy M. Burns, Kevin B. Korb, Robert L. Goldstone & Jean E. Andruski (1994). STEVEN A. SLOMAN (Brown University, Providence) When Explanations Compete: The Role of Explanatory Coherence on Judgements of Likelihood, 1-21. Cognition 52 (251):251.
     
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  48. Ji Y. Son & Robert L. Goldstone (2009). Fostering General Transfer with Specific Simulations. Pragmatics and Cognitionpragmatics and Cognition 17 (1):1-42.
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  49. Ji Y. Son, Linda B. Smith & Robert L. Goldstone (2008). Simplicity and Generalization: Short-Cutting Abstraction in Children's Object Categorizations. Cognition 108 (3):626-638.
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  50.  15
    Robert L. Goldstone (1994). The Role of Similarity in Categorization: Providing a Groundwork. Cognition 52 (2):125-157.