Publications

Preprints

Asher, M. W., Hartman, J. D., Blaser, M., Eichler, J. F., & Carvalho, P. F. (2024). The Promise of Mastery-Based Testing for Promoting Student Engagement, Self-Regulated Learning, and Performance in Gateway STEM Course. https://doi.org/10.31219/osf.io/5j84t

Rachatasumrit, N., Koedinger, K. R., & Carvalho, P. F. (under review). Evidence and theory for why the best example-problem ratio to optimize learning gain depends on knowledge content. https://doi.org/10.31234/osf.io/eyxfw

Carvalho, P.F., Asher, M. W., Sana, F. & Koedinger, K. R. (under review). Skip the reading assignment: Effective and efficient learning with only practice and feedback. https://osf.io/preprints/osf/9y2tb

Schuetze, B.A., Yan, V.X., & Carvalho, P.F. (under review). Capturing Session-to-Session Dynamics of Learning and Forgetting: A Test of Existing Knowledge Tracing Models. https://osf.io/preprints/psyarxiv/yu8tr

Butler, D., Borchers, C., Asher, M. W.,  Lee, Y., Karnataki, S., Dangi, S., Athreya, S., Stamper, J., Ogan, A., Carvalho, P. F. (2024). Does the Doer Effect Exist Beyond WEIRD Populations? Toward Analytics in Radio and Phone-Based Learning. https://arxiv.org/abs/2412.20923

Wei, Y., Carvalho, P.F., Stamper, J. (2024). Uncovering Name-Based Biases in Large Language Models Through Simulated Trust Game.  https://arxiv.org/pdf/2404.14682

2024

Asher, M. W., Sana., F., Koedinger, K.R., & Carvalho, P.F. (in press). Practice with Feedback vs. Lecture: Consequences for Learning, Efficiency, and Motivation. Journal of Applied Research on Memory and Cognition. https://osf.io/preprints/psyarxiv/kft8u

Carvalho, P.F. & Godwin, K. (2024). Comparing generating predictions with retrieval practice as learning strategies for primary school children. Journal of Experimental Psychology: Applied [link] [preprint] 

Asher, M. W., Sana, F., Koedinger, K.R., & Carvalho, P.F. (2024). Students Can Learn More Efficiently When Lectures Are Replaced with Practice Opportunities and Feedback. Proceedings of the Annual Meeting of the Cognitive Science Society, 46. [link]

Rachatasumrit, N., Carvalho, P.F., & Koedinger, K. (2024). Beyond Accuracy: Embracing Meaningful Parameters in Educational Data Mining. In B. Paaßen & C. D. Epp (Eds.), Proceedings of the 17th International Conference on Educational Data Mining (pp. 203--210). International Educational Data Mining Society. [link]

Yadav, G., Carvalho, P. F., McLaughlin, E. A., & Koedinger, K. R. (2024). Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization. Proceedings of the Eleventh ACM Conference on Learning @ Scale, 451–455. https://doi.org/10.1145/3657604.3664688

Gold, G., Borchers, C., & Carvalho, P.F. (2024). Students’ Academic Performance and Goal Orientation Relate to Initial Knowledge but Not Learning Rate. Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24). [link]

Yan, V. X., Sana, F., & Carvalho, P. F. (2024). No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions. Policy Insights from the Behavioral and Brain Sciences [Invited Submission]  [link] [pdf]

2023

Borchers, C., Carvalho, P.F., Xia, M., Liu, P., Koedinger, K.R., Aleven, V. (2023). What Makes Problem-Solving Practice Effective? Comparing Paper and AI Tutoring. In Proceedings of the Eighteenth European Conference on Technology Enhanced Learning. [link] [pdf]

Rachatasumrit, N., Carvalho, P.F., Li, S., & Koedinger, K.R. (2023). Content Matters: A Computational Investigation into the Effectiveness of Retrieval Practice and Worked Examples. In Artificial Intelligence in Education: 24th International Conference, AIED 2023, Tokyo, Japan, July 3-7, 2023, Proceedings, Part I (pp. 54-64). Cham: Springer International Publishing. [link] [pdf]

Koedinger, K. R., Carvalho, P.F., Liu, R., & McLaughlin, E. A. (2023). An Astonishing Regularity in Student Learning Rate. Proceedings of the National Academy of Sciences, 120(13), e2221311120, https://www.pnas.org/doi/abs/10.1073/pnas.2221311120

Yan, V., Carvalho, P.F., & Sana, F. (2023). How Students' Decisions to Space Their Practice are Related to Better Learning. In Overson, C. E.,  Hakala, C. M.,  Kordonowy, L. L. & Benassi, V. A. (Eds). In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (pp. 473-449). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow

2022

Carvalho, P.F., McLaughlin, E.A., & Koedinger, K.R. (2022). Varied practice testing is associated with better learning outcomes in self-regulated online learning. Journal of Educational Psychology, 114(8), 1723–1742. https://doi.org/10.1037/edu0000754 [link] [pdf]

Carvalho, P.F., & Goldstone, R.L. (2022). A computational model of context-dependent encodings during category learning. Cognitive Science, 46 (4), e13128. https://onlinelibrary.wiley.com/doi/10.1111/cogs.13128  [link] [pdf]

Sana, F., Yan, V.X., & Carvalho, P.F. (2022). On rest-from-deliberate-practice as a mechanism for the spacing effect: Commentary on Chen et al. (2021). Educational Psychology Review. https://doi.org/10.1007/s10648-022-09663-8 [link] [pdf]

de Leeuw, J.R., Motz, B.A., Fyfe, E.R., Carvalho, P.F., & Goldstone, R.L. (2022) Generalizability, transferability, and the practice-to-practice gap. Behavioral and Brain Sciences, 45, E11. doi:10.1017/S0140525X21000406 [preprint]

Carvalho, P.F., Rachatasumrit, N., & Koedinger, K.R. (2022). Learning depends on knowledge: The benefits of retrieval practice vary for facts and skills. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.  [pdf]

Chine, D. R., Brentley, C., Thomas-Browne, C., Richey, J.E., Gul, A., Carvalho, P.F., Branstetter, L., & Koedinger, K.R. (2022). Educational Equity Through Combined Human-AI Personalization: A Propensity Matching Evaluation. In Artificial Intelligence in Education: 23rd International Conference, AIED 2022, Durham, UK, July 27–31, 2022, Proceedings, Part I (pp. 366-377). Cham: Springer International Publishing. [pdf]

2021

Carvalho, P.F., Chen, C., & Yu, C. (2021). The distributional properties of exemplars affect category learning and generalization. Scientific Reports, 11, 11263, 1-10. https://doi.org/10.1038/s41598-021-90743-0 [link] [pdf] [data and stimuli]

Fyfe, E. de Leeuw, J.R., Carvalho, P.F., Goldstone, R.L., Motz, B.A. (2021). ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science, 4 (3),  https://doi.org/10.1177/25152459211027575 [link] [pdf] [data, stimuli, and registration]

Carvalho, P.F., & Goldstone, R.L. (2021). The most efficient sequence of study depends on the type of test. Applied Cognitive Psychology, 35(1), 82-97. https://doi.org/10.1002/acp.3740 [link] [pdf] [data and stimuli]

Hou, X., Carvalho, P. F., & Koedinger, K. R. (2021) Drinking Our Own Champagne: Analyzing the Impact of Learning-by-doing Resources in an E-learning Course. In Companion Proceedings of the 11th International Conference on Learning Analytics & Knowledge (LAK21). [pdf]

2020 and earlier

Carvalho, P.F., Sana, F., Yan, V.X. (2020). Self-regulated spacing in a massive open online course is related to better learning outcomes. npj Science of Learning, 5(1), 1-7 https://doi.org/10.1038/s41539-020-0061-1 [link]

Richey, J. E., Lobczowski, N. G., Carvalho, P. F., & Koedinger, K. (2020). Comprehensive Views of Math Learners: A Case for Modeling and Supporting Non-math Factors in Adaptive Math Software. In International Conference on Artificial Intelligence in Education (pp. 460-471). Springer, Cham. [pdf]

Chounta, I. & Carvalho, P.F. (2019). Square it up! How to model step duration when predicting student performance. In Proceedings of the 9th International Learning Analytics & Knowledge Conference. [pdf]

Thaker, K., Carvalho, P.F., & Koedinger, K.R. (2019). Comprehension Factor Analysis: Modeling student's reading behaviour. In Proceedings of the 9th International Learning Analytics & Knowledge (LAK19) Conference. [pdf]

Koedinger, K.R., Stamper, J., & Carvalho, P.F. (2019). Sharing and Reusing Data and Analytic Methods with LearnSphere. In Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19).

Stamper, J., Carvalho, P.F., Moore, S., & Koedinger, K.R. (2019). Tigris: An Online Workflow Tool for Sharing Educational Data and Analytic Methods. In Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19). 

Carvalho, P.F. & Goldstone, R.L. (2019). When Does Interleaving Practice Improve Learning? In Dunlosky, J. & Rawson, K. (Eds). Cambridge University Handbook on Cognition and Education (pp. 411-436). Cambridge University Press. [link] [pdf]

Motz, B.A., Carvalho, P.F., de Leeuw, J.R., & Goldstone, R.L. (2018). Embedding Experiments: Staking Causal Inference in Authentic Educational Contexts. Journal of Learning Analytics, 5(2), 47–59  [link] [pdf]

Carvalho, P.F., Vales, C., Fausey, C.M., & Smith, L.B. (2018). Novel names extend for how long preschool children sample visual information. Journal of Experimental Child Psychology, 168, 1-8 [link] [pdf] [data and stimuli]

Carvalho, P.F. (2018). Understanding the Dynamics of Learning: The Case for Studying Interactions. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 51-52). Austin, TX: Cognitive Science Society. [pdf]

Carvalho, P.F., Manke, K.J, & Koedinger, K.R. (2018). Not all Active Learning is Equal: Predicting and Explaining Improves Transfer Relative to Answering Practice Questions. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1458-1463). Austin, TX: Cognitive Science Society. [pdf] [data & stimuli]

Carvalho, P.F., Gao, M., Motz, B.A., & Koedinger, K.R. (2018). Analyzing the relative learning benefits of completing required activities and optional readings in online courses. In Proceedings of the 11th International Conference on Educational Data Mining. Buffalo, NY. [pdf]

Chounta, I. A., Carvalho, P.F. (2018). Will time tell? Exploring the relationship between step duration and student performance. In Kay, J. & Luckin, R. (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 993-996). London, UK: International Society of the Learning Sciences. [pdf]

Carvalho, P.F., & Goldstone, R.L (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, 43(11), 1699-1719 [link] [pdf] [data & stimuli]

Carvalho, P.F., & Goldstone, R.L. (2017). Zebras and antelopes: category sparsity as the result of the relations between objects and within categories. Language, Cognition, and Neuroscience, 32(8) 944-946. [Commentary on Perry & Lupyan (2016) “Recognizing a zebra from its stripes and the stripes from ‘zebra’: the role of verbal labels in selecting category relevant information”] [Link] [pdf]

Motz, B.A, de Leeuw, J.R., Carvalho, P.F., Liang, K.L., & Goldstone, R.L. (2017). A Dissociation between Engagement and Learning: Enthusiastic Instructions Fail to Reliably Improve Performance on a Memory Task. PLOS ONE 12(7): e0181775 [link] [pdf] [data and stimuli]

Meagher, B.J., Carvalho, P.F., Goldstone, R.L., & Nosofsky, R.M. (2017). Organized Simultaneous Displays Facilitate Learning of Complex Natural Science Categories. Psychonomic Bulletin & Review, 24(6), 1987-1994 [link] [pdf] [data]

Carvalho, P.F., McLaughlin, E. A., & Koedinger, K.R. (2017). Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes.  In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp 204-209). Austin TX: Cognitive Science Society. [pdf]

Carvalho, P.F. & Goldstone, R.L. (2017). The most efficient sequence of study depends on the type of test. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp 198-203). Austin TX: Cognitive Science Society. [pdf] 

Goldstone, R. L., Kersten, A., & Carvalho, P. F. (2017).  Categorization and Concepts. In J. Wixted (Ed.) Stevens’ Handbook of Experimental Psychology and Cognitive Neuroscience, Fourth Edition, Volume Three: Language & Thought.  (pp. 275-317). New Jersey: Wiley. [pdf]

Carvalho, P.F.*, Braithwaite, D. W.*, de Leeuw, J.R., Motz, B.A., & Goldstone, R.L. (2016) An in vivo study of self-regulated study sequencing in Introductory Psychology courses, PLOS ONE 11(3). [Link] [pdf] [data & materials] *equal author contribution

Finch, D. D., Carvalho, P.F., & Goldstone, R.L. (2016). Variability in category learning: The Effect of Context Change and Item Variation on Knowledge Generalization. In A. Papafragou, D. Grodner, D. Mirman, & J.C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp 2327-2332). Austin TX: Cognitive Science Society.  [pdf] 

Carvalho, P.F. & Goldstone, R.L. (2016). Human Perceptual Learning and Categorization. In Murphy R.A., & Honey, R.C. (Eds). The Wiley Handbook on The Cognitive Neuroscience of Learning (pp. 223-248). Chichester, West Sussex, UK: John Wiley & Sons Ltd. [pdf]

Carvalho, P.F., & Goldstone, R.L. (2015). What you learn is more than what you see: What can sequencing effects tell us about inductive category learning? Frontiers in Psychology, 6(505), 1-12. [Link] [pdf] [supplemental material]

Carvalho, P.F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R.L. (2015). Effectiveness of Learner-Regulated Study Sequence: An in-vivo study in Introductory Psychology courses. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 309-314). Austin, TX: Cognitive Science Society. [pdf]

Kost, A.S., Carvalho, P. F., Goldstone, R. L. (2015). Can You Repeat That? The Effect of Item Repetition on Interleaved and Blocked Study. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1189-1194). Austin, TX: Cognitive Science Society. [pdf]

Carvalho, P.F., & Goldstone, R.L. (2015). The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychonomic Bulletin & Review, 22(1), 281-288. [Link] [pdf] [supplemental material 1] [supplemental material 2] [data]

Brunel, L., Carvalho, P. F., & Goldstone, R.L. (2015). It does belong together: Cross-modal correspondences influence cross-modal integration during perceptual learning. Frontiers in Psychology, 6(358), 1-10. [Link] [pdf]

Carvalho, P.F. & Goldstone, R.L. (2014). Effects of Interleaved and Blocked Study on Delayed Test of Category Learning Generalization. Frontiers in Psychology, 5(936), 1-10. [Link] [pdf] [data & stimuli]

Carvalho, P.F. & Goldstone, R.L. (2014). Putting category learning in order: category structure and temporal arrangement affect the benefit of interleaved over blocked study. Memory & Cognition, 42(3), 481-495. [Link] [pdf] [supplemental material 1] [data & stimuli]

Weitnauer, E., Carvalho, P.F., Goldstone, R.L., & Ritter, H. (2014). Similarity-based Ordering of Instances for Efficient Concept Learning. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1760-1765). Austin, TX: Cognitive Science Society. [pdf]

Carvalho, P.F., & Goldstone, R.L. (2013). How to present exemplars of several categories? Interleave during active learning and block during passive learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1982-1987). Austin, TX: Cognitive Science Society.  [pdf]

Carvalho, P.F., Vales, C., Fausey, C. M. & Smith, L.B. (2013). An eyetracking study of children's relational thinking: The role of labels and sustained attention. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1988-1993). Austin, TX: Cognitive Science Society.  [pdf]

Weitnauer, E., Carvalho, P.F., Goldstone, R.L., & Ritter, H. (2013). Grouping by Similarity Helps Concept Learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3747-3752). Austin, TX: Cognitive Science Society. [pdf]

Goldstone, R. L., Kersten, A., & Carvalho, P.F. (2013). Concepts and Categorization. In Weiner, I.B, Healey, A.J., & Proctor, R.W. (Eds.) Handbook of Psychology, Volume 4, Experimental Psychology, 2nd Edition (pp. 607-630). New York, NY: Wiley. [pdf]

Carvalho, P.F. & Albuquerque, P.B. (2012). Memory encoding of stimulus features in human perceptual learning. Journal of Cognitive Psychology, 24(6), 654-664. [Link] [pdf] [data & stimuli]

Carvalho, P.F., & Goldstone, R.L. (2012). Category structure modulates interleaving and blocking advantage in inductive category acquisition. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 186-191), Austin, TX: Cognitive Science Society. [pdf]

Hendrickson, A.T., Carvalho, P.F., & Goldstone, R.L. (2012). Going to Extremes: The influence of unsupervised categories on the mental caricaturization of faces and asymmetries in perceptual discrimination. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 1662-1667), Austin, TX: Cognitive Science Society. [pdf]

Carvalho, P.F., & Goldstone, R.L. (2011). Sequential similarity and comparison effects in category learning. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2977- 2982). Austin, TX: Cognitive Science Society. [pdf] [data & stimuli]