Carvalho, P. F., & Goldstone, R. L. (2022). A computational model of context-dependent encodings during category learning, Cognitive Science, 46, e13128.
Dubova, M., & Goldstone, R. L. (2022). Categorical perception meets El Greco: categories unequally influence color perception of simultaneously present objects. Cognition, 223, 1-14. 105025.
Goldstone, R. L. (2022). The well measured life: Performance, well-being, motivation, and identity in an age of abundant data. Current Directions in Psychological Science, 31 (1), 1-9.
Setzler, M., & Goldstone, R. L. (2022). Tonal Emergence: An Agent-Based Model of Tonal Coordination. Cognition, 221, 1-19. 104968.
Andrade-Lotero, E., & Goldstone, R. L. (2021). Self-organized division of cognitive labor. PLoS ONE, 16(7): e0254532.
Dubova, M., & Goldstone, R. L. (2021). The Influences of Category Learning on Perceptual Reconstructions. Cognitive Science, 45, e12981, 1-24.
Sloman, S. J., Goldstone, R. L., & Gonzalez, C. (2021). A Social Interpolation model of group problem-solving. Cognitive Science, 45, 1-30. E13066
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 5:15, 1-12.
Lara-Dammer, F., Hofstadter, D. R., & Goldstone, R. L. (2019). A computational model of scientific discovery in a very simple world, aiming at psychological realism. Journal of Experimental & Theoretical Artificial Intelligence, 637-658.
Hawkins, R. X. D., Goodman, N. D., & Goldstone, R. L. (2019). The emergence of social norms and conventions. Trends in Cognitive Science, 23, 158-169.
Goldstone, R. L., Marghetis, T., Weitnauer, E., Ottmar, E. R., & Landy, D. (2017). Adapting perception, action, and technology for mathematical reasoning. Current Directions in Psychological Science, 1-8.
Goldstone, R. L. & Theiner, G. (2017). The multiple, interacting levels of cognitive systems (MILCS) perspective on group cognition, Philosophical Psychology, 30:3, 334-368.
Balietti, S., Goldstone, R. L., & Helbing, D. (2016). Peer review and competition in the art exhibition game. Proceedings of the National Academy of Sciences, 113, 8414-8419.
Braithwaite, D. W., & Goldstone, R. L., (2015). Effects of variation and prior knowledge on abstract concept learning. Cognition and Instruction, 33, 226-256.
Goldstone, R. L., de Leeuw, J. R., & Landy, D. H. (2015). Fitting Perception in and to Cognition. Cognition, 135, 24-29.
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematic and science instruction: A systematic review. Educational Psychology Review, 26, 9-25.
Goldstone, R. L., Wisdom, T. N., Roberts, M. E., & Frey, S. (2013). Learning along with others. Psychology of Learning and Motivation, 58, 1-45.
Wisdom, T. N., Song, X., & Goldstone, R. L. (2013). Social Learning Strategies in a Networked Group. Cognitive Science, 37, 1383-1425.
Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47, 153-176.
Goldstone, R. L., & Hendrickson, A. T. (2010). Categorical Perception. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 69-78.
Goldstone, R. L., Landy, D. H., & Son, J. Y. (2010). The education of perception. Topics in Cognitive Science, 2, 265-284.
Goldstone, R. L., & Gureckis, T. M. (2009). Collective Behavior. Topics in Cognitive Science, 1, 412-438.
Goldstone, R. L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. The Journal of the Learning Sciences, 17, 465-516.
Mason, W. A., Jones, A., & Goldstone, R. L. (2008). Propagation of innovations in networked groups. Journal of Experimental Psychology: General, 137, 422-433.
Landy, D., & Goldstone, R. L. (2007). How abstract is symbolic thought? Journal of Experimental Psychology: Learning, Memory, & Cognition, 33, 720-733.
Janssen, M. A., & Goldstone, R. L. (2006). Dynamic-persistence of cooperation in public good games when group size is dynamic. Journal of Theoretical Biology, 234, 134-142.
Goldstone, R. L., & Janssen, M. A. (2005). Computational models of collective behavior. Trends in Cognitive Science, 9, 424-430.
Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14, 69-110.
Goldstone, R. L., & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46, 414-466.
Goldstone, R. L., & Rogosky, B. J. (2002). Using relations within conceptual systems to translate across conceptual systems. Cognition, 84, 295-320.
Goldstone, R. L. (1998). Perceptual Learning. Annual Review of Psychology, 49, 585-612.
Goldstone, R. L., & Barsalou, L. (1998). Reuniting perception and conception. Cognition, 65, 231-262.
Schyns, P. G., Goldstone, R. L., & Thibaut, J. (1998). Ways of featuring in object categorization. Behavioral and Brain Sciences, 21, 41-49.
Goldstone, R. L. (1996). Isolated and Interrelated Concepts. Memory & Cognition, 24, 608-628.
Goldstone, R. L. (1994). Influences of categorization on perceptual discrimination. Journal of Experimental Psychology: General, 123, 178-200.
Goldstone, R. L. (1994). Similarity, Interactive Activation, and Mapping. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 3-28.
Medin, D.L., Goldstone, R.L., & Gentner, D. (1993). Respects for similarity. Psychological Review, 100, 254-278.
(see full publications at https://pcl.sitehost.iu.edu/category/papers/)