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Carpenter, T. P., & Moser, J. M. (1982). The development of addition and substraction problem-solving skills. In T. P. Carpenter, J. M. Moser & T. A. Romberg (Eds.), Addition and substraction : A cognitive perspective (pp. 9–24). Hillsdale, NJ: Erlbaum.
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Ajoutée par: Sterenn Audo
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Pop. 28.38%
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Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.75%
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Casasanto, D., & Boroditsky, L. (2008). Time in the mind: Using space to think about time. Cognition, 106(2), p. p579–593.
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Ajoutée par: Lynda Taabane
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Pop. 28.74%
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Case, L. P., & Others, A. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. Journal of Special Education, 26(1), pp. 1–19.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.57%
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Casteel, M. A., & Simpson, G. B. (1991). Textual coherence and the development of inferential generation skills. Journal of Research in Reading, 14(2), p. p116–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.58%
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Casteel, M. A. (1993). Effects of inference necessity and reading goal on children's inferential generation. Developmental Psychology, 29(2), p. p346–357.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.57%
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Castro, C., Moreno-Ríos, S., Tornay, F., & Vargas, C. (2008). Mental representations of obligatory and prohibitory traffic signs. Acta Psychologica, 129(1), pp. 8–17.
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Ajoutée par: Lynda Taabane
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Pop. 28.92%
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Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), pp. 1147–1156.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.3%
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Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), p. p5–17.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.49%
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Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1020–1031.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.93%
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Catrambone, R. (1998). The subgoal learning model: creating better examples so that students can solve novel problems. Journal of experimental psychology : general, 127(4), pp. 355–376.
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Ajoutée par: Sterenn Audo
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Pop. 22.08%
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Catrambone, R. (2002). The effects of surface and structural feature matches on the access of story analogs. Journal of experimental psychology: Learning, Memory, and Cognition, 28(2), pp. 318–334.
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Ajoutée par: Sterenn Audo
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Pop. 24.54%
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Catrambone, R., & Yuasa, M. (2006). Acquisition of procedures: the effects of example elaborations and active learning exercises. Learning and Instruction, 16, pp. 139–153.
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Ajoutée par: Sterenn Audo
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Pop. 21.26%
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Cauzinille-Marmèche, E., & Mathieu, J. (1994). Généralisation des connaissances et résolution de problèmes. L'année Psychologique, 94(3), pp. 461–484.
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Ajoutée par: Lynda Taabane
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Pop. 28.56%
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Cauzinille-Marmeche, E., & Didierjean, A. (1999). Résolution de problèmes par analogie et généralisation des connaissances. In G. Netchine-Grynberg (Ed.), Développement et fonctionnement cognitifs : Vers une intégration (pp. 126–152). Paris: Presses universitaires de France.
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Ajoutée par: Lynda Taabane
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Pop. 27.46%
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Cavallo, A. M. L., McNeely, J. C., & Marek, E. A. (2003). Eliciting students' understandings of chemical reactions using two forms of essay questions during a learning cycle. International journal of science education, 25(5), p. p583.
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Ajoutée par: Lynda Taabane
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Pop. 29.11%
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Cawley, J. F., & Foley, T. E. (2002). Connecting math and science for all students. TEACHING Exceptional Children, 34(4), pp. 14–19.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.74%
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Cazeaux, C. (2002). Metaphor and the categorization of the senses. Metaphor & Symbol, 17(1), p. p3–26.
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Ajoutée par: Lynda Taabane
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Pop. 25.18%
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Chalmers, D. J., French, R. M., & Hofstadter, D. R. (1992). High-level perception, representation, and analogy:a critique of artificial intelligence methodology. Journal of Experimental and Theoretical Artificial Intellige, 4(3), pp. 185–211.
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Ajoutée par: Sterenn Audo
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Pop. 24.91%
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Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.68%
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