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Best, J. B. (1987). The subgoal heuristic and its effect on internal representations. Journal of General Psychology, 114(4), p. p383.
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Ajoutée par: Lynda Taabane
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Pop. 29.65%
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Best, J. B. (2001). Conditional reasoning processes in a logical deduction game. Thinking & Reasoning, 7(3), p. p235–254.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.04%
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Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.95%
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Bezuidenhout, J. (1998). First-year university students' understanding of rate of change. International Journal of Mathematical Education in Science and Technology, 29(3), p. p389.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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Bezuidenhout, J. (2001). Limits and continuity: Some conceptions of first-year students. International Journal of Mathematical Education in Science and Technology, 32(4), p. p487.
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Ajoutée par: Lynda Taabane
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Pop. 32.76%
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Billow, R. M. (1977). Metaphor: A review of the psychological literature. Psychological Bulletin, 84(1), p. p81–92.
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Ajoutée par: Lynda Taabane
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Pop. 32.57%
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Blanc, N., Guéraud, S., & Tapiero, I. (2002). Suppressing inconsistent information: A reality or the result of a repeated inhibition? 12th Annual Meeting of the Society for Text and Discourse, Chicago .
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Dernièrement modifiée par: Sabine Guéraud
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Pop. 34.22%
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Blanchette, I., & Dunbar, K. (2002). Representational change and analogy: How analogical inferences alter target representations. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p672–685.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.66%
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Blank, G. D. (1988). Metaphors in the lexicon. Metaphor & Symbolic Activity, 3(1), p. p21–36.
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Ajoutée par: Lynda Taabane
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Pop. 32.94%
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Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738.
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Ajoutée par: Lynda Taabane
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Pop. 36.22%
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Blasko, D. G., & Connine, C. M. (1993). Effects of familiarity and aptness on metaphor processing. Journal of experimental psychology: Learning, Memory, and Cognition, 19(2), p. p295–308.
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Ajoutée par: Lynda Taabane
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Pop. 32.66%
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Blasko, D. G., & Kazmerski, V. A. (2006). Erp correlates of individual differences in the comprehension of nonliteral language. Metaphor & Symbol, 21(4), p. p267–284.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Blöte, A. W., Van der Burg, E., & Klein, A. S. (2001). Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects. Journal of educational psychology, 93(3), p. p627–638.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.12%
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Blessing, S. B., & Ross, B. H. (1996). Content effects in problem categorization and problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 22(3), p. p792–810.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.58%
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Blok, S. V., & Gentner, D. (2000). Reasoning from shared structure. Proceedings of the Twenty-second Annual Conference of the Cognitive Science Society, pp. 621–626.
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Ajoutée par: Sterenn Audo
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Pop. 27.92%
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Blok, S. V., Newman, G., & Rips, L. J. (2005). Individuals and their concepts. In W.-K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman & P. Wolff (Eds.), Categorization Inside and Outside the Laboratory: Essays in Honor of Douglas L. Medin. Washington, D.C: American Psychological Association.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.11%
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Boechler, P. M. (2001). How spatial is hyperspace? interacting with hypertext documents: Cognitive processes and concepts. CyberPsychology & Behavior, 4(1), p. p23–46.
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Ajoutée par: Lynda Taabane
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Pop. 34.31%
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Bonnefon, J.-F., & Villejoubert, G. (2006). Tactful or doubtful? expectations of politeness explain the severity bias in the interpretation of probability phrases. Psychological Science, 17(9), p. p747–751.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. mathematical thinking and learning, 7(4), p. p313–344.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.39%
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Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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