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Chen, Z., Mo, L., & Honomichl, R. (2004). Having the memory of an elephant: Long-term retrieval and the use of analogues in problem solving. Journal of Experimental Psychology: General, 133(3), p. p415–433.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.42%
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Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251–282). Hillsdale, HJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 29.79%
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Choplin, J. M., & Hummel, J. E. (2005). Comparison-induced decoy effects. Memory & Cognition, 33(2), pp. 332–343.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.51%
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Clement, C. A., & Gentner, D. (1991). Systematicity as a selection constraint in analogical mapping. Cognitive Science: A Multidisciplinary Journal, 15(1), p. p89–132.
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Ajoutée par: Lynda Taabane
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Pop. 32.06%
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Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive science, 12, pp. 563–586.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 20.8%
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Clement, J. (1998). Expert novice similarities and instruction using analogies. International journal of science education, 20(10), pp. 1271–1286.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.8%
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Collins, A., Gentner, D., Holland, D., & Quinn, N. (1987). How people construct mental models. In Cultural models in language and thought. (pp. p243–265). Cambridge University Press.
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Ajoutée par: Lynda Taabane
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Pop. 28.25%
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Cummins, D. D. (1992). Role of analogical reasoning in the induction of problem categories'. Journal of experimental psychology: Learning, Memory, and Cognition, 5, pp. 1103–1124.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.6%
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Cummins Dellarosa, D. (1992). Role of analogical reasoning in the induction of problem categories. Journal of experimental psychology: Learning, Memory, and Cognition, 18(5), p. p1103–1124.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.06%
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Daehler, M. W., & Chen, Z. (1993). Protagonist, theme, and goal object: effects of surface features on analogical transfer. Cognitive Development, 8, pp. 211–229.
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Ajoutée par: Lynda Taabane
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Pop. 23.71%
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Dagher, Z. R. (1995). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), pp. 295–312.
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Ajoutée par: Lynda Taabane
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Pop. 18.07%
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Day, S. B., & Gentner, D. (2003). Analogical inference in automatic interpretation. Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society,
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Ajoutée par: Sterenn Audo
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Pop. 24.43%
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Day, S. B., & Gentner, D. (2007). Nonintentional analogical inference in text comprehension. Memory & Cognition, 35(1), pp. 39–49.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.15%
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Devidal, M., Fayol, M., & Barrouillet, P. (1997). Stratégies de lecture et résolution de problèmes arithmétiques. / reading strategies and resolution of mathematical word problems. L'année Psychologique, 97(1), p. p9–31.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.79%
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Didierjean, A. (2001). Apprendre à partir d'exemples : abstraction de règles et/ou mémoire d'exemplaires ? L’Année Psychologique, 101(2), pp. 325–348.
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Ajoutée par: Lynda Taabane
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Pop. 23.16%
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Didierjean, A., & Nogry, S. (2004). Reducing structural-element salience on a source problem produces later success in analogical transfer: What roles does source difficulty play? Memory & Cognition, 32(7), pp. 1053–1064.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.6%
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Didierjean, A., & Cauzinille-Marmeche, E. (1998). Reasoning by analogy: Is it schema-mediated or case-based? European Journal of Psychology of Education, 13(3), p. p385.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.16%
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Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.24%
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Doumas, L. A. A., & Hummel, J. E. (2004). Structure mapping and relational predication. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society, pp. 333–338.
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Ajoutée par: Sterenn Audo
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Pop. 24.25%
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Doumas, L. A. A., & Hummel, J. E. (2004). A fundamental limitation of symbol-argument-argument notation as a model of human relational representations. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society, pp. 327–332.
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Ajoutée par: Sterenn Audo
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Pop. 23.07%
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