Affichage de 1 - 20 of 130 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Transfert analogique
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Anggoro, F. K., Gentner, D., & Klibanoff, R. S. (2005). How to go from nest to home: children’s learning of relational categories. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 133–138.
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Ajoutée par: Sterenn Audo
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Pop. 34.06%
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Asmuth, J., & Gentner, D. (2005). Context sensitivity of relational nouns. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 163–168.
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Ajoutée par: Sterenn Audo
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Pop. 33.61%
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Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of experimental psychology: Learning, Memory, and Cognition, 15(1), pp. 153–166.
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Ajoutée par: Lynda Taabane
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Pop. 36.88%
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Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.51%
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Bassok, M., & Olseth, K. L. (1995). Object-based representations: Transfer between cases of continuous and discrete models of change. Journal of experimental psychology: Learning, Memory, and Cognition, 21(6), p. p1522–1538.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.06%
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Bassok, M., Wu, L.-L., & Olseth, K. L. (1995). Judging a book by its cover : interpretative effects of content on problem-solving transfer. Memory & Cognition, 23(3), pp. 354–367.
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Ajoutée par: Lynda Taabane
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Pop. 32.88%
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Bassok, M. (1996). Using content to interpret structure: Effects on analogical transfer. Current Directions in Psychological Science, 5(2), p. p54–58.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.51%
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Bassok, M. (1997). Object-based reasoning. The psychology of learning and motivation, 37, pp. 1–39.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.61%
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Bastien-Toniazzo, M., Blaye, A., & Cayol, D. (1997). Résolution de problème par analogie par des enfants de grande section de maternelle. L'année Psychologique, 97(3), p. p409–432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.33%
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Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.88%
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Brown, A. L., Kane, M. J., & Echols, C. H. (1986). Young children's mental models determine analogical transfer across problems with a common goal structure. Cognitive Development, 1, pp. 103–121.
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Ajoutée par: Lynda Taabane
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Pop. 27.16%
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Brown, A. L. (1990). Domain-specifipc rinciplesa ffect learning. Cognitive science, 14, pp. 107–133.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.97%
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Burns, B. D. (1996). Meta-analogical transfer: Transfer between episodes of analogical reasoning. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1032–1048.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.79%
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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. 34.24%
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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. 31.24%
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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. 28.07%
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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., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182.
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Ajoutée par: Lynda Taabane
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Pop. 31.88%
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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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