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Category:  Compréhension de textes
Boroditsky, L., Schmidt, L., & Phillips, W. (2003). Sex, syntax, and semantics. In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 61–79). The MIT Press. Ajoutée par: Lynda Taabane  V    Pop. 29.32%
Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.07%
Coquin-Viennot, D., & Moreau, S. (2003). Highlighting the role of the episodic situation model in the solving of arithmetical problems. European Journal of Psychology of Education - EJPE, 18(3), p. p267–279. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.98%
Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.79%
Gardiner, J. M., & Hampton, J. A. (1985). Semantic memory and the generation effect: Some tests of the lexical activation hypothesis. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p732–741. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.16%
Gardiner, J. M., Gregg, V. H., & Hampton, J. A. (1988). Word frequency and generation effects. Journal of experimental psychology: Learning, Memory, and Cognition, 14(4), p. p687–693. Ajoutée par: Lynda Taabane  V    Pop. 32.69%
Hampton, J. A., & Taylor, P. J. (1985). Effects of semantic relatedness on same-different decisions in a good-bad categorization task. Journal of experimental psychology: Learning, Memory, and Cognition, 11(1), p. p85–93. Ajoutée par: Lynda Taabane  V    Pop. 30.5%
Kail Jr., R. V., Chi, M. T. H., Ingram, A. L., & Danner, F. W. (1977). Constructive aspects of children's reading comprehension. Child Development, 48(2), p. p684–688. Ajoutée par: Lynda Taabane  V    Pop. 32.15%
Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of educational psychology, 97(2), p. p235–245. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.33%
Moreau, S. ((2001). La compréhension des énoncés de problèmes arithmétiques: Rôle du modèle de situation.). 1, Université de Poitiers, Poitiers. Dernièrement modifiée par: Sterenn Audo  v    Pop. 24.93%
Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? factors affecting problem solving. Educational Studies in Mathematics, 52(2), p. p151. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.5%
Padron, Y. N., & Waxman, H. C. (1988). The reading strategies of bilingual and monolingual students. Journal of Social Psychology, 128(5), p. p697. Ajoutée par: Lynda Taabane  V    Pop. 30.14%
Reusser, K. (1989). From text to situation to equation: Cognitive simulation of understanding and solving mathematical word problems. European Journal in an International Context, 2(2), pp. 477–498. Dernièrement modifiée par: Lynda Taabane  v    Pop. 26.12%
Richard, J.-F., Barcenilla, J., Brie, B., Charmet, E., Clément, E., & Reynard, P. (1993). Le traitement de documents administratifs par des populations de bas niveau de formation. Le Travail Humain, 56(4), pp. 345–367. Ajoutée par: Lynda Taabane  V    Pop. 32.79%
Rizzella, M. L., & O’Brien, E. J. (2002). Retrieval of concepts in script-based texts and narratives: The influence of general world knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p780–790. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.86%
Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Lawrence Erlbaum. Dernièrement modifiée par: Lynda Taabane  v    Pop. 26.85%
Tomasello, M. (1998). One child's early talk about possession. In J. Newman (Ed.), The linguistics of giving (pp. 349–373). Amsterdam: John Benjamins. Ajoutée par: Lynda Taabane  v    Pop. 24.2%
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New-York: Academic. Dernièrement modifiée par: Lynda Taabane  v    Pop. 24.66%
Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in chinese children's reading of english words. Journal of educational psychology, 99(4), p. p852–866. Ajoutée par: Lynda Taabane  V    Pop. 33.15%
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