|
Albrecht, J. E., & Clifton, C. J. (1998). Accessing singular antecedents in conjoined phrases. Memory & Cognition, 26(3), p. p599–610.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.04%
|
|
|
Anderson, A., Garrod, S., & Sanford, A. J. (1983). The accessibility of pronominal antecedents as a function of episode shifts in narrative text. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 35(3), p. p427–440.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.95%
|
|
|
Anderson, J. R., & Thompson, R. (1989). Use of analogy in a production system architecture. In A. Ortony & S. Vosniadou (Eds.), Similarity and Analogical Reasoning (pp. 267–297). New York: Cambridge University Press.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.67%
|
|
|
Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98(3), p. p409–429.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.95%
|
|
|
Anghileri, J., Beishuizen, M., & Van Putten, K. (2002). From informal strategies to structured procedures: Mind the gap! Educational Studies in Mathematics, 49(2), p. p149.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.94%
|
|
|
Anolli, L., Antonietti, A., Crisafulli, L., & Cantoia, M. (2001). Accessing source information in analogical problem-solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54(1), p. p237–261.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.68%
|
|
|
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61(3), p. p216–241.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.49%
|
|
|
Bartlett, E. J. (1984). Anaphoric reference in written narratives of good and poor elementary school writers. Journal of Verbal Learning & Verbal Behavior, 23(4), p. p540–552.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.4%
|
|
|
Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.39%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.04%
|
|
|
Bassok, M. (1996). Using content to interpret structure: Effects on analogical transfer. Current Directions in Psychological Science, 5(2), p. p54–58.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.59%
|
|
|
Bassok, M. (2001). Semantic alignments in mathematical word problems. In D. Gentner, K. J. Holyoak & B. N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science. (pp. p401–433). The MIT Press.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.95%
|
|
|
Bazzini, L. (2001). From grounding metaphors to technological devices: a call for legitimacy in school mathematics. Educational Studies in Mathematics, 47, pp. 259–271.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.84%
|
|
|
Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operation in verbal arithmetic problems: the effects of number size, problem structure and context. Educational Studies in Mathematics, 15, pp. 129–147.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.57%
|
|
|
Berger, M. (2004). The functional use of a mathematical sign. Educational Studies in Mathematics, 55, pp. 81–102.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.31%
|
|
|
Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.68%
|
|
|
Bernicot, J. (1981). Le développement des systèmes sémantiques de verbes d'action. Monographies Françaises de Psychologie, 53, p. 113.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.48%
|
|
|
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.95%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.58%
|
|
|
Bowdle, B. F., & Gentner, D. (2005). The career of metaphor. Psychological Review, 112(1), p. p193–216.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.21%
|
|
