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Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.03%
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Perfetto, G. A., Bransford, J. D., & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory & Cognition, 11(1), p. p24–31.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.13%
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Phillipson, S. N. (2004). Analogue equivalents in number processing of simple arithmetic sums. Educational Psychology, 24(2), p. p217.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.31%
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Politzer, G. (1988). Résolution des syllogismes catégoriques formels. L'année Psychologique, 88(4), p. p519–543.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.85%
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Ramscar, M., & Yarlett, D. (2003). Semantic grounding in models of analogy: An environmental approach. Cognitive Science: A Multidisciplinary Journal, 27(1), p. p41–71.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.39%
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Reed, S. K., Ernst, G. W., & Banerji, R. (1974). The role of analogy in transfer between similar problem states. cognitive psychology, 6, pp. 436–450.
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Ajoutée par: Lynda Taabane
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Pop. 24.77%
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Reed, S. K., Dempster, A., & Ettinger, M. (1985). Usefulness of analogous solutions for solving algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 11(1), p. p106–125.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.04%
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Reeves, L., & Weisberg, R. W. (1994). The role of content and abstract information in analogical transfer. Psychological Bulletin, 115(3), p. p381–400.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.4%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.68%
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Reusser, K., Lajoie, S. P., & Derry, S. J. (1993). Tutoring systems and pedagogical theory: Representational tools for understanding, planning, and reflection in problem solving. In Computers as cognitive tools. (pp. p143–177). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.04%
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Richard, J.-F. (1982). Planification et organisation des actions dans la résolution du problème de la tour de hanoi par des enfants de 7 ans. L'année Psychologique, 82(2), p. p307–336.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.21%
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Richard, J.-F. (2004). Les activités mentales: De l'interprétation de l'information à l'action. Paris: Armand Colin.
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Ajoutée par: Lynda Taabane
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Pop. 24.68%
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Richland, L. E., Holyoak, K. J., & Stigler, J. W. (2004). Analogy use in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), pp. 37–60.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.04%
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Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children's problem-solving ability in arithmetics. In H. P. Ginsburg (Ed.), The development of mathematical thinking New-York: Academic Press.
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Ajoutée par: Lynda Taabane
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Pop. 24.68%
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Ripoll, T. (1992). La recherche sur le raisonnement par analogie : objectifs, difficultés et solutions. L’Année Psychologique, 92(2), pp. 263–288.
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Ajoutée par: Sterenn Audo
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Pop. 24.05%
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Ripoll, T. (1998). Why this makes me think of that. Thinking & Reasoning, 4(1), p. p15–43.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.58%
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Ripoll, T., & Coulon, D. (2001). Le raisonnement par analogie: Une analyse descriptive et critique des modèles du mapping. L'année Psychologique, 101(2), p. p289–323.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.84%
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Ripoll, T., & Coulon, D. (2002). Encodage analogique et transfert sans mapping. L'année Psychologique, 102(4), p. p619–656.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.58%
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Rips, L. J., Asmuth, J., & Bloomfield, A. (2006). Giving the boot to the bootstrap: How not to learn the natural numbers. Cognition, 101(3), p. pB51.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.59%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.85%
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