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Medin, D. L., & Waxman, S. R. (2007). Interpreting asymmetries of projection in children's inductive reasoning. In A. Feeney & E. Heit (Eds.), Inductive reasoning New-York: Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.47%
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Mendelsohn, E., Robinson, S., Gardner, H., & Winner, E. (1984). Are preschoolers' renamings intentional category violations? Developmental Psychology, 20(2), p. p187–192.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.37%
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Miller, G. A. (1978). The acquisition of word meaning. Child Development, 49(4), p. p999–1004.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.82%
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Monaghan, F. (2000). What difference does it make? children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), p. p179.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.4%
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Newsome, M. R., & Glucksberg, S. (2002). Older adults filter irrelevant information during metaphor comprehension. Experimental Aging Research, 28(3), p. p253–267.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Nobes, G., Moore, D. G., Martin, A. E., Clifford, B. R., Butterworth, G., Panagiotaki, G., & Siegal, M. (2003). Children’s understanding of the earth in a multicultural community: Mental models or fragments of knowledge? Developmental Science, 6(1), p. p72–85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.83%
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Pawlowski, D. R., Badzinski, D. M., & Mitchell, N. (1998). Effects of metaphors on children's comprehension and perception of print advertisements. Journal of Advertising, 27(2), p. p83–98.
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Ajoutée par: Lynda Taabane
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Pop. 31.01%
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Piaget, J., Montangero, J., & Billeter, J. (1977). La formation des corrélats. In J. Piaget (Ed.), Recherches sur l'abstraction réfléchissante I (pp. 115–129). Paris: Presses universitaires de France.
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Ajoutée par: Lynda Taabane
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Pop. 21.49%
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Rattermann, M. J., & Gentner, D. (1998). More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task. Cognitive Development, 13(4), p. p453–478.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.64%
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Reynolds, R. E., & Ortony, A. (1980). Some issues in the measurement of children's comprehension of metaphorical language. Child Development, 51(4), p. p1110–1119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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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. 35.18%
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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. 24.66%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Schliemann, A. D., Araujo, C., Cassundé, M. A., Macedo, S., & Nicéas, L. (1998). Use of multiplicative commutativity by school children and street sellers. Journal for Research in Mathematics Education, 29(4), p. p422–435.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.82%
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Siltanen, S. A. (1990). Effects of explicitness on children's metaphor comprehension. Metaphor & Symbolic Activity, 5(1), p. p1–20.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.09%
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Smith, L. B., & Breazeal, C. (2007). The dynamic lift of developmental process. Developmental Science, 10(1), p. p61–68.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.47%
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Sophian, C. (2002). Learning about what fits: Preschool children's reasoning about effects of object size. Journal for Research in Mathematics Education, 33(4), p. p290–302.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.36%
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Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34%
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Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.93%
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Tall, D. (2001). Natural and formal infinities. Educational Studies in Mathematics, 48(2-3), p. p199.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.39%
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