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Category:  Résolution de problèmes
Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory & Cognition, 9(4), p. p422–433. Ajoutée par: Lynda Taabane  v    Pop. 34.97%
Adelson, B. (1984). When novices surpass experts: The difficulty of a task may increase with expertise. Journal of experimental psychology: Learning, Memory, and Cognition, 10(3), p. p483–495. Ajoutée par: Lynda Taabane  v    Pop. 37.51%
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44. Ajoutée par: Lynda Taabane  V    Pop. 35.42%
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  V    Pop. 37.06%
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  v    Pop. 36.06%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.33%
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), p. p135–139. Ajoutée par: Lynda Taabane  v    Pop. 35.42%
Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600. Dernièrement modifiée par: Lynda Taabane  V    Pop. 40.05%
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998. Dernièrement modifiée par: Lynda Taabane  V    Pop. 36.24%
Best, J. B. (1987). The subgoal heuristic and its effect on internal representations. Journal of General Psychology, 114(4), p. p383. Ajoutée par: Lynda Taabane  v    Pop. 30.7%
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237. Dernièrement modifiée par: Sterenn Audo  V    Pop. 36.42%
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  V    Pop. 36.88%
Bowden, E. M., & Beeman, M. J. (1998). Getting the right idea: Semantic activation in the right hemisphere may help solve insight problems. Psychological Science, 9(6), p. p435. Ajoutée par: Lynda Taabane  v    Pop. 30.06%
Bowden, E. M., & Jung-Beeman, M. (2003). Aha! insight experience correlates with solution activation in the right hemisphere. Psychonomic Bulletin & Review, 10(3), p. p730–737. Ajoutée par: Lynda Taabane  V    Pop. 33.79%
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.24%
Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science: A Multidisciplinary Journal, 4(4), p. p379–426. Dernièrement modifiée par: Sterenn Audo  v    Pop. 33.51%
Burns, B. D., & Vollmeyer, R. (2002). Goal specificity effects on hypothesis testing in problem solving. Quarterly Journal of Experimental Psychology: Section A, 55(1), p. p241–261. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.16%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.24%
Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), p. p5–17. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.51%
Cauzinille-Marmèche, E., & Mathieu, J. (1994). Généralisation des connaissances et résolution de problèmes. L'année Psychologique, 94(3), pp. 461–484. Ajoutée par: Lynda Taabane  V    Pop. 29.16%

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