Affichage de 101 - 120 of 134 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes
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Richard, J.-F., Poitrenaud, S., & Tijus, C. A. (1993). Problem-solving restructuration: elimination of implicit constraints. Cognitive science, 17, pp. 497–529.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.85%
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Richard, J.-F., Poitrenaud, S., & Tijus, C. A. (1994). Individual protocol analysis of problem solving tasks using a constraints model. Comunicazioni scientifiche di psicologia generale, 11, pp. 37–55.
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Ajoutée par: Lynda Taabane
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Pop. 21.42%
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Richard, J.-F., & Zamani, M. (1998). Modèle de simulation pour le diagnostic des processus de solution d'un problème. L’Encéphale, pp. 187–190.
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Ajoutée par: Lynda Taabane
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Pop. 20.42%
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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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Robertson, I. (2000). Imitative problem solving: Why transfer of learning often fails to occur. Instructional Science, 28(4), pp. 263–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.94%
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.94%
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Ross, B. H. (1984). Remindings and their effects in learning a cognitive skill. cognitive psychology, 16(3), pp. 371–416.
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Ajoutée par: Lynda Taabane
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Pop. 20.69%
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Ross, B. H., & Kennedy, P. T. (1990). Generalizing from the use of earlier examples in problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 16(1), p. p42–55.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.03%
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Ross, B. H. (1996). Category representations and the effects of interacting with instances. Journal of experimental psychology: Learning, Memory, and Cognition, 22(5), pp. 1249–1265.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 11.8%
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Ross, B. H. (1999). Postclassification category use: the effects of learning to use categories after learning to classify. Journal of experimental psychology: Learning, Memory, and Cognition, 25(3), pp. 743–757.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 12.34%
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Sander, E., & Richard, J.-F. (2005). Analogy and transfer: Encoding the problem at the right level of abstraction. Proceedings of the 27th Annual Conference of the Cognitive Science Society. 22-24th July, Stresa, pp. 925–930.
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Ajoutée par: Lynda Taabane
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Pop. 13.79%
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Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: visualizing mathematical solution procedures. Computers in Human Behavior, 22, pp. 9–25.
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Ajoutée par: Sterenn Audo
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Pop. 21.6%
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Schunn, C. D., & Dunbar, K. (1996). Primary, analogy, and awareness in complex reasoning. Memory & Cognition, 24(3), p. p271–284.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.94%
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Simon, H. A., & Newell, A. (1971). Human problem solving: The state of the theory in 1970. American Psychologist, 26(2), p. p145–159.
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Ajoutée par: Lynda Taabane
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Pop. 29.22%
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Simon, H. A. (1993). Allen newell (1927-1992): Obituary. American Psychologist, 48(11), p. p1148–1149.
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Ajoutée par: Lynda Taabane
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Pop. 27.31%
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Stanovich, K. E. (1999). Who is rational? studies of individual differences in reasoning. Mahwah, NJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 17.97%
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
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Ajoutée par: Sterenn Audo
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Pop. 32.76%
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Stylianou, D. A., & Silver, E. A. (2004). The role of visual representations in advanced mathematical problem solving: An examination of expert-novice similarities and differences. Mathematical Thinking and Learning An International Journal, 6(4), p. p353.
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Dernièrement modifiée par: Evelyne Mengue
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Pop. 22.41%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 34.03%
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VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.49%
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