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VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47(1), pp. 513–527.
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Ajoutée par: Sterenn Audo
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Pop. 25.39%
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Vicente, K. J. (2000). Revisiting the constraint attunement hypothesis: Reply to ericsson, patel, and kintsch (2000) and simon and gobet (2000). Psychological Review, 107(3), p. p601–608.
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Ajoutée par: Lynda Taabane
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Pop. 28.29%
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de Viviés, X. (1999). Point de vue et type de représentation des règles. deux niveaux de difficulté pour la résolution de problèmes. L'année Psychologique, 99(2), p. p271–293.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.56%
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Weisberg, R. W., & Alba, J. W. (1981). An examination of the alleged role of 'fixation' in the solution of several 'insight' problems. Journal of Experimental Psychology: General, 110(2), p. p169–192.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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Weisberg, R. W., & Alba, J. W. (1981). Gestalt theory, insight, and past experience: Reply to dominowski. Journal of Experimental Psychology: General, 110(2), p. p199–203.
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Ajoutée par: Lynda Taabane
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Pop. 28.56%
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Weisberg, R. W., & Alba, J. W. (1982). Problem solving is not like perception: More on gestalt theory. Journal of Experimental Psychology: General, 111(3), p. p326–330.
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Ajoutée par: Lynda Taabane
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Pop. 28.11%
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Weisberg, R. W. (1992). Metacognition and insight during problem solving: Comment on metcalfe. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2), p. p426–431.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12(2), p. p233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.75%
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Wong, W.-K., Hsu, S.-C., Wu, S.-H., Lee, C.-W., & Hsu, W.-L. (2007). Lim-g: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education, 48(4), pp. 582–601.
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Ajoutée par: Sterenn Audo
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Pop. 33.18%
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Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.91%
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Xin, Y. P. (2007). Word problem solving task in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–359.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.45%
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Zanga, A., Richard, J.-F., & Tijus, C. A. (2004). Implicit learning in rule induction and problem solving. Thinking & Reasoning, 10(1), p. p55–83.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.1%
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Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science: A Multidisciplinary Journal, 21(2), p. p179–217.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.83%
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Zhang, J. (2001). External representations in complex information processing tasks. In A. Kent (Ed.), Encyclopedia of Library and Information Science New York: Marcel Dekker, Inc.
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Ajoutée par: Sterenn Audo
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Pop. 21.49%
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