Affichage de 61 - 80 of 134 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes
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Greeno, J. G. (1976). Indefinite goals in well-structured problems. Psychological Review, 83(6), p. p479–491.
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Ajoutée par: Lynda Taabane
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Pop. 23.12%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Greeno, J. G. (1994). Gibson's affordances. Psychological Review, 101(2), p. p336–342.
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Ajoutée par: Lynda Taabane
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Pop. 26.75%
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Gureckis, T. M., & Goldstone, R. L. (2006). Thinking in groups. Pragmatics & Cognition, 14(2), pp. 293–311.
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Ajoutée par: Sterenn Audo
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Pop. 26.75%
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Hegarty, M., Mayer, R. E., & Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of educational psychology, 87(1), pp. 18–32.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.74%
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Horgan, D. D., & Morgan, D. (n.d.). Chess expertise in children. Applied Cognitive Psychology, 4(2), p. p109–128.
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Ajoutée par: Lynda Taabane
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Pop. 27.38%
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Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.92%
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Jones, G. (2003). Testing two cognitive theories of insight. Journal of experimental psychology: Learning, Memory, and Cognition, 29(5), p. p1017–1027.
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Ajoutée par: Lynda Taabane
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Pop. 30.73%
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Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.55%
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Kanellaki-Agathos, S., & Richard, J.-F. (1997). Planification et représentation de l'action chez l'enfant. Archives de Psychologie, 65(252), p. p49–79.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.08%
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Keane, M. T. (1985). On drawing analogies when solving problems: A theory and test of solution generation in an analogical problem-solving task. British Journal of Psychology, 76(4), p. p449.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.65%
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Keane, M. T. (1987). On retrieving analogues when solving problems. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 39(1), pp. 29–41.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.82%
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Keane, M. T. (1996). On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving. Quarterly Journal of Experimental Psychology: Section A, 49(4), p. p1062–1085.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.11%
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Keane, M. T. (1997). What makes an analogy difficult? the effects of order and causal structure on analogical mapping. Journal of experimental psychology: Learning, Memory, and Cognition, 23(4), p. p946–967.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? evidence from tower of hanoi. cognitive psychology, 17(2), p. p248–294.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.27%
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Kounios, J., Frymiare, J. L., Bowden, E. M., Fleck, J. I., Subramaniam, K., Parrish, T. B., & Jung-Beeman, M. (2006). The prepared mind: Neural activity prior to problem presentation predicts subsequent solution by sudden insight. Psychological Science, 17(10), p. p882–890.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.28%
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Kurtz, K. J., & Loewenstein, J. (2004). Converging on a new role for analogy in problem solving and retrieval. Proceedings of the 26th meeting of the Cognitive Science Society, pp. 452–457.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 21.58%
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Lemaire, P., Arnaud, L., & Lecacheur, M. (2004). Adults' age-related differences in adaptivity of strategy choices: Evidence from computational estimation. Psychology and Aging, 19(3), p. p467–481.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33%
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MacGregor, J. N., Ormerod, T. C., & Chronicle, E. P. (2001). Information processing and insight: A process model of performance on the nine-dot and related problems. Journal of experimental psychology: Learning, Memory, and Cognition, 27(1), p. p176–201.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.11%
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