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Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International journal of science education, 22(7), p. p665.
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Ajoutée par: Lynda Taabane
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Pop. 36.41%
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Abramovitz, B., Berezina, M., & Berman, A. (2002). Incorrect but instructive. International Journal of Mathematical Education in Science and Technology, 33(3), p. p465.
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Ajoutée par: Lynda Taabane
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Pop. 30.2%
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Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory & Cognition, 9(4), p. p422–433.
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Ajoutée par: Lynda Taabane
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Pop. 33.58%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 35.31%
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Aisenman, R. A. (1999). Structure-mapping and the simile-metaphor preference. Metaphor and Symbol, 14(1), p. p45–51.
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Ajoutée par: Lynda Taabane
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Pop. 34.49%
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Akkuş, H., Kadayifçi, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts. Research in Science & Technological Education, 21(2), p. p209–227.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Albrecht, J. E., & Clifton, C. J. (1998). Accessing singular antecedents in conjoined phrases. Memory & Cognition, 26(3), p. p599–610.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.04%
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Allbritton, D. W. (1995). When metaphors function as schemas: Some cognitive effects of conceptual metaphors. Metaphor & Symbolic Activity, 10(1), p. p33.
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Ajoutée par: Lynda Taabane
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Pop. 33.3%
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Allbritton, D. W., McKoon, G., & Gerrig, R. J. (1995). Metaphor-based schemas and text representations: Making connections through conceptual metaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 21(3), p. p612–625.
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Ajoutée par: Lynda Taabane
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Pop. 36.22%
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Alloway, T. P., Corley, M., & Ramscar, M. (2006). Seeing ahead: Experience and language in spatial perspective. Memory & Cognition, 34(2), p. p380–386.
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Ajoutée par: Lynda Taabane
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Pop. 34.76%
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Almor, A. (1999). Noun-phrase anaphora and focus: The informational load hypothesis. Psychological Review, 106(4), p. p748–765.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.95%
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Anderson, A. L., Ross, B. H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30(1), p. p119–128.
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Ajoutée par: Lynda Taabane
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Pop. 35.04%
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Anderson, J. R., & Thompson, R. (1989). Use of analogy in a production system architecture. In A. Ortony & S. Vosniadou (Eds.), Similarity and Analogical Reasoning (pp. 267–297). New York: Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.67%
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Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98(3), p. p409–429.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.95%
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Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44.
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Ajoutée par: Lynda Taabane
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Pop. 33.94%
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Anderson, J., Austin, K., Barnard, T., & Jagger, J. (1998). Do third-year mathematics undergraduates know what they are supposed to know? International Journal of Mathematical Education in Science and Technology, 29(3), p. p401.
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Ajoutée par: Lynda Taabane
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Pop. 34.03%
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Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use, and performance. Journal of educational psychology, 81(2), p. p190–195.
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Ajoutée par: Lynda Taabane
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Pop. 35.13%
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Anggoro, F. K., & Gentner, D. (2003). Sex and seniority: the effects of linguistic categories on conceptual judgments. Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society,
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.47%
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Anggoro, F. K., & Gentner, D. (2004). Cross-linguistic semantic differences influence recognition of pictures. Proceedings of the Twenty-sixth Annual Meeting of the Cognitive Science Society,
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Ajoutée par: Sterenn Audo
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Pop. 32.94%
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Anggoro, F. K., Gentner, D., & Klibanoff, R. S. (2005). How to go from nest to home: children’s learning of relational categories. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 133–138.
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Ajoutée par: Sterenn Audo
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Pop. 32.48%
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