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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. Ajoutée par: Lynda Taabane  V    Pop. 31.87%
Abramovitz, B., Berezina, M., & Berman, A. (2002). Incorrect but instructive. International Journal of Mathematical Education in Science and Technology, 33(3), p. p465. Ajoutée par: Lynda Taabane  V    Pop. 25.51%
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. 29.07%
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. 30.65%
Aisenman, R. A. (1999). Structure-mapping and the simile-metaphor preference. Metaphor and Symbol, 14(1), p. p45–51. Ajoutée par: Lynda Taabane  V    Pop. 29.63%
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. Ajoutée par: Lynda Taabane  V    Pop. 29.53%
Albrecht, J. E., & Clifton, C. J. (1998). Accessing singular antecedents in conjoined phrases. Memory & Cognition, 26(3), p. p599–610. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.78%
Allbritton, D. W. (1995). When metaphors function as schemas: Some cognitive effects of conceptual metaphors. Metaphor & Symbolic Activity, 10(1), p. p33. Ajoutée par: Lynda Taabane  V    Pop. 28.13%
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. Ajoutée par: Lynda Taabane  v    Pop. 30.84%
Alloway, T. P., Corley, M., & Ramscar, M. (2006). Seeing ahead: Experience and language in spatial perspective. Memory & Cognition, 34(2), p. p380–386. Ajoutée par: Lynda Taabane  V    Pop. 30.28%
Almor, A. (1999). Noun-phrase anaphora and focus: The informational load hypothesis. Psychological Review, 106(4), p. p748–765. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.5%
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. Ajoutée par: Lynda Taabane  V    Pop. 30.19%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.72%
Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98(3), p. p409–429. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.37%
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44. Ajoutée par: Lynda Taabane  V    Pop. 29.35%
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. Ajoutée par: Lynda Taabane  V    Pop. 29.53%
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. Ajoutée par: Lynda Taabane  V    Pop. 30.09%
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, Dernièrement modifiée par: Sterenn Audo  V    Pop. 26.45%
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, Ajoutée par: Sterenn Audo  V    Pop. 29.16%
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. Ajoutée par: Sterenn Audo  V    Pop. 27.57%

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