Affichage de 1001 - 1020 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Ross, B. H., & Kilbane, M. C. (1997). Effects of principle explanation and superficial similarity on analogical mapping in problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 23(2), p. p427–440.
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Ajoutée par: Lynda Taabane
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Pop. 32%
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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. 12.42%
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Ross, B. H., & Murphy, G. L. (1999). Food for thought: Cross-classification and category organization in a complex real-world domain. cognitive psychology, 38(4), p. p495–553.
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Ajoutée par: Lynda Taabane
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Pop. 27.2%
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Ross, B. H. (2000). The effects of category use on learned categories. Memory & Cognition, 28(1), pp. 51–63.
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Ajoutée par: Lynda Taabane
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Pop. 13.78%
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Ross, B. H., & Warren, J. L. (2002). Learning abstract relations from using categories. Memory & Cognition, 30(5), p. p657–665.
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Ajoutée par: Lynda Taabane
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Pop. 32.09%
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Ross, B. H., Gelman, S. A., & Rosengren, K. S. (2005). Children's category-based inferences affect classification. British Journal of Developmental Psychology, 23(1), p. p1–24.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.28%
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Ross, B. H., Wang, R. F., Kramer, A. F., Simons, D. J., & Crowell, J. A. (2007). Action information from classification learning. Psychonomic Bulletin & Review, 14(3), p. p500–504.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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Ross, N., Medin, D., & Cox, D. (2007). Epistemological models and culture conflict: Menominee and euro-american hunters in wisconsin. Ethos, 35(4), p. p478–515.
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Ajoutée par: Lynda Taabane
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Pop. 33.36%
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Rouder, J. N., & Ratcliff, R. (2004). Comparing categorization models. Journal of Experimental Psychology: General, 133(1), p. p63–82.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.64%
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Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27(3), pp. 201–219.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.73%
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Roussel, J.-L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison between additive and multiplicative problem solving. European Journal of Cognitive Psychology, 14(1), p. p61–104.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.99%
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Russell, S. W. (1989). Verbal concepts as abstract structures: The most basic conceptual metaphor? Metaphor & Symbolic Activity, 4(1), p. p55–60.
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Ajoutée par: Lynda Taabane
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Pop. 28.74%
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Ruts, W., Storms, G., & Hampton, J. (2004). Linear separability in superordinate natural language concepts. Memory & Cognition, 32(1), p. p83–95.
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Ajoutée par: Lynda Taabane
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Pop. 28.01%
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Saglam, M., & Millar, R. (2006). Upper high school students' understanding of electromagnetism. International journal of science education, 28(5), p. p543.
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Ajoutée par: Lynda Taabane
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Pop. 25.02%
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Samuelson, L. K., & Smith, L. B. (1999). Early noun vocabularies: do ontology, category organization and syntax correspond? Cognition, 73(1), pp. 1–33.
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Ajoutée par: Lynda Taabane
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Pop. 25.29%
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Samuelson, L. K., & Smith, L. B. (2000). Grounding development in cognitive processes. Child Development, 71(1), pp. 98–106.
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Ajoutée par: Sterenn Audo
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Pop. 26.56%
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Sander, E., & Mathieu, N. Individualization as influencing semantic alignment in mathematical word problem solving. Notes internes.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.55%
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Sander, E., & Richard, J.-F. (1997). Analogical transfer as guided by an abstraction process: The case of learning by doing in text editing. Journal of experimental psychology: Learning, Memory, and Cognition, 23(6), p. p1459–1483.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 39.44%
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Sandhofer, C. M., & Smith, L. B. (1999). Learning color words involves learning a system of mappings. Developmental Psychology, 35(3), p. p668–679.
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Ajoutée par: Lynda Taabane
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Pop. 34.27%
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Sandhofer, C. M., & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults' learning of artificial terms. Journal of Experimental Psychology: General, 130(4), p. p600–617.
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Ajoutée par: Lynda Taabane
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Pop. 38.44%
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