Affichage de 1081 - 1100 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Sophian, C., & Madrid, S. (2003). Young children's reasoning about many-to-one correspondences. Child Development, 74(5), p. p1418–1432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.63%
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Sousa, P., Atran, S., & Medin, D. (2002). Essentialism and folkbiology: Evidence from brazil. Journal of Cognition & Culture, 2(3), p. p195–223.
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Ajoutée par: Lynda Taabane
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Pop. 30.28%
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Sovik, N., Frostrad, P., & Heggberget, M. (1999). The relation between reading comprehension and task-specific strategies used in arithmetical word problems. Scandinavian Journal of Educational Research, 43(4), p. p371–398.
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Ajoutée par: Lynda Taabane
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Pop. 31.37%
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Spalding, T. L., & Ross, B. H. (1994). Comparison-based learning: Effects of comparing instances during category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 20(6), p. p1251–1263.
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Ajoutée par: Lynda Taabane
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Pop. 23.39%
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Spalding, T. L., & Ross, B. H. (2000). Concept learning and feature interpretation. Memory & Cognition, 28(3), p. p439–451.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
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Ajoutée par: Sterenn Audo
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Pop. 33%
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Spellman, B. A., & Holyoak, K. J. (1992). If saddam is hitler then who is george bush? analogical mapping between systems of social roles. Journal of Personality and Social Psychology, 62(6), p. p913–933.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.11%
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Spellman, B. A., López, A., & Smith, E. E. (1999). Hypothesis testing: Strategy selection for generalising versus limiting hypotheses. Thinking & Reasoning, 5(1), p. p67–91.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Spencer, R. M., & Weisberg, R. W. (1986). Context-dependent effects on analogical transfer. Memory & Cognition, 14(5), pp. 442–449.
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Ajoutée par: Lynda Taabane
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Pop. 21.76%
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Spencer-Smith, J., & Goldstone, R. L. (1997). The dynamics of similarity. Bulletin of the Japanese Cognitive Science Society, 4, pp. 38–56.
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Ajoutée par: Sterenn Audo
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Pop. 17.5%
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Spiro, R. J., Feltovich, P. J., Coulson, R. L., & Anderson, D. K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. (pp. p498–531). Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.92%
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Squire, S., & Bryant, P. (2002). From sharing to dividing: Young children’s understanding of division. Developmental Science, 5(4), p. p452–466.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.64%
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Squire, S., & Bryant, P. (2003). Children's understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21(4), p. p507–526.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.73%
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Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34%
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
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Ajoutée par: Sterenn Audo
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Pop. 32.73%
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Staub, F. C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of educational psychology, 94(2), p. p344–355.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Steiger, J. H. (2000). Point estimation, hypothesis testing, and interval estimation using the rmsea: Some comments and a reply to hayduk and glaser. Structural Equation Modeling, 7(2), p. p149.
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Ajoutée par: Lynda Taabane
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Pop. 25.75%
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Stern, E. (1993). What makes certain arithmetic word problems involving the comparison of sets so difficult for children? Journal of educational psychology, 85(1), p. p7–23.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Stevens, C., & Gallagher, M. (2004). The development of mental models for auditory events: Relational complexity and discrimination of pitch and duration. British Journal of Developmental Psychology, 22(4), pp. 569–583.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.65%
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Storms, G., De Boeck, P., Hampton, J. A., & Van Mechelen, I. (1999). Predicting conjunction typicalities by component typicalities. Psychonomic Bulletin & Review, 6(4), p. p677–684.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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