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Stuckardt, R. (1996). Anaphor resolution and the scope of syntactic constraints. Proceedings of the 16th conference on Computational linguistics, 2, pp. 937–942.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 18.4%
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Stylianou, D. A., & Silver, E. A. (2004). The role of visual representations in advanced mathematical problem solving: An examination of expert-novice similarities and differences. Mathematical Thinking and Learning An International Journal, 6(4), p. p353.
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Dernièrement modifiée par: Evelyne Mengue
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Pop. 22.39%
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Sweller, J., Mawer, R. F., & Ward, M. R. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112(4), p. p639–661.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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Taiwo, A. A., Motswiri, M. J., & Masene, R. (1999). Perceptions of the water cycle among primary school children in botswana. International journal of science education, 21(4), p. p413.
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Ajoutée par: Lynda Taabane
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Pop. 22.03%
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Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.93%
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Tall, D. (2001). Natural and formal infinities. Educational Studies in Mathematics, 48(2-3), p. p199.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.39%
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Tanner, C., & Medin, D. L. (2004). Protected values: No omission bias and no framing effects. Psychonomic Bulletin & Review, 11(1), p. p185–191.
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Ajoutée par: Lynda Taabane
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Pop. 31.91%
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Tatsuoka, K. K. (1984). Changes in error types over learning stages. Journal of educational psychology, 76(1), p. p120–129.
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Ajoutée par: Lynda Taabane
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Pop. 32.46%
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Taylor, A. K., & Kowalski, P. (2004). Naïve psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1), p. p15–25.
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Ajoutée par: Lynda Taabane
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Pop. 29.92%
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Taylor, A. K., & Kowalski, P. (2004). Naive psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1).
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Ajoutée par: Lynda Taabane
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Pop. 27.11%
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Taylor, E. G., & Hummel, J. E. (2007). Perspectives on similarity from the lisa model. Proceedings of AnICA07 (an analogy workshop held in conjunction with the 29th Annual Meeting of the Cognitive Science Society),
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Ajoutée par: Sterenn Audo
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Pop. 19.31%
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Teixeira, F. M. (2000). What happens to the food we eat? children's conceptions of the structure and function of the digestive system. International journal of science education, 22(5), p. p507.
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Ajoutée par: Lynda Taabane
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Pop. 23.03%
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Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), p. p5–16.
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Ajoutée par: Lynda Taabane
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Pop. 30.37%
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Thagard, P. (1992). Analogy, explanation, and education. Journal of Research in Science Teaching, 29(6), p. p537.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.57%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2001). Algorithmic solution of arithmetic problems and operands–answer associations in long-term memory. Quarterly Journal of Experimental Psychology: Section A, 54(2), p. p599–611.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.09%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2004). Représentation mentale et procédures de résolution de problèmes arithmétiques: L'effet du placement de la question. L'année Psychologique, 104(4), p. p683–699.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34%
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Thevenot, C., & Oakhill, J. (2005). The strategic use of alternative representations in arithmetic word problem solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 58(7), p. p1311–1323.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.36%
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Thevenot, C., & Oakhill, J. (2006). Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities. European Journal of Cognitive Psychology, 18(5), pp. 756–775.
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Ajoutée par: Sterenn Audo
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Pop. 37.72%
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Thevenot, C., Devidal, M., Barrouillet, P., & Fayol, M. (2007). Why does placing the question before an arithmetic word problem improve performance? a situation model account. Quarterly Journal of Experimental Psychology, 60(1), p. p43–56.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.9%
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Thibaut, J.-P. (1997). Similarité et catégorisation. L'année Psychologique, 97(4), p. p701–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.64%
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