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Tolaas, J. (1991). Notes on the origin of some spatialization metaphors. Metaphor & Symbolic Activity, 6(3), p. p203–218.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.65%
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Torreano, L. A., Cacciari, C., & Glucksberg, S. (2005). When dogs can fly: Level of abstraction as a cue to metaphorical use of verbs. Metaphor & Symbol, 20(4), p. p259–274.
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Ajoutée par: Lynda Taabane
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Pop. 45.97%
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Touron, D. R., Hoyer, W. J., & Cerella, J. (2004). Cognitive skill learning: Age-related differences in strategy shifts and speed of component operations. Psychology and Aging, 19(4), pp. 565–580.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.9%
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Trafimow, D. (2005). The ubiquitous laplacian assumption: Reply to lee and wagenmakers (2005). Psychological Review, 112(3), p. p669–674.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.46%
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Treagust, D. F., Harrison, A. G., & Venville, G. J. (1996). Using an analogical teaching approach to engender conceptual change. International journal of science education, 18(2), pp. 213–229.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.12%
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Tricot, A. (1998). Charge cognitive et apprentissage. une présentation des travaux de john sweller. Revue de Psychologie de l'Education, 1, pp. 37–64.
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Ajoutée par: Sterenn Audo
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Pop. 20.49%
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Tricot, A. (2003). Ihm, cognition et environnements d’apprentissage. In G. Boy (Ed.), L’ingénierie cognitive : IHM et cognition (pp. 411–447). Paris: Hermès Science.
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Ajoutée par: Sterenn Audo
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Pop. 23.39%
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Trumper, R. (1999). A longitudinal study of physics students' conceptions of force in pre-service training for high school teachers. European Journal of Teacher Education, 22(2&3), p. p247.
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Ajoutée par: Lynda Taabane
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Pop. 24.48%
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Trumper, R. (2001). A cross-age study of senior high school students' conceptions of basic astronomy concepts. Research in Science and Technological Education, 19(1), p. p97.
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Ajoutée par: Lynda Taabane
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Pop. 25.39%
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Tsai, C.-C. (2001). Ideas about earthquakes after experiencing a natural disaster in taiwan: An analysis of students' worldviews. International journal of science education, 23(10), p. p1007.
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Ajoutée par: Lynda Taabane
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Pop. 23.57%
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Tsamir, P. (2001). When "the same" is not perceived as such: The case of infinite sets. Educational Studies in Mathematics, 48(2-3), p. p289.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.56%
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Twidle, J. (2006). Is the concept of conservation of volume in solids really more difficult than for liquids, or is the way we test giving us an unfair comparison? Educational Research, 48(1), p. p93–109.
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Ajoutée par: Lynda Taabane
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Pop. 29.47%
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Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: Dimensions of conceptual progression. International journal of science education, 22(5), p. p447.
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Ajoutée par: Lynda Taabane
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Pop. 21.31%
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Unsworth, S. J., & Medin, D. L. (2005). Cultural differences in belief bias associated with deductive reasoning? Cognitive Science: A Multidisciplinary Journal, 29(4), p. p525–529.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.09%
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Utsumi, A. (20050101). The role of feature emergence in metaphor appreciation. Metaphor and Symbol, 20(3), p. p152–172.
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Ajoutée par: Lynda Taabane
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Pop. 27.47%
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Van Dooren, W., De Bock, D., Depaepe, F., Janssens, D., & Verschaffel, L. (2003). The illusion of linearity: Expanding the evidence towards probabilistic reasoning. Educational Studies in Mathematics, 53(2), p. p113.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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Van Dooren, W., De Bock, D., Weyers, D., & Verschaffel, L. (2004). The predictive power of intuitive rules: A critical analysis of the impact of "more a--more b" and "same a--same b". Educational Studies in Mathematics, 56(2-3), p. p179.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 34%
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Van Lancker Sidtis, D. (2006). Where in the brain is nonliteral language? Metaphor and Symbol, 21(4), p. p213–244.
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Ajoutée par: Lynda Taabane
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Pop. 30.83%
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Vandorpe, S., De Rammelaere, S., & Vandierendonck, A. (2005). The odd-even effect in addition: An analysis per problem type. Experimental Psychology, 52(1), p. p47–54.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.74%
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