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VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.55%
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VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47(1), pp. 513–527.
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Ajoutée par: Sterenn Audo
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Pop. 25.39%
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Verde, M. F., Murphy, G. L., & Ross, B. H. (2005). Influence of multiple categories on the prediction of unknown properties. Memory & Cognition, 33(3), p. p479–487.
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Ajoutée par: Lynda Taabane
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Pop. 30.92%
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Verschaffel, L., de Corte, E., & Pauwels, A. (1992). Solving compare problems: An eye movement test of lewis and mayer's consistency hypothesis. Journal of educational psychology, 84(1), p. p85–94.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Verschaffel, L., & de Corte, E. (1993). A decade of research on word problem solving in leuven: Theoretical, methodological, and practical outcomes. Educational Psychology Review, 5(3), p. p239–256.
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Ajoutée par: Lynda Taabane
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Pop. 28.29%
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Vicente, K. J. (2000). Revisiting the constraint attunement hypothesis: Reply to ericsson, patel, and kintsch (2000) and simon and gobet (2000). Psychological Review, 107(3), p. p601–608.
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Ajoutée par: Lynda Taabane
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Pop. 28.29%
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Viskontas, I. V., Morrison, R. G., Holyoak, K. J., Hummel, J. E., & Knowlton, B. J. (2004). Relational integration, inhibition, and analogical reasoning in older adults. Psychology and Aging, 19(4), pp. 581–591.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.09%
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de Viviés, X. (1999). Point de vue et type de représentation des règles. deux niveaux de difficulté pour la résolution de problèmes. L'année Psychologique, 99(2), p. p271–293.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.56%
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Vogel, C. (2001). Dynamic semantics for metaphor. Metaphor & Symbol, 16(1/2), p. p59–74.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.75%
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Vokey, J. R., & Higham, P. A. (2005). Abstract analogies and positive transfer in artificial grammar learning. Canadian Journal of Experimental Psychology, 59(1), p. p54–61.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.54%
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Vosniadou, S., & Ortony, A. (1983). The emergence of the literal-metaphorical-anomalous distinction in young children. Child Development, 54(1), p. p154–161.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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Vosniadou, S., Ortony, A., Reynolds, R. E., & Wilson, P. T. (1984). Sources of difficulty in the young child's understanding of metaphorical language. Child Development, 55(4), p. p1588–1606.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.28%
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Vosniadou, S. (1987). Children and metaphors. Child Development, 58(3), p. p870–885.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.37%
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Vosniadou, S. (1987). Contextual and linguistic factors in children's comprehension of nonliteral language. Metaphor & Symbolic Activity, 2(1), p. p1–11.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.46%
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Vosniadou, S. (1989). Analogical reasoning as a mechanism in knowledge acquisition: A developmental perspective. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. (pp. p413–437). Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.2%
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Vosniadou, S. (1989). Context and the development of metaphor comprehension. Metaphor & Symbolic Activity, 4(3), p. p159–171.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Vosniadou, S. (1995). Analogical reasoning in cognitive development. Metaphor and symbolic activity, 10(4), pp. 297–308.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.67%
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Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6(2), pp. 95–109.
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Ajoutée par: Sterenn Audo
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Pop. 21.12%
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Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: a psychological point of view. International journal of science education, 20(10), pp. 1213–1230.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 23.03%
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Vosniadou, S. (2001). Mental models in conceptual development. In L. Magnani & N. J. Nersessian (Eds.), Model-Based Reasoning: Science, Technology, Values Dordrecht: Kluwer Academic.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.29%
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