Affichage de 121 - 140 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Category: Full text
|
|
|
Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49(4), p. p977–987.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.58%
|
|
|
Bradie, M. (1998). Explanation as metaphorical redescription. Metaphor & Symbol, 13(2), p. p125.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.58%
|
|
|
Braisby, N., Franks, B., & Hampton, J. (1996). Essentialism, word use, and concepts. Cognition, 59(3), p. p247–274.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.4%
|
|
|
Brewer, W. F., & Schommer-Aikins, M. (2006). Scientists are not deficient in mental imagery : galton revised. Review of general psychology, 10(2), pp. 130–146.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 33.21%
|
|
|
Brisard, F., Frisson, S., & Sandra, D. (2001). Processing unfamiliar metaphors in a self-paced reading task. Metaphor and Symbol, 16(1), p. p87–108.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.48%
|
|
|
Brissiaud, R. (1994). Teaching and development : solving "missing addend” problems using substraction. Learning and development: contributions from Vygotsky. European Journal of Psychology of Education, 9(4), pp. 243–265.
|
Dernièrement modifiée par: Jean-François Richard
|
|
Pop. 41.92%
|
|
|
Brissiaud, R. (2000). Apprendre l'arithmétique élémentaire: Les cas de concordance / discordance entre la représentation initiale d'un problème et l'économie de sa résolution numérique. Journées Internationales d'Orsay de Sciences Cognitives (JIOSC 2000): L'Apprentissage. Une Approche transdisciplinaire, Orsay . pp. 105–110.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 49.27%
|
|
|
Brissiaud, R., & Sander, E. (2004). Conceptualisation arithmétique, résolution de problèmes et enseignement des opérations arithmétiques à l'école : une étude longitudinale au ce1. Les processus de conceptualisation en débat : Hommage à Gérard Vergnaud (Clichy La Garenne), pp. 33–46.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 38.29%
|
|
|
Brophy, J., & Alleman, J. (2003). Primary-grade students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes. Cognition & Instruction, 21(1), p. p79–112.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 34.3%
|
|
|
Brosnan, T., & Reynolds, Y. (2001). Student's explanations of chemical phenomena: Macro and micro differences. Research in Science and Technological Education, 19(1), p. p69.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.12%
|
|
|
Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 36.03%
|
|
|
Brown, A. L. (1990). Domain-specifipc rinciplesa ffect learning. Cognitive science, 14, pp. 107–133.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.94%
|
|
|
Brown, N. R., & Siegler, R. S. (1993). Metrics and mappings: A framework for understanding real-world quantitative estimation. Psychological Review, 100(3), pp. 511–534.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.22%
|
|
|
Bruce, R. A., & Threlfall, J. (2004). One, two, three and counting. Educational Studies in Mathematics, 55(1-3), p. p3.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.13%
|
|
|
Bruno, A., & Martinon, A. (1999). The teaching of numerical extensions: The case of negative numbers. International Journal of Mathematical Education in Science and Technology, 30(6), pp. 789–809.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.4%
|
|
|
Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.03%
|
|
|
Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.12%
|
|
|
Budiu, R., & Anderson, J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition, 30(1), p. p158–165.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.39%
|
|
|
Burnett, R. C., Medin, D. L., Ross, N. O., & Blok, S. V. (2005). Ideal is typical. Canadian Journal of Experimental Psychology, 59(1), p. p3–10.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.11%
|
|
|
Burns, B. D. (1996). Meta-analogical transfer: Transfer between episodes of analogical reasoning. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1032–1048.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.84%
|
|
|
