Affichage de 1201 - 1220 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Wilkerson, M., & Olson, M. R. (1997). Misconceptions about sample size, statistical significance, and treatment effect. Journal of Psychology: Interdisciplinary and Applied, 131(6), p. p627–631.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.94%
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Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of educational psychology, 80(2), pp. 192–201.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.32%
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Wilson, T. D. (1994). The proper protocol: Validity and completeness of verbal reports. Psychological Science, 5(5), p. p249–252.
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Ajoutée par: Lynda Taabane
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Pop. 27.4%
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Wilt, J. R. (2005). Ninth grade physics: A necessity for high school science programs. Journal of Curriculum and Supervision, 20(4), pp. 342–362.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.14%
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Winamer, J., Witthoft, N., Frank, M., Wu, M. L., Wade, A. R., & Boroditsky, L. (2007). Russian blues reveal effects of language on color discrimination. PNAS, 104(19), pp. 7780–7785.
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Ajoutée par: Lynda Taabane
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Pop. 24.95%
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Winer, G. A., & Cottrell, J. E. (1996). Does anything leave the eye when we see? extramission beliefs of children and adults. Current Directions in Psychological Science, 5(5), p. p137–142.
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Ajoutée par: Lynda Taabane
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Pop. 27.77%
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Winer, G. A., Rader, A. W., & Cottrell, J. E. (2003). Testing different interpretations for the mistaken belief that rays exit the eyes during vision. Journal of Psychology: Interdisciplinary and Applied, 137(3), p. p243–261.
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Ajoutée par: Lynda Taabane
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Pop. 26.77%
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Winner, E., Rosenstiel, A. K., & Gardner, H. (1976). The development of metaphoric understanding. Developmental Psychology, 12(4), p. p289–297.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Winner, E., Rosenstiel, A. K., & Gardner, H. (1977). Language development: Metaphoric understanding. Journal of learning disabilities, 10(3), p. p147–149.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.04%
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Winner, E., Windmueller, G., Rosenblatt, E., & Bosco, L. (1987). Making sense of literal and nonliteral falsehood. Metaphor & Symbolic Activity, 2(1), p. p13–32.
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Ajoutée par: Lynda Taabane
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Pop. 29.67%
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Wisniewski, E. J. (1995). Prior knowledge and functionally relevant features in concept learning. Journal of experimental psychology: Learning, Memory, and Cognition, 21(2), p. p449–468.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.4%
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Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.31%
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Wolfe, C. R. (2001). Plant a tree in cyberspace: Metaphor and analogy as design elements in web-based learning environments. CyberPsychology & Behavior, 4(1), p. p67–76.
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Ajoutée par: Lynda Taabane
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Pop. 22.69%
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Wolff, P., & Gentner, D. (2000). Evidence for role-neutral initial processing of metaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 26(2), pp. 529–541.
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Ajoutée par: Sterenn Audo
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Pop. 19.78%
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Wolff, P., & Gentner, D. (2000). Evidence for role-neutral initial processing of metaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 26(2), p. p529–541.
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Ajoutée par: Lynda Taabane
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Pop. 25.68%
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Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12(2), p. p233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.77%
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Wong, W.-K., Hsu, S.-C., Wu, S.-H., Lee, C.-W., & Hsu, W.-L. (2007). Lim-g: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education, 48(4), pp. 582–601.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), pp. 269–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.4%
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Wu, M. L., & Gentner, D. (1998). Structure in category-based induction. Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, pp. 1154–1158.
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Ajoutée par: Sterenn Audo
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Pop. 21.78%
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Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.94%
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