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Burns, B. D., & Vollmeyer, R. (2002). Goal specificity effects on hypothesis testing in problem solving. Quarterly Journal of Experimental Psychology: Section A, 55(1), p. p241–261.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.06%
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Burt, J. S. (1992). Against the lexical representation of idioms. Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p582–605.
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Ajoutée par: Lynda Taabane
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Pop. 35.97%
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Caballero, R. (2007). Review of metaphor in culture: Universality and variation. Metaphor and Symbol, 22(1), p. p109–118.
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Ajoutée par: Lynda Taabane
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Pop. 32.06%
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J. Cai & J. C. Moyer (Eds.) Middle school students' understanding of average: a problem-solving approach. Columbus: Annual meeting of the north american chapter of the international group for the psychology of mathematics education. (21 Octobre 1995).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.43%
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J. Cai, J. C. Moyer & N. J. Grochowski (Eds.) Making the mean meaningful: two instructional studies. Chicago: Annual meeting of the american educational research association. (24 Mars 1997).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.97%
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Cai, J., & Gorowara, C. C. (2002). Teachers’ conceptions and constructions of pedagogical representations in teaching statistics: a case of arithmetic average. In B. Phillips (Ed.), Developing a statistically literate society: Proceedings of the Sixth International Conference on Teaching Statistics (pp. 401–406). International Association for Statistical Education.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.61%
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Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory & Cognition, 29(6), p. p850–859.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.69%
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Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.42%
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Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of educational psychology, 96(4), p. p671–681.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 39.69%
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Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), p. p31–42.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.88%
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Cameron, L. (2002). Metaphors in the learning of science: A discourse focus. British Educational Research Journal, 28(5), p. p673–688.
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Ajoutée par: Lynda Taabane
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Pop. 29.25%
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Campanario, J. M. (2002). The parallelism between scientists' and students' resistance to new scientific ideas. International journal of science education, 24(10), p. p1095.
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Ajoutée par: Lynda Taabane
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Pop. 26.07%
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Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.42%
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Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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Campbell, J. D., & Katz, A. N. (2006). On reversing the topics and vehicles of metaphor. Metaphor and Symbol, 21(1), p. p1–22.
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Ajoutée par: Lynda Taabane
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Pop. 32.97%
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Canal, P. (1999). Photosynthesis and "inverse respiration" in plants: An inevitable misconception? International journal of science education, 21(4), p. p363.
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Ajoutée par: Lynda Taabane
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Pop. 27.88%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (1998). The role of conceptual understanding in children's addition problem solving. Developmental Psychology, 34(5), pp. 882–891.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.61%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2002). Young children's understanding of addition concepts. Educational Psychology: An International Journal of Experimental Educational Psychology, 22(5), pp. 513–532.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.06%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.6%
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Caplan, L. J., & Barr, R. A. (1991). The effects of feature necessity and extrinsicity on gradedness of category membership and class inclusion relations. British Journal of Psychology, 82(4), p. p427.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.7%
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