Affichage de 181 - 200 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Chen, Z. (1999). Schema induction in children's analogical problem solving. Journal of educational psychology, 91(4), p. p703–715.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 38.38%
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Chen, Z., Mo, L., & Honomichl, R. (2004). Having the memory of an elephant: Long-term retrieval and the use of analogues in problem solving. Journal of Experimental Psychology: General, 133(3), p. p415–433.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.66%
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Chen, Z., & Mo, L. (2004). Schema induction in problem solving: A multidimensional analysis. Journal of experimental psychology: Learning, Memory, and Cognition, 30(3), p. p583–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.85%
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Cheng, P. W., & Holyoak, K. J. (1985). Pragmatic reasoning schemas. cognitive psychology, 17(4), pp. 391–416.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.04%
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Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.48%
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Chi, M. T. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13(5), p. p543–544.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.48%
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Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5, pp. 121–152.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.96%
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Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182.
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Ajoutée par: Lynda Taabane
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Pop. 32.12%
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Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251–282). Hillsdale, HJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 29.95%
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Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), p. p69.
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Ajoutée par: Lynda Taabane
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Pop. 30.04%
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Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition & Instruction, 10(2/3), p. p249.
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Ajoutée par: Lynda Taabane
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Pop. 31.13%
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Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49.
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Ajoutée par: Lynda Taabane
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Pop. 32.76%
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Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), p. p271.
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Ajoutée par: Lynda Taabane
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Pop. 32.94%
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Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science: A Multidisciplinary Journal, 25(4), pp. 471–533.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.58%
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Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22(3), p. p363.
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Ajoutée par: Lynda Taabane
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Pop. 28.77%
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Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), p. p161–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.94%
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Chiappe, D. L. (1998). Similarity, relevance and the comparison process. Metaphor and Symbol, 13(1), p. p17–30.
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Ajoutée par: Lynda Taabane
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Pop. 29.13%
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Chiappe, D. L. (2000). Metaphor, modularity, and the evolution of conceptual integration. Metaphor & Symbol, 15(3), p. p137–158.
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Ajoutée par: Lynda Taabane
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Pop. 28.68%
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Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cognition, 30(3), p. p353–362.
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Ajoutée par: Lynda Taabane
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Pop. 35.39%
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Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of experimental psychology: Learning, Memory, and Cognition, 30(1), p. p216–226.
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Ajoutée par: Lynda Taabane
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Pop. 34.85%
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