Affichage de 201 - 220 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions that promote reasoning. Teachers College Record, 100(2), p. p315.
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Ajoutée par: Lynda Taabane
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Pop. 33.88%
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Chinn, C. A., & Brewer, W. F. (2001). A models of data : a theory of how people evaluate data. Cognition & Instruction, 19(3), pp. 323–393.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.34%
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Chiu, M. M. (2001). Using metaphors to understand and solve arithmetic problems: Novices and experts working with negative numbers. mathematical thinking and learning, 3(2-3), p. p93.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.88%
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Choplin, J. M., & Hummel, J. E. (2005). Comparison-induced decoy effects. Memory & Cognition, 33(2), pp. 332–343.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.6%
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Chronicle, E. P., & MacGregor, N. A. (1998). Are pasat scores related to mathematical ability? Neuropsychological Rehabilitation, 8(3), p. p273–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.52%
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Chronicle, E. P., Ormerod, T. C., & MacGregor, J. N. (2001). When insight just won't come: The failure of visual cues in the nine-dot problem. Quarterly Journal of Experimental Psychology: Section A, 54(3), p. p903–919.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.61%
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Chronicle, E. P., MacGregor, J. N., & Ormerod, T. C. (2004). What makes an insight problem? the roles of heuristics, goal conception, and solution recoding in knowledge-lean problems. Journal of experimental psychology: Learning, Memory, and Cognition, 30(1), p. p14–27.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.61%
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Chronicle, E., MacGregor, J., Ormerod, T., & Burr, A. (2006). It looks easy! heuristics for combinatorial optimization problems. Quarterly Journal of Experimental Psychology, 59(4), p. p783–800.
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Ajoutée par: Lynda Taabane
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Pop. 26.07%
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Chrysikou, E. G., & Weisberg, R. W. (2005). Following the wrong footsteps: Fixation effects of pictorial examples in a design problem-solving task. Journal of experimental psychology: Learning, Memory, and Cognition, 31(5), p. p1134–1148.
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Ajoutée par: Lynda Taabane
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Pop. 28.52%
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Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), pp. 271–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.15%
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Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.06%
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Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.51%
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Clark, A.-M., Anderson, R. C., Kuo, L.-J., Kim, I.-H., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), p. p181.
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Ajoutée par: Lynda Taabane
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Pop. 32.43%
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Clément, E. (1996). L'effet du contexte sémantique dans l'élaboration de la répresentation du problème. L'année Psychologique, 96(3), p. p409–442.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.33%
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Clément, E., & Richard, J.-F. (1997). Knowledge of domain effects in problem representations: The case of tower of hanoi isomorphs. Thinking & Reasoning, 3(2), p. p133–157.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.06%
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Clément, E. (2006). Approche de la flexibilité cognitive dans la problématique de la résolution de problème. L'année Psychologique, 106(3), p. p415–434.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.07%
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Clement, C. A., & Gentner, D. (1991). Systematicity as a selection constraint in analogical mapping. Cognitive Science: A Multidisciplinary Journal, 15(1), p. p89–132.
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Ajoutée par: Lynda Taabane
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Pop. 32.06%
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Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive science, 12, pp. 563–586.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 20.89%
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Clement, J. (1998). Expert novice similarities and instruction using analogies. International journal of science education, 20(10), pp. 1271–1286.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.98%
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Clerk, D., & Rutherford, M. (2000). Language as a confounding variable in the diagnosis of misconceptions. International journal of science education, 22(7), p. p703.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.15%
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