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Cornish, F., Garnham, A., Cowles, W. H., Fossard, M., & André, V. (2005). Indirect anaphora in english and french: A cross-linguistic study of pronoun resolution. Journal of Memory and Language, 52(3), p. p363–376.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.33%
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Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.52%
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de Corte, E., Verschaffel, L., & de Win, L. (1985). Influence of rewording verbal problems on children's problem representations and solutions. Journal of educational psychology, 77(4), p. p460–470.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.97%
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de Corte, E., Verschaffel, L., & Pauwels, A. (1990). Influence of the semantic structure of word problems on second graders' eye movements. Journal of educational psychology, 82(2), p. p359–365.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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de Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71(4), p. p531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.52%
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de Corte, E., Verschaffel, L., & Greer, B. (n.d.). Connecting mathematics problem solving to the real world. Retrieved 5 Décembre, 2007, from http://math.unipa.it/~grim/Jdecorte.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.79%
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Cortina, J. L., Saldanha, L., & Thompson, P. (1999). Multiplicative conceptions of arithmetic mean. In F. Hitt (Ed.), Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Cuernavaca, Mexico: Centro de Investigación y de Estudios Avanzados.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.34%
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Cortina, J. L. (2002). Developing instructional conjectres about how to support students' understanding of the arithmeti mean as a ratio. In B. Phillips (Ed.), Developing a statistically literate society: Proceedings of the Sixth International Conference on Teaching Statistics International Association for Statistical Education.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.89%
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Cowart, W., & Cairns, H. S. (1987). Evidence for an anaphoric mechanism within syntactic processing: Some reference relations defy semantic and pragmatic constraints. Memory & Cognition, 15(4), p. p318–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.79%
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Crockett, C. (2004). What do kids know--and misunderstand--about science? Educational Leadership, 61(5).
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Ajoutée par: Lynda Taabane
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Pop. 25.98%
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Crutcher, R. J. (1994). Telling what we know: The use of verbal report methodologies in psychological research. Psychological Science, 5(5), p. p241–244.
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Ajoutée par: Lynda Taabane
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Pop. 29.34%
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Cumming, G., Williams, J., & Fidler, F. (2004). Replication and researchers' understanding of confidence intervals and standard error bars. Understanding Statistics, 3(4), p. p299–311.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.24%
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Cumming, G., & Maillardet, R. (2006). Confidence intervals and replication: Where will the next mean fall? Psychological Methods, 11(3), p. p217–227.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.15%
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Cummins, D. D., & Others, A. (1988). The role of understanding in solving word problems. cognitive psychology, 20(4), p. p405.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.06%
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Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition & Instruction, 8(3), p. p261.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.34%
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Cummins, D. D., Lubart, T., Alksnis, O., & Rist, R. (1991). Conditional reasoning and causation. Memory & Cognition, 19(3), p. p274–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.42%
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Cummins, D. D. (1995). Naive theories and causal deduction. Memory & Cognition, 23(5), p. p646–658.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.61%
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Cummins Dellarosa, D. (1992). Role of analogical reasoning in the induction of problem categories. Journal of experimental psychology: Learning, Memory, and Cognition, 18(5), p. p1103–1124.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.06%
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Davenport, P., & Howe, C. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25(1), pp. 55–78.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.7%
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Day, S. B., & Gentner, D. (2003). Analogical inference in automatic interpretation. Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society,
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Ajoutée par: Sterenn Audo
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Pop. 24.52%
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