Affichage de 361 - 380 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Forbus, K. D., Gentner, D., Markman, A. B., & Ferguson, R. W. (1998). Analogy just looks like high-level perception: why a domain-general approach to analogical mapping is right. Journal of Experimental and Theoretical Artificial Intelligence, 10(2), pp. 231–257.
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Ajoutée par: Sterenn Audo
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Pop. 21.94%
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Fourment-Aptekman, M.-C., Emmenecker, N., & Pantz, V. (1987). Étude de la production de métaphores chez des enfants de 3 à 7 ans. L'année Psychologique, 87(4), p. p535–551.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.82%
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Fourment-Aptekman, M.-C. (1996). La compréhension de métaphores et de pseudo-métaphores chez des enfants âgés de 4 à 8 ans. L'année Psychologique, 96(3), p. p443–457.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.46%
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Franquart-Declercq, C., & Gineste, M.-D. (2001). L'enfant et la métaphore. L'année Psychologique, 101(4), p. p723–752.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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French, R. M. (2000). The chinese room: just say “no!”. Proceedings of the 22nd Annual Cognitive Science Society Conference,
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Ajoutée par: Sterenn Audo
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Pop. 20.58%
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French, R. M., & Labiouse, C. (2002). Four problems with extracting human semantics from large text corpora. Proceedings of the 24th Annual Conference of the Cognitive Science Society,
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Ajoutée par: Sterenn Audo
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Pop. 21.67%
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French, R. M. (2002). The computational modeling of analogy-making. Cognitive science, 6(5), pp. 200–205.
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Ajoutée par: Sterenn Audo
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Pop. 23.39%
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French, R. M. (2006). The dynamics of the computational modeling of analogy-making. In P. Fishwick (Ed.), the CRC Handbook of Dynamic Systems Modeling Boca Raton, FL: CRC Press LLC.
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Ajoutée par: Sterenn Audo
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Pop. 22.3%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., & Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of educational psychology, 95(2), p. p293–304.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.81%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. Journal of educational psychology, 95(2), p. p306–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.44%
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Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of educational psychology, 96(4), p. p635–647.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.72%
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Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of educational psychology, 97(3), p. p493–513.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of learning disabilities, 39(5), pp. 467–475.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.55%
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Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.99%
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Fuson, K. C., & Others. (1996). Levels in conceptualization and solving addition and subtraction compare word problems. Cognition and Instruction, 14(3), pp. 345–371.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.93%
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Gagné, C., Friedman, A., & Faries, J. (1996). Effect of priming on the comprehension of predicative metaphors. Metaphor & Symbolic Activity, 11(2), p. p125–143.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Gagné, C. L. (2002). Metaphoric interpretations of comparison-based combinations. Metaphor and Symbol, 17(3), p. p161–178.
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Ajoutée par: Lynda Taabane
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Pop. 31.19%
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Galbraith, P., & Haines, C. (2000). Conceptual mis(understandings) of beginning undergraduates. International Journal of Mathematical Education in Science and Technology, 31(5), p. p651.
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Ajoutée par: Lynda Taabane
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Pop. 26.65%
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Galotti, K. M., Komatsu, L. K., & Voelz, S. (1997). Children's differential performance on deductive and inductive syllogisms. Developmental Psychology, 33(1), p. p70–78.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.91%
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García, A. I., Jiménez, J. E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic ld. Journal of learning disabilities, 39(3), pp. 270–281.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33%
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