Affichage de 381 - 400 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.36%
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van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of learning disabilities, 39(6), pp. 496–506.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.54%
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Gardiner, J. M., & Hampton, J. A. (1985). Semantic memory and the generation effect: Some tests of the lexical activation hypothesis. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p732–741.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.81%
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Gardiner, J. M., Gregg, V. H., & Hampton, J. A. (1988). Word frequency and generation effects. Journal of experimental psychology: Learning, Memory, and Cognition, 14(4), p. p687–693.
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Ajoutée par: Lynda Taabane
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Pop. 34%
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Garnham, A. (1981). Anaphoric references to instances, instantiated and non-instantiated categories: A reading time study. British Journal of Psychology, 72(3), p. p377.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.28%
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Garnham, A., & Oakhill, J. (1985). On-line resolution of anaphoric pronouns: Effects of inference making and verb semantics. British Journal of Psychology, 76(3), p. p385.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.92%
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Garnham, A., Oakhill, J., & Cain, K. (1997). The interpretation of anaphoric noun phrases time course, and effects of overspecificity. Quarterly Journal of Experimental Psychology: Section A, 50(1), p. p149–162.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.18%
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Garrod, S., O’Brien, E. J., Morris, R. K., & Rayner, K. (1990). Elaborative inferencing as an active or passive process. Journal of experimental psychology: Learning, Memory, and Cognition, 16(2), p. p250–257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.28%
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Gattuso, L., & Mary, C. (1998). Development of the concept of weighted average among. Proceedings of the Fifth International Conference on Teaching Statistics, 5, pp. 685–692.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.84%
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Gaume, B., Duvignau, K., Gasquet, O., & Gineste, M.-D. (2002). Forms of meaning, meaning of forms. Journal of Experimental & Theoretical Artificial Intelligence, 14(1), p. p61–74.
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Ajoutée par: Lynda Taabane
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Pop. 33.54%
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Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27(3), pp. 398–406.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.01%
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Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.72%
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Geary, D. C. (2005). Role of cognitive theory in the study of learning disability in mathematics. Journal of learning disabilities, 38(4), pp. 305–307.
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Ajoutée par: Sterenn Audo
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Pop. 25.93%
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Geary, D. C. (2006). Development of mathematical understanding. In D. Kuhn, R. S. Siegler, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol 2, Cognition, perception, and language (6th ed.) (pp. 777–810). Hoboken, NJ: John Wiley & Sons Inc.
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Ajoutée par: Sterenn Audo
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Pop. 26.56%
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Gelman, R. (2006). Young natural-number arithmeticians. Current Directions in Psychological Science, 15(4), pp. 193–197.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.64%
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Gentner, D., & Wolff, P. Metaphor and knowledge change. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual change in humans and machines (pp. 295–342). Mahwah, NJ: LEA.
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Ajoutée par: Sterenn Audo
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Pop. 25.2%
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Gentner, D. Analogy. In R. A. Wilson & F. C. Keil (Eds.), The MIT encyclopedia of the cognitive sciences (pp. 17–20). Cambridge, MA: MIT Press.
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Ajoutée par: Sterenn Audo
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Pop. 20.49%
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Gentner, D. Analogy. In W. Bechtel & G. Graham (Eds.), A companion to cognitive science (pp. 107–113). Oxford: Blackwell.
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Ajoutée par: Sterenn Audo
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Pop. 23.21%
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Gentner, D., & Stanford Univ., C. D. O. L. (1977). If a tree had a knee, where would it be? children's performance on simple spatial metaphors. papers and reports on child language development, no. 13.
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Ajoutée par: Lynda Taabane
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Pop. 23.93%
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Gentner, D. (1977). Children's performance on a spatial analogies task. Child Development, 48(3), p. p1034–1039.
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Ajoutée par: Lynda Taabane
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Pop. 34.72%
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