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Gibbs, R. W., & Nayak, N. P. (1991). Why idioms mean what they do. Journal of Experimental Psychology: General, 120(1), p. p93–95.
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Ajoutée par: Lynda Taabane
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Pop. 32.82%
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Gibbs, R. W. (1992). Categorization and metaphor understanding. Psychological Review, 99(3), pp. 572–577.
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Ajoutée par: Lynda Taabane
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Pop. 24.03%
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Gibbs, R. W. (1992). Categorization and metaphor understanding. Psychological Review, 99(3), p. p572–577.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.37%
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Gibbs, R. W., & Beitel, D. (1995). What proverb understanding reveals about how people think. Psychological Bulletin, 118(1), p. p133–154.
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Ajoutée par: Lynda Taabane
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Pop. 29.65%
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Gibbs, R. J. W., & Bogdonovich, J. (1999). Mental imagery in interpreting poetic metaphor. Metaphor and Symbol, 14(1), p. p37–44.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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Gibbs Jr., R. W., Johnsson, M. D., & Colston, H. L. (1996). How to study proverb understanding. Metaphor & Symbolic Activity, 11(3), p. p233.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Gibson, E. (2006). The interaction of top-down and bottom-up statistics in the resolution of syntactic category ambiguity. Journal of Memory and Language, 54(3), p. p363–388.
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Ajoutée par: Lynda Taabane
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Pop. 32.73%
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Gick, M. L. (1985). The effect of a diagram retrieval cue on spontaneous analogical transfer. Canadian Journal of Psychology Revue Canadienne de Psychologie, 39(3), p. p460–466.
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Ajoutée par: Lynda Taabane
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Pop. 32.18%
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Gick, M. L., & McGarry, S. J. (1992). Learning from mistakes: Inducing analogous solution failures to a source problem produces later successes in analogical transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 18(3), pp. 623–639.
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Ajoutée par: Sterenn Audo
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Pop. 35.36%
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Gick, M. L., & Paterson, K. (1992). Do contrasting examples facilitate schema acquisition and analogical transfer? Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p539–550.
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Ajoutée par: Lynda Taabane
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Pop. 31.01%
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Gick, M. L., Holyoak, K. J., Balota, D. A., & Marsh, E. J. (2004). Schema induction and analogical transfer. cognitive psychology, 15, pp. 1–38.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.74%
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Gick, M. L. (n.d.). Problem-solving strategies . Educational Psychologist, 21(1/2), p. p99.
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Ajoutée par: Lynda Taabane
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Pop. 23.75%
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Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), pp. 99–115.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.09%
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Gigerenzer, G. (1995). The taming of content: Some thoughts about domains and modules. Thinking & Reasoning, 1(4), pp. 324–333.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.19%
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Gigerenzer, G., & Goldstein, D. G. (1996). Mind as computer: Birth of a metaphor. Creativity Research Journal, 9(2), p. p131–144.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Gilles, P.-Y., Masse, C., & Lemaire, P. (2001). Différences individuelles dans l'utilisation de stratégies en arithmétique. L'année Psychologique, 101(1), p. p9–32.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.73%
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Gillespie, J. J., Thompson, L., Loewenstein, J., & Gentner, D. (1999). Lessons from analogical reasoning in the teaching of negotiation. Negotiation Journal, 15(4), pp. 363–371.
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Ajoutée par: Sterenn Audo
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Pop. 20.85%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.36%
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Gineste, M.-D., & Scart-Lhomme, V. (1999). Comment comprenons-nous les métaphores? L'année Psychologique, 99(3), p. p447–492.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Gineste, M.-D., Indurkhya, B., & Scart, V. (2000). Emergence of features in metaphor comprehension. Metaphor and Symbol, 15(3), p. p117–135.
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Ajoutée par: Lynda Taabane
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Pop. 32.37%
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