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Greene, S. B., McKoon, G., & Ratcliff, R. (1992). Pronoun resolution and discourse models. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2), p. p266–283.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.63%
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Greeno, J. G., & Laberge, D. (1963). Sequential dependencies and nonreinforcement in probability learning. Journal of Experimental Psychology, 66(6), p. p547–552.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.01%
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Greeno, J. G., & Bjork, R. A. (1973). Mathematical learning theory and the new "mental forestry". Annual Review of Psychology, 24, p. p81.
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Ajoutée par: Lynda Taabane
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Pop. 28.74%
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Greeno, J. G., & Simon, H. A. (1974). Processes for sequence production. Psychological Review, 81(3), p. p187–198.
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Ajoutée par: Lynda Taabane
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Pop. 27.65%
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Greeno, J. G. (1976). Indefinite goals in well-structured problems. Psychological Review, 83(6), p. p479–491.
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Ajoutée par: Lynda Taabane
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Pop. 23.21%
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Greeno, J. G. (1980). Psychology of learning, 1960-1980: One participant's observations. American Psychologist, 35(8), p. p713–728.
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Ajoutée par: Lynda Taabane
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Pop. 29.65%
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Greeno, J. G. (1986). Collaborative teaching and making sense of symbols: Comment on lampert's 'knowing, doing, and teaching multiplication'. Cognition & Instruction, 3(4), p. p343.
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Ajoutée par: Lynda Taabane
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Pop. 28.83%
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Greeno, J. G. (1987). Instructional representations based on research about understanding. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. p61–88). New-York: Academic.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.56%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Greeno, J. G. (1994). Gibson's affordances. Psychological Review, 101(2), p. p336–342.
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Ajoutée par: Lynda Taabane
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Pop. 26.75%
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Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), p. p5–26.
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Ajoutée par: Lynda Taabane
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Pop. 27.74%
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Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), p. p537–547.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.45%
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Greeno, J. G., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), p. p9–23.
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Ajoutée par: Lynda Taabane
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Pop. 32.64%
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Greeno, J. G., & Saxe, G. B. (2007). Conceptual growth in children and in the learning sciences: Giyoo hatano's contributions. Human Development, 50(1), p. p55–64.
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Ajoutée par: Lynda Taabane
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Pop. 31.19%
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Greer, B. (1985). Understanding of arithmetical operations as models of situations. In J. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 60–80). Londres: Oxford University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.2%
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Greer, B. (2001). Understanding probabilistic thinking: The legacy of efraim fischbein. Educational Studies in Mathematics, 45(1-3), p. p15.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.19%
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Gregan-Paxton, J. (2001). The role of abstract and specific knowledge in the formation of product judgments: An analogical learning perspective. Journal of Consumer Psychology, 11(3), p. p141–158.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.92%
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Gregan-Paxton, J., & Moreau, P. (2003). How do consumers transfer existing knowledge? a comparison of analogy and categorization effects. Journal of Consumer Psychology, 13(4), p. p422–430.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.28%
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Gregory, M. E., & Mergler, N. L. (1990). Metaphor comprehension: In search of literal truth, possible sense, and metaphoricity. Metaphor & Symbolic Activity, 5(3), p. p151–173.
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Ajoutée par: Lynda Taabane
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Pop. 30.55%
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Gregory, M. E. (1993). Metaphor comprehension: From literal truth to metaphoricity and back again. Metaphor & Symbolic Activity, 8(1), p. p1–21.
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Ajoutée par: Lynda Taabane
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Pop. 31.91%
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