Affichage de 61 - 80 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Barsalou, L. W. (2003). Abstraction in perceptual symbol systems. Philosophical Transactions of the Royal Society of London: Biological Sciences, 358, pp. 1177–1187.
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Ajoutée par: Sterenn Audo
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Pop. 32.58%
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Barsalou, L. W. (2005). Abstraction as dynamic interpretation in perceptual symbol systems. In L. Gershkoff-Stowe & D. H. Rakison (Eds.), Building object categories in developmental time. (pp. p389–431). Lawrence Erlbaum Associates Publishers.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.22%
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Barsalou, L. W. (2005). Continuity of the conceptual system across species. Trends in Cognitive Sciences, 9(7), p. p309–311.
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Ajoutée par: Lynda Taabane
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Pop. 34.57%
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Barsalou, L. W., Pecher, D., Zeelenberg, R., Simmons, K. W., & Hamann, S. B. (2005). Multimodal simulation in conceptual processing. In W.-K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman & P. Wolff (Eds.), Categorization Inside and Outside the Laboratory: Essays in Honor of Douglas L. Medin. (pp. p249–270). American Psychological Association.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.93%
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Barsalou, L. W., Barbey, A. K., Simmons, K. W., & Santos, A. (2005). Embodiment in religious knowledge. Journal of Cognition & Culture, 5(1/2), p. p14–57.
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Ajoutée par: Lynda Taabane
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Pop. 35.3%
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Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91.
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Ajoutée par: Lynda Taabane
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Pop. 39.84%
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Barsalou, L. W. (in press). Ad hoc categories. In P. C. Hogan (Ed.), The Cambridge encyclopedia of the language sciences. New-York: Cambridge University Press.
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Ajoutée par: Lynda Taabane
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Pop. 26.86%
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Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of experimental psychology: Learning, Memory, and Cognition, 15(1), pp. 153–166.
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Ajoutée par: Lynda Taabane
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Pop. 37.11%
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Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.57%
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Bassok, M., & Olseth, K. L. (1995). Object-based representations: Transfer between cases of continuous and discrete models of change. Journal of experimental psychology: Learning, Memory, and Cognition, 21(6), p. p1522–1538.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.11%
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Bassok, M., Wu, L.-L., & Olseth, K. L. (1995). Judging a book by its cover : interpretative effects of content on problem-solving transfer. Memory & Cognition, 23(3), pp. 354–367.
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Ajoutée par: Lynda Taabane
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Pop. 33.21%
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Bassok, M. (1996). Using content to interpret structure: Effects on analogical transfer. Current Directions in Psychological Science, 5(2), p. p54–58.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.57%
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Bassok, M., & Medin, D. L. (1997). Birds of feather flock together : similarity judgments with semantically rich stimuli. Journal of Memory and Language, 36, pp. 311–336.
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Ajoutée par: Lynda Taabane
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Pop. 27.86%
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Bassok, M. (1997). Object-based reasoning. The psychology of learning and motivation, 37, pp. 1–39.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.67%
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Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.75%
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Bastien-Toniazzo, M., Blaye, A., & Cayol, D. (1997). Résolution de problème par analogie par des enfants de grande section de maternelle. L'année Psychologique, 97(3), p. p409–432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.39%
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Bazzini, L. (2001). From grounding metaphors to technological devices: a call for legitimacy in school mathematics. Educational Studies in Mathematics, 47, pp. 259–271.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.4%
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Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), p. p135–139.
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Ajoutée par: Lynda Taabane
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Pop. 35.39%
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Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 40.02%
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Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.21%
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