Affichage de 641 - 660 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Category: Full text
|
|
|
Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110(2), p. p220–264.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.64%
|
|
|
Hummel, J. E. (2003). The complementary properties of holistic and analytic representations of shape. In M. A. Peterson & G. Rhodes (Eds.), Perception of faces, objects, and scenes: Analytic and holistic processes. (pp. 212–234). Westport, CT: Greenwood.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 23.21%
|
|
|
Hummel, J. E., Holyoak, K. J., Green, C., Doumas, L. A. A., Devnish, L. A. A., Kittur, A., & Kalar, D. J. (2004). A solution to the binding problem for compositional connectionism. In S. D. Levy & R. Gayler (Eds.), Compositional Connectionism in Cognitive Science: Papers from the AAAI Fall Symposium [Technical Report FS-04-03] (pp. 31–34). Menlo Park, CA: AAAI Press.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 25.29%
|
|
|
Hummel, J. E., & Holyoak, K. J. (2005). Relational reasoning in a neurally plausible cognitive architecture. Current Directions in Psychological Science, 14(3), pp. 153–157.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.54%
|
|
|
Hurley, E. A., & Allen, B. A. (2007). Asking the how questions: Quantifying group processes behaviors. Journal of General Psychology, 134(1), pp. 5–21.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.45%
|
|
|
Inagaki, K., & Hatano, G. (1987). Young children's spontaneous personification as analogy. Child Development, 58(4), p. p1013–1020.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.28%
|
|
|
Indurkhya, B. (1994). The thesis that all knowledge is metaphorical and meanings of metaphor. Metaphor & Symbolic Activity, 9(1), p. p61–73.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.2%
|
|
|
Ionescu, T., & Goldstone, R. L. (2007). Introduction to a special issue on the development of categorization. Cognition, Brain, and Behavior, 11, pp. 629–633.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 14.78%
|
|
|
Izsak, A. (2004). Students' coordination of knowledge when learning to model physical situations. Cognition and Instruction, 22(1), p. p81.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 22.76%
|
|
|
Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.63%
|
|
|
Jacobi, D. (1984). Figures et figurabilité de la science dans des revues de vulgarisation. Langages, 75, pp. 23–42.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 22.21%
|
|
|
Jameson, J., & Gentner, D. (2003). Mundane comparisons can facilitate relational understanding. Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society,
|
Ajoutée par: Sterenn Audo
|
|
Pop. 19.85%
|
|
|
Jameson, J., Gentner, D., Day, S. B., Christie, S., Colhoun, J., & Bartels, D. (2005). Clarifying the role of alignability in similarity comparisons. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 1048–1053.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 25.57%
|
|
|
Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.09%
|
|
|
Jönsson, M. L., & Hampton, J. A. (2006). The inverse conjunction fallacy. Journal of Memory and Language, 55(3), p. p317–334.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.73%
|
|
|
Jeffries, H., Stanisstreet, M., & Boyes, E. (2001). Knowledge about the 'greenhouse effect': Have college students improved? Research in Science and Technological Education, 19(2ov), p. p205.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 22.67%
|
|
|
Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.92%
|
|
|
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.64%
|
|
|
Johari, A. (2003). Effects of inductive multimedia programs in mediating word problem translation misconceptions. Journal of Instructional Psychology, 30(1), p. p47–68.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.73%
|
|
|
Johnson, A. T. (1996). Comprehension of metaphors and similes: A reaction time study. Metaphor & Symbolic Activity, 11(2), p. p145.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.75%
|
|
|
