|
Kurtz, K. J., & Loewenstein, J. (2004). Converging on a new role for analogy in problem solving and retrieval. Proceedings of the 26th meeting of the Cognitive Science Society, pp. 452–457.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 21.67%
|
|
|
Lager, C. (2006). Types of mathematics-language reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2/3), pp. 165–204.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.92%
|
|
|
Lakoff, G. (1987). The death of dead metaphor. Metaphor and symbolic activity, 2(2), pp. 143–147.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 19.31%
|
|
|
Lakoff, G. (1987). Image metaphors. Metaphor and symbolic activity, 2(3), pp. 219–222.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 14.32%
|
|
|
Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.11%
|
|
|
Landy, D., & Goldstone, R. L. (2005). How we learn about things we don't already understand. Journal of Experimental & Theoretical Artificial Intelligence, 17(4), pp. 343–369.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 32.64%
|
|
|
Landy, D., & Goldstone, R. L. (2007). Formal notations are diagrams: evidence from a production task. Memory and Cognition, 35, pp. 2033–2040.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 22.12%
|
|
|
Landy, D., & Goldstone, R. L. (2007). How abstract is symbolic thought? Journal of experimental psychology: Learning, Memory, and Cognition, 33(4), pp. 720–733.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 34.45%
|
|
|
Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with 'new' terminology. Educational Studies, 25(3), p. p327–333.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.73%
|
|
|
Larrick, R. P., & Soll, J. B. (2006). Intuitions about combining opinions: Misappreciation of the avergaging principle. Management Science, 52(1), p. p111–127.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.18%
|
|
|
Larrick, R. P., & Soll, J. B. (2006). 'intuitions about combining opinions: Misappreciation of the averaging principle': erratum. Management Science, 52(2), p. p309–310.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.09%
|
|
|
Lassaline, M. E., & Murphy, G. L. (1998). Alignment and category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 24(1), p. p144–160.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.55%
|
|
|
Lecoutre, B. (2005). Et si vous etiez un bayesien qui s'ignore? Modulad, 32, pp. 92–105.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.11%
|
|
|
Lecoutre, B., Poitevineau, J., & Lecoutre, M.-P. (2005). Une raison pour ne pas abandonner les tests de signification de l'hypothèse nulle. Modulad, 33, pp. 243–248.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.56%
|
|
|
Lee, M. D., & Wagenmakers, E.-J. (2005). Bayesian statistical inference in psychology: Comment on trafimow (2003). Psychological Review, 112(3), p. p662–668.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.46%
|
|
|
LeFevre, J.-A., & Liu, J. (1997). The role of experience in numerical skill: Multiplication performance in adults from canada and china. Mathematical Cognition, 3(1), pp. 31–62.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.91%
|
|
|
LeFevre, J.-A., Shanahan, T., & DeStefano, D. (2004). The tie effect in simple arithmetic: An access-based account. Memory & Cognition, 32(6), p. p1019–1031.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.83%
|
|
|
Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition & Instruction, 20(3), p. p359–398.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 25.39%
|
|
|
Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of educational psychology, 78(2), p. p75–95.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.54%
|
|
|
Lemaire, P., & Bernoussi, M. (1991). Arithmétique cognitive: Processus, développement et différences individuelles. L'année Psychologique, 91(3), p. p419–438.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.01%
|
|
