Affichage de 741 - 760 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Lemaire, P., Arnaud, L., & Lecacheur, M. (2004). Adults' age-related differences in adaptivity of strategy choices: Evidence from computational estimation. Psychology and Aging, 19(3), p. p467–481.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33%
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Levin, I., Siegler, R. S., & Druyan, S. (1990). Misconceptions about motion: Development and training effects. Child Development, 61(5), p. p1544–1557.
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Ajoutée par: Lynda Taabane
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Pop. 27.74%
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Levin, I., & Druyan, S. (1993). When sociocognitive transaction among peers fails: The case of misconceptions in science. Child Development, 64(5), p. p1571–1591.
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Ajoutée par: Lynda Taabane
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Pop. 26.02%
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Levin, I. P. (1975). Information integration in numerical judgments and decision processes. Journal of Experimental Psychology: General, 104(1), pp. 39–53.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.28%
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Levine, G. M., Halberstadt, J. B., & Goldstone, R. L. (1996). Reasoning and the weighting of attributes in attitude judgments. Journal of Personality and Social Psychology, 70(2), pp. 230–240.
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Ajoutée par: Sterenn Audo
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Pop. 29.37%
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Lewis, A. B., & Mayer, R. E. (1987). Students' miscomprehension of relational statements in arithmetic word problems. Journal of educational psychology, 79(4), p. p363–371.
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Ajoutée par: Lynda Taabane
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Pop. 25.66%
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Lewis, J., & Kattmann, U. (2004). Traits, genes, particles and information: Re-visiting students' understandings of genetics. research report. International journal of science education, 26(2), p. p195.
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Ajoutée par: Lynda Taabane
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Pop. 19.4%
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Li, S. C., Law, N., & Lui, K. F. A. (2006). Cognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in science. Journal of Computer Assisted Learning, 22(6), p. p405.
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Ajoutée par: Lynda Taabane
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Pop. 24.48%
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Lichacz, F. M., Herdman, C. M., LeFevre, J.-A., & Baird, B. (1999). Polysemy effects in word naming. Canadian Journal of Experimental Psychology, 53(2), p. p189–193.
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Ajoutée par: Lynda Taabane
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Pop. 31.19%
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Liegeois, L., & Mullet, E. (2002). High school students' understanding of resistance in simple series electric circuits. International journal of science education, 24(6), p. p551.
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Ajoutée par: Lynda Taabane
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Pop. 20.58%
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Light, L. L., & Capps, J. L. (1986). Comprehension of pronouns in young and older adults. Developmental Psychology, 22(4), p. p580–585.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.64%
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Lin, E. L., & Murphy, G. L. (1997). Effects of background knowledge on object categorization and part detection. Journal of Experimental Psychology: Human Perception and Performance, 23(4), p. p1153–1169.
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Ajoutée par: Lynda Taabane
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Pop. 29.83%
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Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), p. p3–28.
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Ajoutée par: Lynda Taabane
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Pop. 32.18%
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Lin, F.-Y., & Kubina, R. M. ,. Jr. (2005). A preliminary investigation of the relationship between fluency and application for multiplication. Journal of Behavioral Education, 14(2), pp. 73–87.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.66%
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Linchevski, L., & Williams, J. (1999). Using intuition from everyday life in 'filling' the gap in children's extension of their number concept to include the negative numbers. Educational Studies in Mathematics, 39(1-3), pp. 131–147.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.65%
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Lippa, Y., & Goldstone, R. L. (2001). The acquisition of automatic response biases through categorization. Memory & Cognition, 29(7), pp. 1051–1060.
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Ajoutée par: Sterenn Audo
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Pop. 27.29%
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Liu, X., & Ebenezer, J. (2002). Descriptive categories and structural characteristics of students' conceptions: An exploration of the relationship. Research in Science and Technological Education, 20(1), p. p111.
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Ajoutée par: Lynda Taabane
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Pop. 27.2%
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Loewenstein, J., & Gentner, D. (1998). Relational language facilitates analogy in children. Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, pp. 615–620.
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Ajoutée par: Sterenn Audo
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Pop. 21.67%
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Loewenstein, J., Thompson, L., & Gentner, D. (1999). Analogical encoding facilitates knowledge transfer in negotiation. Psychonomic Bulletin & Review, 6(4), pp. 586–597.
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Ajoutée par: Sterenn Audo
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Pop. 22.03%
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Loewenstein, J., & Gentner, D. (2001). Spatial mapping in preschoolers: close comparisons facilitate far mappings. Journal of Cognition and Development, 2(2), pp. 189–219.
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Ajoutée par: Sterenn Audo
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Pop. 20.13%
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