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Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstand confidence intervals and standard error bars. Psychological Methods, 10(4), p. p389–396.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.82%
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Beller, S., & Spada, H. (2003). The logic of content effects in propositional reasoning: The case of conditional reasoning with a point of view. Thinking & Reasoning, 9(4), p. p335.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.36%
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Benyon, D., & Imaz, M. (1999). Metaphors and models: Conceptual foundations of representations in interactive systems development. Human-Computer Interaction, 14(1), p. p159–189.
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Ajoutée par: Lynda Taabane
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Pop. 32.73%
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Berger, C. (1997). Catégorisation, formation de concepts et induction: Rôle des informations perceptives et conceptuelles chez le jeune enfant. L'année Psychologique, 97(3), p. p495–517.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.36%
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Berger, M. (2004). The functional use of a mathematical sign. Educational Studies in Mathematics, 55, pp. 81–102.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220.
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Ajoutée par: Lynda Taabane
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Pop. 35.54%
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Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.26%
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Best, J. B. (1987). The subgoal heuristic and its effect on internal representations. Journal of General Psychology, 114(4), p. p383.
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Ajoutée par: Lynda Taabane
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Pop. 30.64%
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Best, J. B. (2001). Conditional reasoning processes in a logical deduction game. Thinking & Reasoning, 7(3), p. p235–254.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.17%
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Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.36%
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Bezuidenhout, J. (1998). First-year university students' understanding of rate of change. International Journal of Mathematical Education in Science and Technology, 29(3), p. p389.
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Ajoutée par: Lynda Taabane
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Pop. 32.82%
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Bezuidenhout, J. (2001). Limits and continuity: Some conceptions of first-year students. International Journal of Mathematical Education in Science and Technology, 32(4), p. p487.
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Ajoutée par: Lynda Taabane
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Pop. 33.64%
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Billow, R. M. (1977). Metaphor: A review of the psychological literature. Psychological Bulletin, 84(1), p. p81–92.
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Ajoutée par: Lynda Taabane
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Pop. 33.91%
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Blanchette, I., & Dunbar, K. (2002). Representational change and analogy: How analogical inferences alter target representations. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p672–685.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.18%
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Blank, G. D. (1988). Metaphors in the lexicon. Metaphor & Symbolic Activity, 3(1), p. p21–36.
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Ajoutée par: Lynda Taabane
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Pop. 34%
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Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738.
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Ajoutée par: Lynda Taabane
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Pop. 37.44%
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Blasko, D. G., & Connine, C. M. (1993). Effects of familiarity and aptness on metaphor processing. Journal of experimental psychology: Learning, Memory, and Cognition, 19(2), p. p295–308.
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Ajoutée par: Lynda Taabane
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Pop. 34.18%
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Blasko, D. G., & Kazmerski, V. A. (2006). Erp correlates of individual differences in the comprehension of nonliteral language. Metaphor & Symbol, 21(4), p. p267–284.
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Ajoutée par: Lynda Taabane
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Pop. 32.64%
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Blöte, A. W., Van der Burg, E., & Klein, A. S. (2001). Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects. Journal of educational psychology, 93(3), p. p627–638.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Blessing, S. B., & Ross, B. H. (1996). Content effects in problem categorization and problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 22(3), p. p792–810.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.9%
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