Affichage de 821 - 840 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Medin, D. L., & Atran, S. (2004). The native mind: Biological categorization and reasoning in development and across cultures. Psychological Review, 111(4), p. p960–983.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.55%
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Medin, D. L., & Rips, L. J. (2005). Concepts and categories: Memory, meaning, and metaphysics. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning. (pp. p37–72). Medin, Douglas L., Northwestern University, Department of Psychology, 2029 Sheridan Road, Evanston, IL, US, 60208, medin@northwestern.edu: Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.02%
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Medin, D. L., Ross, N. O., Atran, S., Cox, D., Coley, J., Proffitt, J. B., & Blok, S. V. (2006). Folkbiology of freshwater fish. Cognition, 99(3), pp. 237–273.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Medin, D. L., & Waxman, S. R. (2007). Interpreting asymmetries of projection in children's inductive reasoning. In A. Feeney & E. Heit (Eds.), Inductive reasoning New-York: Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.47%
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Medin, D. L., Ross, N. O., Cox, D., & Atran, S. (2007). Why folkbiology matters: Resource conflit despite shared goals and knowledge. Human Ecology, 35, pp. 315–329.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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Megherbi, H., Seigneuric, A., & Ehrlich, M.-F. (2006). Reading comprehension in french 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education - EJPE, 21(2), p. p135–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.64%
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Meier, B. P., Hauser, D. J., Robinson, M. D., Friesen, C. K., & Schjeldahl, K. (2007). What's 'up' with god? vertical space as a representation of the divine. Journal of Personality and Social Psychology, 93(5), p. p699–710.
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Ajoutée par: Lynda Taabane
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Pop. 31.46%
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Mendelsohn, E., Robinson, S., Gardner, H., & Winner, E. (1984). Are preschoolers' renamings intentional category violations? Developmental Psychology, 20(2), p. p187–192.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.37%
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van Merrienboer, J. J. G., & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29(4-5), pp. 429–441.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.66%
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Miall, D. S. (1987). Metaphor and affect: The problem of creative thought. Metaphor & Symbolic Activity, 2(2), p. p81–96.
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Ajoutée par: Lynda Taabane
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Pop. 27.56%
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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), p. p175.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.74%
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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.9%
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Miller, A. I. (1996). Metaphors in creative scientific thought. Creativity Research Journal, 9(2), p. p113–130.
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Ajoutée par: Lynda Taabane
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Pop. 26.2%
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Miller, G. A. (1978). The acquisition of word meaning. Child Development, 49(4), p. p999–1004.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.82%
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Milton, F., & Wills, A. J. (2004). The influence of stimulus properties on category construction. Journal of experimental psychology: Learning, Memory, and Cognition, 30(2), p. p407–415.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.18%
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Minda, J. P., & Ross, B. H. (2004). Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition, 32(8), p. p1355–1368.
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Ajoutée par: Lynda Taabane
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Pop. 30.83%
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Miyawaki, K. (2006). The influence of the response–stimulus interval on implicit and explicit learning of stimulus sequence. Psychological Research, 70(4), pp. 262–272.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.28%
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Mokros, J., & Russell, S. J. (1995). Children's concepts of average and representativeness. Journal for Research in Mathematics Education, 26(1), pp. 20–39.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 20.31%
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Molesworth, C. J., Bowler, D. M., & Hampton, J. A. (2005). The prototype effect in recognition memory: Intact in autism? Journal of Child Psychology & Psychiatry, 46(6), p. p661–672.
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Ajoutée par: Lynda Taabane
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Pop. 25.29%
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Monaghan, F. (2000). What difference does it make? children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), p. p179.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.4%
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