Affichage de 861 - 880 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Nayak, N. P., & Gibbs, R. W. (1990). Conceptual knowledge in the interpretation of idioms. Journal of Experimental Psychology: General, 119(3), p. p315–330.
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Ajoutée par: Lynda Taabane
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Pop. 29.1%
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Núñez, R. E., & Lakoff, G. (1998). What did weierstrass really define? the cognitive structure of natural and continuity. Mathematical Cognition, 4(2), p. p85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.02%
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Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), p. p45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.01%
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Núñez, R. E. (2005). Creating mathematical infinities: Metaphor, blending, and the beauty of transfinite cardinals. Journal of Pragmatics, 37(10), p. p1717–1741.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.45%
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Núñez, R. E., Motz, B. A., & Teuscher, U. (2006). Time after time: The psychological reality of the ego- and time-reference-point distinction in metaphorical construals of time. Metaphor & Symbol, 21(3), p. p133–146.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.09%
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Núñez, R. E. (2007). The cognitive science of mathematics: why is it relevant for mathematics education? In R. Lesh, E. Hamilton & J. Kaput (Eds.), Foundations for the Future in Mathematics Education (pp. 127–154). Mahwah, NJ: Lawrence Erlbaum Associates.
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Ajoutée par: Sterenn Audo
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Pop. 24.3%
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Nesher, P. (1986). Learning mathematics: A cognitive perspective. American Psychologist, 41(10), p. p1114–1122.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.11%
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Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? factors affecting problem solving. Educational Studies in Mathematics, 52(2), p. p151.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.73%
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Neuman, Y., & Schwarz, B. (2000). Substituting one mystery for another: The role of self-explanations in solving algebra word-problems. Learning and Instruction, 10(3), pp. 203–220.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.46%
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Neumann, C. (2001). Is metaphor universal? cross-language evidence from german and japanese. Metaphor & Symbol, 16(1/2), p. p123–142.
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Ajoutée par: Lynda Taabane
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Pop. 27.2%
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Newell, A., Shaw, J. C., & Simon, H. A. (1958). Elements of a theory of human problem solving. Psychological Review, 65(3), p. p151–166.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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Newsome, M. R., & Glucksberg, S. (2002). Older adults filter irrelevant information during metaphor comprehension. Experimental Aging Research, 28(3), p. p253–267.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Newstead, S. E., Handley, S. J., Harley, C., Wright, H., & Farrelly, D. (2004). Individual differences in deductive reasoning. Quarterly Journal of Experimental Psychology: Section A, 57(1), p. p33–60.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.46%
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Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than just a fruit: Cross-classification in children's concepts. Child Development, 74(6), p. p1783–1806.
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Ajoutée par: Lynda Taabane
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Pop. 29.47%
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Niedenthal, P. M., Barsalou, L. W., Winkielman, P., Krauth-Gruber, S., & Ric, F. (2005). Embodiment in attitudes, social perception, and emotion. Personality & Social Psychology Review (Lawrence Erlbaum Associates), 9(3), p. p184–211.
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Ajoutée par: Lynda Taabane
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Pop. 32.09%
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Nobes, G., Moore, D. G., Martin, A. E., Clifford, B. R., Butterworth, G., Panagiotaki, G., & Siegal, M. (2003). Children’s understanding of the earth in a multicultural community: Mental models or fragments of knowledge? Developmental Science, 6(1), p. p72–85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.83%
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Nogry, S. (2003). Comment faire apprendre des connaissances abstraites à partir d’exemples : application au projet ambre. EIAH 2003,
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Ajoutée par: Sterenn Audo
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Pop. 33.64%
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Nogry, S., & Didierjean, A. (2006). Apprendre à partir d’exemples : interactions entre présentation du matériel, activités des apprenants et processus cognitifs. L’Année Psychologique, 106(1), pp. 105–128.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.91%
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Nogry, S., & Didierjean, A. (2007). Les erreurs commises lors de la résolution du problème source favorisent-elles le transfert analogique ? Un réexamen de la recherche de gick et mcgarry (1992). Psychologie Française.
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Ajoutée par: Sterenn Audo
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Pop. 32.09%
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Nokes, T. J. (2004). Testing three theories of knowledge transfer. Proceedings of the TwentySixth Annual Conference of the Cognitive Science Society, pp. 1029–1034.
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Ajoutée par: Sterenn Audo
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Pop. 20.04%
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