Affichage de 881 - 900 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Noveck, I. A., Bianco, M., & Castry, A. (2001). The costs and benefits of metaphor. Metaphor & Symbol, 16(1/2), p. p109–121.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of experimental psychology: Learning, Memory, and Cognition, 17(3), p. p398–415.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.92%
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Novick, L. R. (1995). Some determinants of successful analogical transfer in the solution of algebra word problems. Thinking and Reasoning, 1(1), pp. 5–30.
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Ajoutée par: Lynda Taabane
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Pop. 21.67%
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Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25(1), pp. 147–166.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.92%
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Oakhill, J., Garnham, A., Ger, & Cain, K. (1992). How natural are conceptual anaphors? Language and Cognitive Processes, 7(3), p. p257–280.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.83%
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O’Brien, E. J., Duffy, S. A., & Myers, J. L. (1986). Anaphoric inference during reading. Journal of experimental psychology: Learning, Memory, and Cognition, 12(3), p. p346–352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.19%
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O’Brien, E. J., Shank, D. M., Myers, J. L., & Rayner, K. (1988). Elaborative inferences during reading: Do they occur on-line? Journal of experimental psychology: Learning, Memory, and Cognition, 14(3), p. p410–420.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.64%
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Okazaki, M., & Koyama, M. (2005). Characteristics of 5th graders' logical development through learning division with decimals. Educational Studies in Mathematics, 60(2), p. p217.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.92%
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Oliva, J. M. (1999). Structural patterns in students' conceptions in mechanics. International journal of science education, 21(9), p. p903.
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Ajoutée par: Lynda Taabane
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Pop. 24.48%
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Oppenheimer, R. (1956). Analogy in science. American Psychologist, 11(3), p. p127–135.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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Ormerod, T. C., MacGregor, J. N., & Chronicle, E. P. (2002). Dynamics and constraints in insight problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p791–799.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.37%
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Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2006). Computer-assisted teaching and mathematical learning in down syndrome children. Journal of Computer Assisted Learning, 22(4), pp. 298–307.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.1%
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Ortony, A., Schallert, D. L., Reynolds, R. E., & Antos, S. J. (1978). Interpreting metaphors and idioms: Some effects of context on comprehension. Journal of Verbal Learning & Verbal Behavior, 17(4), pp. 465–477.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.82%
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Ortony, A., Reynolds, R. E., & Arter, J. A. (1978). Metaphor: Theoretical and empirical research. Psychological Bulletin, 85(5), p. p919–943.
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Ajoutée par: Lynda Taabane
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Pop. 33.27%
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Ortony, A. (1979). Beyond literal similarity. Psychological Review, 86(3), p. p161–180.
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Ajoutée par: Lynda Taabane
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Pop. 27.65%
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Ortony, A., & Fainsilber, L. (1989). The role of metaphors in descriptions of emotions. In Y. Wilks (Ed.), Theoretical issues in natural language processing. (pp. 178–182). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.65%
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Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical & Experimental Neuropsychology, 28(1), pp. 84–95.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.1%
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Over, D. E., & Manktelow, K. I. (1995). Perspectives, preferences, and probabilities. Thinking & Reasoning, 1(4), pp. 364–371.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.38%
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Overall, J. E., & Woodward, A. J. (1977). Common misconceptions concerning the analysis of covariance. Multivariate Behavioral Research, 12(2), p. p171–185.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial & Special Education, 23(5), pp. 268–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.84%
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