Affichage de 901 - 920 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Ozay, E., & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), p. p68.
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Ajoutée par: Lynda Taabane
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Pop. 26.02%
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Padron, Y. N., & Waxman, H. C. (1988). The reading strategies of bilingual and monolingual students. Journal of Social Psychology, 128(5), p. p697.
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Ajoutée par: Lynda Taabane
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Pop. 31.46%
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Palmer, D. H. (2001). Investigating the relationship between students' multiple conceptions of action and reaction in cases of static equilibrium. Research in Science and Technological Education, 19(2ov), p. p193.
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Ajoutée par: Lynda Taabane
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Pop. 24.93%
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Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.18%
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Patalano, A. L., Chin-Parker, S., & Ross, B. H. (2006). The importance of being coherent: Category coherence, cross-classification, and reasoning. Journal of Memory and Language, 54(3), p. p407.
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Ajoutée par: Lynda Taabane
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Pop. 23.93%
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Patalano, A. L., & Ross, B. H. (2007). The role of category coherence in experience-based prediction. Psychonomic Bulletin & Review, 14(4), p. p629–634.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.47%
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Patrick, J., Gregov, A., Halliday, P., Handley, J., & O'Reilly, S. (1999). Analysing operators' diagnostic reasoning during multiple events. Ergonomics, 42(3), p. p493–515.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Pawlowski, D. R., Badzinski, D. M., & Mitchell, N. (1998). Effects of metaphors on children's comprehension and perception of print advertisements. Journal of Advertising, 27(2), p. p83–98.
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Ajoutée par: Lynda Taabane
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Pop. 31.01%
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Payne, J. W. (1994). Thinking aloud: Insights into information processing. Psychological Science, 5(5), p. p241.
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Ajoutée par: Lynda Taabane
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Pop. 31.1%
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Pecher, D., Zeelenberg, R., & Barsalou, L. W. (2003). Verifying different–modality properties for concepts produces switching costs. Psychological Science, 14(2), p. p119–124.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.37%
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Pecher, D., Zeelenberg, R., & Barsalou, L. W. (2004). Sensorimotor simulations underlie conceptual representations: Modality-specific effects of prior activation. Psychonomic Bulletin & Review, 11(1), p. p164–167.
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Ajoutée par: Lynda Taabane
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Pop. 32.64%
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Pedone, R., Hummel, J. E., & Holyoak, K. J. (2001). The use of diagrams in analogical problem solving. Memory & Cognition, 29(2), pp. 214–221.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.74%
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Peled, I., & Segalis, B. (2005). It's not too late to conceptualize: Constructing a generalized subtraction schema by abstracting and connecting procedures. mathematical thinking and learning, 7(3), p. p207–230.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.36%
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Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of learning disabilities, 20(1), pp. 23–32.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.02%
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Perfetto, G. A., Bransford, J. D., & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory & Cognition, 11(1), p. p24–31.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.1%
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Perret, P., Paour, J.-L., & Blaye, A. (2003). Respective contributions of inhibition and knowledge levels in class inclusion development: A negative priming study. Developmental Science, 6(3), p. p283–288.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.37%
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Perrott, D. A., Gentner, D., & Bodenhausen, G. V. (2005). Resistance is futile: the unwitting insertion of analogical inferences in memory. Psychonomic Bulletin & Review, 12(4), pp. 696–702.
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Ajoutée par: Sterenn Audo
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Pop. 21.4%
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Pexman, P. M., Glenwright, M., Hala, S., Kowbel, S. L., & Jungen, S. (2006). Children's use of trait information in understanding verbal irony. Metaphor and Symbol, 21(1), p. p39–60.
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Ajoutée par: Lynda Taabane
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Pop. 30.1%
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Phillipson, S. N. (2004). Analogue equivalents in number processing of simple arithmetic sums. Educational Psychology, 24(2), p. p217.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.38%
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Phye, G. D. (1990). Inductive problem solving: Schema inducement and memory-based transfer. Journal of educational psychology, 82(4), p. p826–831.
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Ajoutée par: Lynda Taabane
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Pop. 30.19%
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