Affichage de 921 - 940 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Piaget, J., Montangero, J., & Billeter, J. (1977). La formation des corrélats. In J. Piaget (Ed.), Recherches sur l'abstraction réfléchissante I (pp. 115–129). Paris: Presses universitaires de France.
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Ajoutée par: Lynda Taabane
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Pop. 21.58%
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Pietrocola, M., & Zylbersztajn, A. (1999). The use of the principle of relativity in the interpretation of phenomena by undergraduate physics students. International journal of science education, 21(3), p. p261.
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Ajoutée par: Lynda Taabane
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Pop. 23.3%
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Pine, K. J., & Messer, D. J. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition & Instruction, 18(1), p. p35–51.
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Ajoutée par: Lynda Taabane
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Pop. 25.75%
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Pine, K., Messer, D., & St. John, K. (2001). Children's misconceptions in primary science: A survey of teachers' views. Research in Science & Technological Education, 19(1), p. p79–96.
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Ajoutée par: Lynda Taabane
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Pop. 28.38%
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Poitrenaud, S., Richard, J.-F., Tijus, C. A., Tagredj, M., & Pichancourt, I. (1990). La description des procédures: Leur décomposition hiérarchique et leur rôle dans la catégorisation des objets. Actes du 4ème colloque de l'A.R.C. : progrès de la recherche cognitive, pp. 331–345.
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Ajoutée par: Lynda Taabane
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Pop. 30.92%
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Politzer, G. (1988). Résolution des syllogismes catégoriques formels. L'année Psychologique, 88(4), p. p519–543.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.83%
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Politzer, G. (1991). L'informativité des énoncés: Contraintes sur le jugement et le raisonnement. Intellectica, 11(1), pp. 111–147.
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Ajoutée par: Lynda Taabane
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Pop. 20.76%
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Politzer, G., & Nguyen-Xuan, A. (1992). Reasoning about conditional promises and warnings: Darwinian algorithms, mental models, relevance judgements or pragmatic schemas? The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 44(3), p. p401–421.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.09%
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Prabhakaran, V., Rypma, B., & Gabrieli, J. D. E. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the necessary arithmetic operations test. Neuropsychology, 15(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.01%
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Prinz, J. J., & Barsalou, L. W. (2000). Steering a course for embodied representation. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines. (pp. p51–77). Lawrence Erlbaum Associates Publishers.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Proffitt, J. B., Coley, J. D., & Medin, D. L. (2000). Expertise and category-based induction. Journal of experimental psychology: Learning, Memory, and Cognition, 26(4), p. p811–828.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.27%
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Pylkkänen, L., Llinás, R., & Murphy, G. L. (2006). The representation of polysemy: Meg evidence. Journal of Cognitive Neuroscience, 18(1), p. p97–109.
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Ajoutée par: Lynda Taabane
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Pop. 28.83%
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Quinn, P. C., Schyns, P. G., & Goldstone, R. L. (2006). The interplay between perceptual organization and categorization in the representation of complex visual patterns by young infants. Journal of Experimental Child Psychology, 95(2), pp. 116–127.
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Ajoutée par: Sterenn Audo
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Pop. 30.83%
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Ramscar, M., Pain, H., & Cooper, R. (1997). Is there a place for semantic similarity in the analogical mapping process? In M. G. Shafto & P. Langley (Eds.), Proceedings of the 19th Annual Conference (pp. 632–637).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 20.49%
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Ramscar, M. (2002). The role of meaning in inflection: Why the past tense does not require a rule. cognitive psychology, 45(1), p. p45.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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Ramscar, M., & Yarlett, D. (2003). Semantic grounding in models of analogy: An environmental approach. Cognitive Science: A Multidisciplinary Journal, 27(1), p. p41–71.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.36%
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Ramscar, M., & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends in Cognitive Sciences, 11(7), p. p274–279.
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Ajoutée par: Lynda Taabane
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Pop. 31.55%
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Ramscar, M., & Yarlett, D. (2007). Linguistic self-correction in the absence of feedback: A new approach to the logical problem of language acquisition. Cognitive science, 31(6ov), p. p927.
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Ajoutée par: Lynda Taabane
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Pop. 26.29%
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Randhawa, B. S., & Hunter, D. M. (2001). Validity of performance assessment in mathematics for early adolescents. Canadian Journal of Behavioural Science, 33(1), p. p14–24.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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Ratneshwar, S., Barsalou, L. W., Pechmann, C., & Moore, M. (2001). Goal-derived categories: The role of personal and situational goals in category representations. Journal of Consumer Psychology, 10(3), p. p147–157.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.64%
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