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Rattermann, M. J., & Gentner, D. (1998). More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task. Cognitive Development, 13(4), p. p453–478.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.64%
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Rattermann, M. J., & Gentner, D. (1998). The effect of language on similarity: the use of relational labels improves young children's performance in a mapping task. In K. J. Holyoak, D. Gentner & B. N. Kokinov (Eds.), Advances in analogy research: Integration of theory & data from the cognitive, computational, and neural sciences (pp. 274–282). Sophia: New Bulgarian University.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.03%
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Readence, J. E., Baldwin, S. R., Martin, M. A., & O'Brien, D. G. (1984). Metaphorical interpretation: An investigation of the salience imbalance hypothesis. Journal of educational psychology, 76(4), p. p659–667.
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Ajoutée par: Lynda Taabane
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Pop. 30.19%
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Reed, S. K. (1984). Estimating answers to algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 10(4), pp. 778–790.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Reed, S. K., Dempster, A., & Ettinger, M. (1985). Usefulness of analogous solutions for solving algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 11(1), p. p106–125.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.1%
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Reeves, L., & Weisberg, R. W. (1994). The role of content and abstract information in analogical transfer. Psychological Bulletin, 115(3), p. p381–400.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.46%
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Rehder, B. (1999). Detecting unsolvable algebra word problems. Journal of educational psychology, 91(4), p. p669–683.
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Ajoutée par: Lynda Taabane
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Pop. 24.93%
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Rehder, B., & Ross, B. H. (2001). Abstract coherent categories. Journal of experimental psychology: Learning, Memory, and Cognition, 27(5), p. p1261–1275.
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Ajoutée par: Lynda Taabane
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Pop. 32%
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Rehder, B. (2003). A causal-model theory of conceptual representation and categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1141–1159.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32%
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Reimann, P., & Neubert, C. (2000). The role of self-explanation in learning to use a spreadsheet through examples. Journal of Computer Assisted Learning, 16(4), pp. 316–325.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.84%
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Reimann, P., & Schult, T. J. (1996). Turning examples into cases: Acquiring knowledge structures for analogical problem solving. Educational Psychologist, 31(2), pp. 123–132.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 22.67%
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Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition & Instruction, 18(1), p. p1–34.
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Ajoutée par: Lynda Taabane
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Pop. 26.38%
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Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.46%
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Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23(1), pp. 90–108.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.92%
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Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), pp. 15–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.74%
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Renkl, A., Atkinson, R. K., & Grosse, C. S. (2004). How fading worked solution steps works--a cognitive load perspective. Instructional Science: An International Journal of Learning and Cognition, 32(1-2), pp. 59–82.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.93%
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Reusser, K. (2000). Success and failure in school mathematics: Effects of instruction and school environment. European Child & Adolescent Psychiatry, 9(2), pp. 17–26.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.65%
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Reynolds, R. E., & Ortony, A. (1980). Some issues in the measurement of children's comprehension of metaphorical language. Child Development, 51(4), p. p1110–1119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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Rhymer, K. N., & Cates, G. L. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. School Psychology Quarterly, 21(1), p. p34–45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.46%
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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3), p. p233–242.
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Ajoutée par: Lynda Taabane
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Pop. 30.37%
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