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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Alt Learning Disability Quarterly, 28(3), pp. 233–242.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.02%
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Richard, J. F., & Leynet, M. E. (1993). The effect of knowledge and context in the elicitation of inferences in class-inclusion reasoning. European Journal of Cognitive Psychology, 5(2), p. p149–171.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.46%
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Richard, J. F., & Leynet, M. E. (1994). The inferential structure of class-inclusion tasks. British Journal of Developmental Psychology, 12(2), p. p209–233.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.73%
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Richard, J.-F. (1985). Traitement de l'énoncé et résolution de problèmes. Bulletin de Psychologie, 39(375), p. p341–344.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.82%
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Richard, J.-F., Poitrenaud, S., & Tijus, C. A. (1993). Problem-solving restructuration: elimination of implicit constraints. Cognitive science, 17, pp. 497–529.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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Richard, J.-F., Poitrenaud, S., & Tijus, C. A. (1994). Individual protocol analysis of problem solving tasks using a constraints model. Comunicazioni scientifiche di psicologia generale, 11, pp. 37–55.
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Ajoutée par: Lynda Taabane
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Pop. 21.49%
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Richard, J.-F. (1997). Attention, contrôle et gestion des ressources. In D. Mellier & A. Vom Hofe (Eds.), Attention et contrôle cognitif: mécanismes, développement des habilités, pathologies (pp. 7–16). Rouen: PUR.
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Ajoutée par: Lynda Taabane
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Pop. 20.76%
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Richard, J.-F., & Zamani, M. (1998). Modèle de simulation pour le diagnostic des processus de solution d'un problème. L’Encéphale, pp. 187–190.
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Ajoutée par: Lynda Taabane
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Pop. 20.4%
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Richard, J.-F. (1999). Object, limits and function of consciousness. Journal of Consciousness Studies, 6(2), p. p276–280.
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Ajoutée par: Lynda Taabane
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Pop. 26.65%
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Richardson, D. C., Spivey, M. J., Barsalou, L. W., & McRae, K. (2003). Spatial representations activated during real-time comprehension of verbs. Cognitive Science: A Multidisciplinary Journal, 27(5), p. p767–780.
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Ajoutée par: Lynda Taabane
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Pop. 35.72%
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Richland, L. E., Holyoak, K. J., & Stigler, J. W. (2004). Analogy use in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), pp. 37–60.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.02%
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Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children’s development of analogical reasoning: insights from scene analogy problems. Journal of Experimental Child Psychology.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.38%
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Richland, L. E., Zur, O., & Holyoak, K. J. (2006). Cross-cultural differences in mathematics teachers’ comparative explanations. AERA 2006,
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Ajoutée par: Sterenn Audo
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Pop. 22.03%
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Rickard, T. C. (2005). A revised identical elements model of arithmetic fact representation. Journal of experimental psychology: Learning, Memory, and Cognition, 31(2), p. p250–257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.47%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Ripoll, T. (1992). La recherche sur le raisonnement par analogie : objectifs, difficultés et solutions. L’Année Psychologique, 92(2), pp. 263–288.
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Ajoutée par: Sterenn Audo
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Pop. 24.12%
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Ripoll, T. (1998). Why this makes me think of that. Thinking & Reasoning, 4(1), p. p15–43.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.56%
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Ripoll, T., & Coulon, D. (2001). Le raisonnement par analogie: Une analyse descriptive et critique des modèles du mapping. L'année Psychologique, 101(2), p. p289–323.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.81%
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Ripoll, T., & Coulon, D. (2002). Encodage analogique et transfert sans mapping. L'année Psychologique, 102(4), p. p619–656.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.55%
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Rips, L. J., Asmuth, J., & Bloomfield, A. (2006). Giving the boot to the bootstrap: How not to learn the natural numbers. Cognition, 101(3), p. pB51.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.65%
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