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Rips, L. J., & Asmuth, J. (2007). Mathematical induction and induction in mathematics. In A. Feeney & E. Heit (Eds.), Inductive reasoning Cambridge, England: Cambridge University.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.19%
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Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), p. p346–362.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.64%
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Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.01%
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Rizzella, M. L., & O’Brien, E. J. (2002). Retrieval of concepts in script-based texts and narratives: The influence of general world knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p780–790.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.83%
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Roald, I., & Mikalsen, O. (2001). Configuration and dynamics of the earth-sun-moon system: An investigation into conceptions of deaf and hearing pupils. International journal of science education, 23(4), p. p423.
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Ajoutée par: Lynda Taabane
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Pop. 23.39%
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Roberts, L. (1999). Using concept maps to measure statistical understanding. International Journal of Mathematical Education in Science and Technology, 30(5), p. p707.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.2%
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Robertson, I. (2000). Imitative problem solving: Why transfer of learning often fails to occur. Instructional Science, 28(4), pp. 263–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34%
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Robinson, D. H., Levin, J. R., O'Ryan, L., & Halbur-Ramseyer, D. (2001). Does statistical language constitute a 'significant' roadblock to readers' interpretations of research results? Journal of educational psychology, 93(3), p. p646–654.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.55%
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Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.37%
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.09%
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Robinson, K. M., & Ninowski, J. E. (2003). Adults' understanding of inversion concepts: How does performance on addition and subtraction inversion problems compare to performance on multiplication and division inversion problems? Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 57(4), p. p321–330.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.63%
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Roccas, S., & Moshinsky, A. (2003). Factors affecting the difficulty of verbal analogies. Applied Measurement in Education, 16(2), p. p99–113.
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Ajoutée par: Lynda Taabane
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Pop. 33.64%
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Rogosky, B., & Goldstone, R. (2005). Adaptation of perceptual and semantic features. In L. Carlson & E. van der Zee (Eds.), Functional features in language and space: Insights from perception, categorization, and development. (pp. 257–273). Oxford, England: Oxford University Press.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Ross, B. H. (1984). Remindings and their effects in learning a cognitive skill. cognitive psychology, 16(3), pp. 371–416.
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Ajoutée par: Lynda Taabane
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Pop. 20.67%
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Ross, B. H. (1989). Distinguishing types of superficial similarities : different effects on the access and the use of earlier problems. Journal of experimental psychology: Learning, Memory, and Cognition, 15(3), pp. 456–468.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 13.51%
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Ross, B. H., & Kennedy, P. T. (1990). Generalizing from the use of earlier examples in problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 16(1), p. p42–55.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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Ross, B. H., & Bradshaw, G. L. (1994). Encoding effects of remindings. Memory & Cognition, 22(5), p. p591–605.
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Ajoutée par: Lynda Taabane
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Pop. 31.55%
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Ross, B. H. (1996). Category representations and the effects of interacting with instances. Journal of experimental psychology: Learning, Memory, and Cognition, 22(5), pp. 1249–1265.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 11.88%
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Ross, B. H., & Murphy, G. L. (1996). Category-based predictions: Influence of uncertainty and feature associations. Journal of experimental psychology: Learning, Memory, and Cognition, 22(3), p. p736–753.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.28%
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Ross, B. H. (1997). The use of categories affects classification. Journal of Memory and Language, 37(2), p. p240–267.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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