Affichage de 61 - 80 of 107 (Bibliographie: Bibliographie WIKINDX globale)
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Category: concept
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Hampton, J. A. (2003). Abstraction and context in concept representation. Philosophical Transactions of the Royal Society of London, Theme Issue: ‘The abstraction paths: from experience to concept’, 358, pp. 1251–1259.
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Ajoutée par: Lynda Taabane
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Pop. 10.62%
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Hampton, J. A., & Cannon, I. (2004). Category-based induction: An effect of conclusion typicality. Memory & Cognition, 32(2), p. p235–243.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.41%
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Hampton, J. A., Estes, Z., & Simmons, C. L. (2005). Comparison and contrast in perceptual categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 31(6), p. p1459–1476.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.49%
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Hampton, J. A. (2005). Rules and similarity - a false dichotomy. Behavioral and Brain Sciences, 28, p. 26.
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Ajoutée par: Lynda Taabane
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Pop. 17.15%
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Hampton, J. A., Dubois, D., & Yeh, W. (2006). Effects of classification context on categorization in natural categories. Memory & Cognition, 34(7), p. p1431–1443.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.85%
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Hampton, J. A. (2006). Concepts as prototypes. The psychology of learning and motivation, 46, pp. 79–113.
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Ajoutée par: Lynda Taabane
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Pop. 19.69%
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Hampton, J. A. (2007). Typicality, graded membership, and vagueness. Cognitive Science: A Multidisciplinary Journal, 31(3), p. p355–384.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.76%
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Jönsson, M. L., & Hampton, J. A. (2006). The inverse conjunction fallacy. Journal of Memory and Language, 55(3), p. p317–334.
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Ajoutée par: Lynda Taabane
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Pop. 32.67%
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Kan, I. P., Barsalou, L. W., Solomon, K. O., Minor, J. K., & Thompson-Schill, S. L. (2003). Role of mental imagery in a property verification task: Fmri evidence for perceptual representations of conceptual knowledge. Cognitive Neuropsychology, 20(3-6), p. p525.
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Ajoutée par: Lynda Taabane
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Pop. 31.58%
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Klein, D. E., & Murphy, G. L. (2001). The representation of polysemous words. Journal of Memory and Language, 45(2), p. p259–282.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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Klein, D. E., & Murphy, G. L. (2002). Paper has been my ruin: Conceptual relations of polysemous senses. Journal of Memory and Language, 47(4), p. p548–570.
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Ajoutée par: Lynda Taabane
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Pop. 33.21%
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Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with 'new' terminology. Educational Studies, 25(3), p. p327–333.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.76%
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Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), p. p3–28.
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Ajoutée par: Lynda Taabane
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Pop. 32.21%
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Love, B. C., Medin, D. L., & Gureckis, T. M. (2004). Sustain: A network model of category learning. Psychological Review, 111(2), p. p309–332.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.3%
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Medin, D. L., Lynch, E. B., & Solomon, K. O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51, p. p121–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.31%
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Medin, D. L., & Rips, L. J. (2005). Concepts and categories: Memory, meaning, and metaphysics. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning. (pp. p37–72). Medin, Douglas L., Northwestern University, Department of Psychology, 2029 Sheridan Road, Evanston, IL, US, 60208, medin@northwestern.edu: Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.04%
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Miller, G. A. (1978). The acquisition of word meaning. Child Development, 49(4), p. p999–1004.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.85%
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Molesworth, C. J., Bowler, D. M., & Hampton, J. A. (2005). The prototype effect in recognition memory: Intact in autism? Journal of Child Psychology & Psychiatry, 46(6), p. p661–672.
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Ajoutée par: Lynda Taabane
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Pop. 25.32%
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Munisamy, S., & Doraisamy, L. (1998). Levels of understanding of probability concepts among secondary school pupils. International Journal of Mathematical Education in Science and Technology, 29(1), pp. 39–45.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.05%
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Murphy, G. L. (1996). On metaphoric representation. Cognition, 60(2), p. p173–204.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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