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Anderson, A. L., Ross, B. H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30(1), p. p119–128. Ajoutée par: Lynda Taabane  V    Pop. 34.89%
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44. Ajoutée par: Lynda Taabane  V    Pop. 33.61%
Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use, and performance. Journal of educational psychology, 81(2), p. p190–195. Ajoutée par: Lynda Taabane  V    Pop. 34.89%
Barsalou, L. W., & Sewell, D. R. (1985). Contrasting the representation of scripts and categories. Journal of Memory and Language, 24(6), p. p646–665. Ajoutée par: Lynda Taabane  V    Pop. 34.79%
Barsalou, L. W., & Ross, B. H. (1986). The roles of automatic and strategic processing in sensitivity to superordinate and property frequency. Journal of experimental psychology: Learning, Memory, and Cognition, 12(1), p. p116–134. Ajoutée par: Lynda Taabane  V    Pop. 33.97%
Barsalou, L. W. (1990). On the indistinguishability of exemplar memory and abstraction in category representation. In T. K. Srull & R. J. S. Wyer (Eds.), Advances in social cognition, Volume III: Content and process specificity in the effects of prior experiences (pp. 61–88). Lawrence Erlbaum Associates, Inc. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.79%
Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272. Ajoutée par: Lynda Taabane  V    Pop. 35.62%
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49. Ajoutée par: Lynda Taabane  V    Pop. 31.14%
Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22(3), p. p363. Ajoutée par: Lynda Taabane  V    Pop. 27.67%
Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cognition, 30(3), p. p353–362. Ajoutée par: Lynda Taabane  V    Pop. 34.25%
Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of experimental psychology: Learning, Memory, and Cognition, 30(1), p. p216–226. Ajoutée par: Lynda Taabane  V    Pop. 33.61%
Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions that promote reasoning. Teachers College Record, 100(2), p. p315. Ajoutée par: Lynda Taabane  V    Pop. 32.6%
Clark, A.-M., Anderson, R. C., Kuo, L.-J., Kim, I.-H., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), p. p181. Ajoutée par: Lynda Taabane  V    Pop. 31.23%
Diaz, M., & Ross, B. H. (2006). Sorting out categories: Incremental learning of category structure. Psychonomic Bulletin & Review, 13(2), p. p251–256. Ajoutée par: Lynda Taabane  V    Pop. 35.8%
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.05%
Dupin, J.-J., & Johsua, S. (1994). Analogies et enseignement des sciences: Une analogie thermique pour l'électricité. Didaskalia, 3, pp. 9–26. Ajoutée par: Lynda Taabane  V    Pop. 24.66%
Egan, D. E., & Greeno, J. G. (1973). Acquiring cognitive structure by discovery and rule learning. Journal of educational psychology, 64(1), p. p85–97. Ajoutée par: Lynda Taabane  V    Pop. 30.41%
Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school-aged children. School Psychology Quarterly, 20(4), p. p371–402. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.23%
Gick, M. L., & McGarry, S. J. (1992). Learning from mistakes: Inducing analogous solution failures to a source problem produces later successes in analogical transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 18(3), pp. 623–639. Ajoutée par: Sterenn Audo  V    Pop. 33.88%
Goldstone, R. L., Schyns, P. G., & Medin, D. L. (1997). Learning to bridge between perception and cognition. In R. L. Goldstone, D. L. Medin & P. G. Schyns (Eds.), Perceptual learning. (pp. 1–14). San Diego, CA: Academic Press. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.14%

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