Affichage de 21 - 40 of 76 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Category: apprentissage
|
|
|
Goldstone, R. L. (1998). Perceptual learning. Annual Review of Psychology, 49(1), pp. 585–612.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 26.75%
|
|
|
Goldstone, R. L. (1998). Hanging together: A connectionist model of similarity. In J. Grainger & A. M. Jacobs (Eds.), Localist connectionist approaches to human cognition. (pp. 283–325). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 25.75%
|
|
|
Goldstone, R. L. (2000). Unitization during category learning. Journal of Experimental Psychology: Human Perception and Performance, 26(1), pp. 86–112.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 34.72%
|
|
|
Goldstone, R. L., Steyvers, M., Spencer-Smith, J., & Kersten, A. (2000). Interactions between perceptual and conceptual learning. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines. (pp. 191–228). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 28.83%
|
|
|
Goldstone, R. L., Lippa, Y., & Shiffrin, R. M. (2001). Altering object representations through category learning. Cognition, 78(1), pp. 27–43.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 36.45%
|
|
|
Goldstone, R. L., & Steyvers, M. (2001). The sensitization and differentiation of dimensions during category learning. Journal of Experimental Psychology: General, 130(1), pp. 116–139.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 32.46%
|
|
|
Goldstone, R. L. (2003). Learning to perceive while perceiving to learn. In R. Kimchi, M. Behrmann & C. Olson (Eds.), Perceptual Organization in Vision: Behavioral and Neural Perspectives (pp. 233–278). Mahwah, New Jersey: Lawrence Erlbaum Associates.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 27.92%
|
|
|
Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14(1), pp. 69–110.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 25.93%
|
|
|
Goldstone, R. L. (2006). The complex systems see-change in education. Journal of the Learning Sciences, 15(1), pp. 35–43.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 32.73%
|
|
|
Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), p. p5–26.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.65%
|
|
|
Greeno, J. G., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), p. p9–23.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.64%
|
|
|
Greeno, J. G., & Saxe, G. B. (2007). Conceptual growth in children and in the learning sciences: Giyoo hatano's contributions. Human Development, 50(1), p. p55–64.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.19%
|
|
|
Karasavvidis, I., Pieters, J. M., & Plomp, T. (2003). Exploring the mechanisms through which computers contribute to learning. Journal of Computer Assisted Learning, 19(1), p. p115–128.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 25.39%
|
|
|
Kersten, A. W., Goldstone, R. L., & Schaffert, A. (1998). Two competing attentional mechanisms in category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 24(6), pp. 1437–1458.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 32.28%
|
|
|
Knight, E. Q., McHatton, P. A., Peterson, G., & Slonaker, A. (2006). Learning. Teachers College Record, 108(5), pp. 851–865.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.46%
|
|
|
Landy, D., & Goldstone, R. L. (2005). How we learn about things we don't already understand. Journal of Experimental & Theoretical Artificial Intelligence, 17(4), pp. 343–369.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 32.64%
|
|
|
Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of educational psychology, 78(2), p. p75–95.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.45%
|
|
|
Love, B. C., Medin, D. L., & Gureckis, T. M. (2004). Sustain: A network model of category learning. Psychological Review, 111(2), p. p309–332.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.27%
|
|
|
Luka, B. J., & Barsalou, L. W. (2005). Structural facilitation: Mere exposure effects for grammatical acceptability as evidence for syntactic priming in comprehension. Journal of Memory and Language, 52(3), p. p436.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 21.85%
|
|
|
Lulis, E., Evens, M., & Michael, J. (2004). How human tutors employ analogy to facilitate understanding. Proceedings of the Twenty Sixth Annual Conference of the Cognitive Science Society, Hillsdale, NJ. pp. 861–866.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 20.76%
|
|
|
