Affichage de 41 - 60 of 76 (Bibliographie: Bibliographie WIKINDX globale)
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Category: apprentissage
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Mayer, R. E., & Greeno, J. G. (1972). Structural differences between outcomes produced by different instructional methods. Journal of educational psychology, 63(2), p. p165–173.
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Ajoutée par: Lynda Taabane
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Pop. 31.4%
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Mayer, R. E., Stiehl, C. C., & Greeno, J. G. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of educational psychology, 67(3), p. p331–350.
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Ajoutée par: Lynda Taabane
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Pop. 31.67%
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Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), pp. 43–52.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.95%
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van Merrienboer, J. J. G., & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29(4-5), pp. 429–441.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.5%
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Minda, J. P., & Ross, B. H. (2004). Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition, 32(8), p. p1355–1368.
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Ajoutée par: Lynda Taabane
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Pop. 30.67%
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Phye, G. D. (1990). Inductive problem solving: Schema inducement and memory-based transfer. Journal of educational psychology, 82(4), p. p826–831.
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Ajoutée par: Lynda Taabane
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Pop. 30.22%
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Quinn, P. C., Schyns, P. G., & Goldstone, R. L. (2006). The interplay between perceptual organization and categorization in the representation of complex visual patterns by young infants. Journal of Experimental Child Psychology, 95(2), pp. 116–127.
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Ajoutée par: Sterenn Audo
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Pop. 30.85%
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Reimann, P., & Neubert, C. (2000). The role of self-explanation in learning to use a spreadsheet through examples. Journal of Computer Assisted Learning, 16(4), pp. 316–325.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.77%
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Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.22%
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Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23(1), pp. 90–108.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.85%
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Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), pp. 15–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.67%
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Renkl, A., Atkinson, R. K., & Grosse, C. S. (2004). How fading worked solution steps works--a cognitive load perspective. Instructional Science: An International Journal of Learning and Cognition, 32(1-2), pp. 59–82.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.86%
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Ross, B. H., & Warren, J. L. (2002). Learning abstract relations from using categories. Memory & Cognition, 30(5), p. p657–665.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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Ross, B. H., Wang, R. F., Kramer, A. F., Simons, D. J., & Crowell, J. A. (2007). Action information from classification learning. Psychonomic Bulletin & Review, 14(3), p. p500–504.
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Ajoutée par: Lynda Taabane
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Pop. 30.04%
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Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27(3), pp. 201–219.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.67%
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Samuelson, L. K., & Smith, L. B. (1999). Early noun vocabularies: do ontology, category organization and syntax correspond? Cognition, 73(1), pp. 1–33.
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Ajoutée par: Lynda Taabane
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Pop. 25.32%
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Sandhofer, C. M., & Smith, L. B. (1999). Learning color words involves learning a system of mappings. Developmental Psychology, 35(3), p. p668–679.
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Ajoutée par: Lynda Taabane
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Pop. 34.12%
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Sandhofer, C. M., & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults' learning of artificial terms. Journal of Experimental Psychology: General, 130(4), p. p600–617.
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Ajoutée par: Lynda Taabane
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Pop. 38.48%
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Schoenfeld, A. H. (2004). Multiple learning communities: Students, teachers, instructional designers, and researchers. Journal of Curriculum Studies, 36(2), p. p237.
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Ajoutée par: Lynda Taabane
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Pop. 23.32%
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Seel, N. M. (2001). Epistemology, situated cognition, and mental models: 'like a bridge over troubled water.'. Instructional Science, 29(4), pp. 403–427.
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Ajoutée par: Sterenn Audo
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Pop. 34.21%
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