Affichage de 61 - 76 of 76 (Bibliographie: Bibliographie WIKINDX globale)
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Category: apprentissage
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Sifonis, C. M., & Ross, B. H. (2002). Alignment effects on learning multiple, use-relevant classification systems. Memory & Cognition, 30(7), p. p1148–1158.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), p. p261.
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Ajoutée par: Lynda Taabane
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Pop. 24.25%
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Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, pp. 13–19.
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Ajoutée par: Lynda Taabane
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Pop. 25.34%
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Spalding, T. L., & Ross, B. H. (1994). Comparison-based learning: Effects of comparing instances during category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 20(6), p. p1251–1263.
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Ajoutée par: Lynda Taabane
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Pop. 23.34%
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Spalding, T. L., & Ross, B. H. (2000). Concept learning and feature interpretation. Memory & Cognition, 28(3), p. p439–451.
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Ajoutée par: Lynda Taabane
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Pop. 30.06%
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
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Ajoutée par: Sterenn Audo
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Pop. 33.06%
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
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Ajoutée par: Sterenn Audo
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Pop. 32.79%
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Tricot, A. (2003). Ihm, cognition et environnements d’apprentissage. In G. Boy (Ed.), L’ingénierie cognitive : IHM et cognition (pp. 411–447). Paris: Hermès Science.
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Ajoutée par: Sterenn Audo
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Pop. 23.43%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 34.06%
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VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.52%
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VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47(1), pp. 513–527.
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Ajoutée par: Sterenn Audo
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Pop. 25.43%
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Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition & Instruction, 7(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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Wong, W.-K., Hsu, S.-C., Wu, S.-H., Lee, C.-W., & Hsu, W.-L. (2007). Lim-g: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education, 48(4), pp. 582–601.
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Ajoutée par: Sterenn Audo
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Pop. 33.15%
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Yoshida, H., & Smith, L. B. (2001). Early noun lexicons in english and japanese. Cognition, 82, p. B63–B74.
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Ajoutée par: Lynda Taabane
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Pop. 23.98%
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Yoshida, H., & Smith, L. B. (2003). Known and novel noun extensions: attention at two levels of abstraction. Child Development, 76(2), pp. 564–577.
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Ajoutée par: Lynda Taabane
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Pop. 26.43%
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Yoshida, H., & Smith, L. B. (2005). Linguistic cues enhance the learning of perceptual cues. Psychological Science, 16(2), pp. 90–95.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.97%
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