Affichage de 1 - 8 of 8 (Bibliographie: Bibliographie WIKINDX globale)
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Collection: Cognitive Development
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Brown, A. L., Kane, M. J., & Echols, C. H. (1986). Young children's mental models determine analogical transfer across problems with a common goal structure. Cognitive Development, 1, pp. 103–121.
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Ajoutée par: Lynda Taabane
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Pop. 27.13%
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Daehler, M. W., & Chen, Z. (1993). Protagonist, theme, and goal object: effects of surface features on analogical transfer. Cognitive Development, 8, pp. 211–229.
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Ajoutée par: Lynda Taabane
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Pop. 23.68%
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Gentner, D., & Namy, L. L. (1999). Comparison in the development of categories. Cognitive Development, 14, pp. 487–513.
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Ajoutée par: Sterenn Audo
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Pop. 19.33%
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Rattermann, M. J., & Gentner, D. (1998). More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task. Cognitive Development, 13(4), p. p453–478.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.49%
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Ross, N. O., Medin, D. L., Coley, J. D., & Atran, S. (2003). Cultural and experimental differences in the development of folkbiological induction. Cognitive Development, 18(1), p. p25–47.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.3%
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Smith, L. B., & Jones, S. S. (1993). Cognition without concepts. Cognitive Development, 8(2), pp. 181–188.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.22%
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Squire, S., & Bryant, P. (2003). Children's models of division. Cognitive Development, 18(3), p. p355–376.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.39%
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Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), p. p203–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.85%
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