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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. 30.19%
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Readence, J. E., Baldwin, S. R., Martin, M. A., & O'Brien, D. G. (1984). Metaphorical interpretation: An investigation of the salience imbalance hypothesis. Journal of educational psychology, 76(4), p. p659–667.
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Ajoutée par: Lynda Taabane
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Pop. 30.19%
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Rehder, B. (1999). Detecting unsolvable algebra word problems. Journal of educational psychology, 91(4), p. p669–683.
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Ajoutée par: Lynda Taabane
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Pop. 24.93%
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Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), p. p346–362.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.64%
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Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.01%
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Robinson, D. H., Levin, J. R., O'Ryan, L., & Halbur-Ramseyer, D. (2001). Does statistical language constitute a 'significant' roadblock to readers' interpretations of research results? Journal of educational psychology, 93(3), p. p646–654.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.55%
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Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.37%
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Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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Siu, P. K. (1986). Understanding chinese prose: Effects of number of ideas, metaphor, and advance organizer on comprehension. Journal of educational psychology, 78(6), p. p417–423.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Sophian, C., & Wood, A. (1997). Proportional reasoning in young children: The parts and the whole of it. Journal of educational psychology, 89(2), pp. 309–317.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.2%
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Staub, F. C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of educational psychology, 94(2), p. p344–355.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Stern, E. (1993). What makes certain arithmetic word problems involving the comparison of sets so difficult for children? Journal of educational psychology, 85(1), p. p7–23.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Tatsuoka, K. K. (1984). Changes in error types over learning stages. Journal of educational psychology, 76(1), p. p120–129.
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Ajoutée par: Lynda Taabane
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Pop. 32.46%
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Tilton, J. W. (1947). Individualized and meaningful instruction in arithmetic. Journal of educational psychology, 38(2), p. p83–88.
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Ajoutée par: Lynda Taabane
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Pop. 28.01%
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Verschaffel, L., de Corte, E., & Pauwels, A. (1992). Solving compare problems: An eye movement test of lewis and mayer's consistency hypothesis. Journal of educational psychology, 84(1), p. p85–94.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of educational psychology, 80(2), pp. 192–201.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.29%
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Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in chinese children's reading of english words. Journal of educational psychology, 99(4), p. p852–866.
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Ajoutée par: Lynda Taabane
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Pop. 34.27%
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Yoshida, H. (1980). Effects of drill practice on aptitude in the learning of mathematics. Journal of educational psychology, 72(5), pp. 706–715.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.21%
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