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Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 40.05%
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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.24%
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Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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Chen, Z., Mo, L., & Honomichl, R. (2004). Having the memory of an elephant: Long-term retrieval and the use of analogues in problem solving. Journal of Experimental Psychology: General, 133(3), p. p415–433.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.51%
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Gernsbacher, M. A. (1984). Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy. Journal of Experimental Psychology: General, 113(2), p. p256–281.
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Ajoutée par: Lynda Taabane
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Pop. 35.06%
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Gibbs, R. W., & Nayak, N. P. (1991). Why idioms mean what they do. Journal of Experimental Psychology: General, 120(1), p. p93–95.
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Ajoutée par: Lynda Taabane
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Pop. 32.88%
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Goldstone, R. L. (1994). Influences of categorization on perceptual discrimination. Journal of Experimental Psychology: General, 123(2), pp. 178–200.
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Ajoutée par: Sterenn Audo
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Pop. 32.06%
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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.
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Ajoutée par: Sterenn Audo
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Pop. 32.33%
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Levin, I. P. (1975). Information integration in numerical judgments and decision processes. Journal of Experimental Psychology: General, 104(1), pp. 39–53.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.15%
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Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), p. p3–28.
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Ajoutée par: Lynda Taabane
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Pop. 32.24%
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Namy, L. L., & Gentner, D. (2002). Making a silk purse out of two sow's ears: young children's use of comparison in category learning. Journal of Experimental Psychology: General, 131(1), pp. 5–15.
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Ajoutée par: Sterenn Audo
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Pop. 23.43%
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Nayak, N. P., & Gibbs, R. W. (1990). Conceptual knowledge in the interpretation of idioms. Journal of Experimental Psychology: General, 119(3), p. p315–330.
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Ajoutée par: Lynda Taabane
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Pop. 29.06%
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Rouder, J. N., & Ratcliff, R. (2004). Comparing categorization models. Journal of Experimental Psychology: General, 133(1), p. p63–82.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.61%
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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. 38.51%
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Sloutsky, V. M., & Fisher, A. V. (2004). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133(2), p. p166–188.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.42%
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Sweller, J., Mawer, R. F., & Ward, M. R. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112(4), p. p639–661.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.79%
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Weisberg, R. W., & Alba, J. W. (1981). An examination of the alleged role of 'fixation' in the solution of several 'insight' problems. Journal of Experimental Psychology: General, 110(2), p. p169–192.
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Ajoutée par: Lynda Taabane
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Pop. 30.06%
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Weisberg, R. W., & Alba, J. W. (1981). Gestalt theory, insight, and past experience: Reply to dominowski. Journal of Experimental Psychology: General, 110(2), p. p199–203.
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Ajoutée par: Lynda Taabane
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Pop. 28.52%
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Weisberg, R. W., & Alba, J. W. (1982). Problem solving is not like perception: More on gestalt theory. Journal of Experimental Psychology: General, 111(3), p. p326–330.
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Ajoutée par: Lynda Taabane
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Pop. 28.16%
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