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Affichage de 1 - 6 of 6 (Bibliographie: Bibliographie WIKINDX globale)
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Collection: Canadian Journal of Experimental Psychology
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Burnett, R. C., Medin, D. L., Ross, N. O., & Blok, S. V. (2005). Ideal is typical. Canadian Journal of Experimental Psychology, 59(1), p. p3–10.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.97%
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Duverne, S., & Lemaire, P. (2005). Arithmetic split effects reflect strategy selection: An adult age comparative study in addition comparison and verification tasks. Canadian Journal of Experimental Psychology, 59(4), p. p262–278.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.88%
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Klein, J. S., & Bisanz, J. (2000). Preschoolers doing arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental Psychology, 54(2), p. p105–116.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.43%
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Lichacz, F. M., Herdman, C. M., LeFevre, J.-A., & Baird, B. (1999). Polysemy effects in word naming. Canadian Journal of Experimental Psychology, 53(2), p. p189–193.
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Ajoutée par: Lynda Taabane
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Pop. 31.24%
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Vokey, J. R., & Higham, P. A. (2005). Abstract analogies and positive transfer in artificial grammar learning. Canadian Journal of Experimental Psychology, 59(1), p. p54–61.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.06%
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