Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
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Collection: British Journal of Developmental Psychology
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Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.31%
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Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25(1), pp. 147–166.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.38%
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Richard, J. F., & Leynet, M. E. (1994). The inferential structure of class-inclusion tasks. British Journal of Developmental Psychology, 12(2), p. p209–233.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.84%
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Ross, B. H., Gelman, S. A., & Rosengren, K. S. (2005). Children's category-based inferences affect classification. British Journal of Developmental Psychology, 23(1), p. p1–24.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.74%
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Squire, S., & Bryant, P. (2003). Children's understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21(4), p. p507–526.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.57%
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Stevens, C., & Gallagher, M. (2004). The development of mental models for auditory events: Relational complexity and discrimination of pitch and duration. British Journal of Developmental Psychology, 22(4), pp. 569–583.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.73%
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