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Bruno, S. (1998). Analogical construction of a system of simulation in physics : a case study. In K. J. Holyoak, D. Gentner & B. N. Kokinov (Eds.), Advances in Analogy Research (pp. 237–245). Sofia: NBU.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.93%
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Bruno, S., Bovet, M., & Parrat-Dayan, S. (2007). Lectures de l'image mentale chez piaget et les auteurs contemporains. In Braga-Ilia (Ed.), A proposito di rappresentazioni. Alla ricerca del senso perduto Bologna: Italie: Pendragon.
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Ajoutée par: meunier
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Pop. 35.13%
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Bruno, S. (soumis). Analogizing, conceptualization and meaningful learning in physics. In M. A. Moreira (Ed.), Meaningful Learning.
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Ajoutée par: meunier
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Pop. 33.21%
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Bruno, A., & Martinon, A. (1999). The teaching of numerical extensions: The case of negative numbers. International Journal of Mathematical Education in Science and Technology, 30(6), pp. 789–809.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.48%
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Brunyé, T. T., & Taylor, H. A. (2008). Working memory in developing and applying mental models from spatial descriptions. Journal of Memory and Language, 58(3), pp. 701–729.
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Ajoutée par: Lynda Taabane
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Pop. 30.66%
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Brunye, T. T. 2008. Building spatial mental models: Encoding and retrieving descriptions of space.
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Ajoutée par: Lynda Taabane
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Pop. 30.57%
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Brunye, T. T., & Taylor, H. A. (2008). Working memory in developing and applying mental models from spatial descriptions. Journal of Memory and Language, 58(3), pp. 701–729.
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Ajoutée par: Lynda Taabane
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Pop. 26.46%
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Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.12%
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Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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Budiu, R., & Anderson, J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition, 30(1), p. p158–165.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.31%
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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. 36.13%
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Burns, B. D. (1996). Meta-analogical transfer: Transfer between episodes of analogical reasoning. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1032–1048.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.31%
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Burns, B. D., & Vollmeyer, R. (2002). Goal specificity effects on hypothesis testing in problem solving. Quarterly Journal of Experimental Psychology: Section A, 55(1), p. p241–261.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.01%
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Burt, J. S. (1992). Against the lexical representation of idioms. Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p582–605.
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Ajoutée par: Lynda Taabane
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Pop. 34.85%
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Byram, S. J., Schwartz, L. M., Woloshin, S., & Fischhoff, B. (2008). Women's beliefs about breast cancer risk factors: A mental models approach. In Rationality and social responsibility: Essays in honor of Robyn Mason Dawes (pp. 245–274). Psychology Press.
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Ajoutée par: Lynda Taabane
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Pop. 26.28%
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Caballero, R. (2007). Review of metaphor in culture: Universality and variation. Metaphor and Symbol, 22(1), p. p109–118.
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Ajoutée par: Lynda Taabane
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Pop. 31.11%
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Cacciari, C., Carreiras, M., & Cionini, C. B. (1997). When words have two genders: Anaphor resolution for italian functionally ambiguous words. Journal of Memory and Language, 37(4), p. p517–532.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.57%
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J. Cai & J. C. Moyer (Eds.) Middle school students' understanding of average: a problem-solving approach. Columbus: Annual meeting of the north american chapter of the international group for the psychology of mathematics education. (21 Octobre 1995).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.73%
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Cai, J. (1995). Beyond the computational algorithm: students' understanding of the arithmetic average concept. In L. Meira & D. Carraher (Eds.), Proceedings of the Nineteenth Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 144–151).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.73%
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J. Cai, J. C. Moyer & N. J. Grochowski (Eds.) Making the mean meaningful: two instructional studies. Chicago: Annual meeting of the american educational research association. (24 Mars 1997).
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.37%
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