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Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. International journal of science education, 25(8), p. p949.
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Ajoutée par: Lynda Taabane
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Pop. 36.31%
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Balluerka, N., Gómez, J., & Hidalgo, D. (2005). The controversy over null hypothesis significance testing revisited. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(2), p. p55–70.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.29%
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Barker, V., & Millar, R. (1999). Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International journal of science education, 21(6), p. p645.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61(3), p. p216–241.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.49%
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Barrouillet, P. (1991). Évolution des catégories naturelles et résolution des épreuves d'inclusion entre 6 et 10 ans. L'année Psychologique, 91(4), p. p505–531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.67%
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Barrouillet, P. (1993). Du bricolage à la logique chez l'enfant : une approche structuraliste de la genèse de l'inclusion. L’Année Psychologique, 93(2), pp. 283–310.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.93%
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Barsalou, L., Stein, N. L., Bauer, P. J., & Rabinowitz, M. (2002). Being there conceptually: Simulating categories in preparation for situated action. In Representation, memory, and development: Essays in honor of Jean Mandler. (pp. p1–15). Lawrence Erlbaum Associates Publishers.
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Ajoutée par: Lynda Taabane
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Pop. 32.3%
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Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.49%
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Barsalou, L. W. (1983). Ad hoc categories. Memory and Cognition, 11(3), pp. 211–227.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.02%
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Barsalou, L. W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p629–654.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.68%
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Barsalou, L. W., & Sewell, D. R. (1985). Contrasting the representation of scripts and categories. Journal of Memory and Language, 24(6), p. p646–665.
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Ajoutée par: Lynda Taabane
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Pop. 35.04%
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Barsalou, L. W., & Medin, D. L. (1986). Concepts : static definitions or context dependent-representations ? Cahiers de psychologie cognitive, 6(2), pp. 187–202.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.2%
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Barsalou, L. W., & Ross, B. H. (1986). The roles of automatic and strategic processing in sensitivity to superordinate and property frequency. Journal of experimental psychology: Learning, Memory, and Cognition, 12(1), p. p116–134.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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Barsalou, L. W. (1987). The instability of graded structure: Implications for the nature of concepts. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization. (pp. p101–140). Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.31%
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Barsalou, L. W. (1989). Intraconcept similarity and its implications for interconcept similarity. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. (pp. p76–121). Cambridge University Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.3%
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Barsalou, L. W. (1990). On the indistinguishability of exemplar memory and abstraction in category representation. In T. K. Srull & R. J. S. Wyer (Eds.), Advances in social cognition, Volume III: Content and process specificity in the effects of prior experiences (pp. 61–88). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Barsalou, L. W., & Bower, G. H. (1991). Deriving categories to achieve goals. In The psychology of learning and motivation: Advances in research and theory, Vol. 27. (pp. p1–64). Academic Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.22%
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Barsalou, L. W., Lehrer, A., & Kittay, E. F. (1992). Frames, concepts, and conceptual fields. In Frames, fields, and contrasts: New essays in semantic and lexical organization. (pp. p21–74). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.48%
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Barsalou, L. W. (1993). Flexibility, structure, and linguistic vagary in concepts: Manifestations of a compositional system of perceptual symbols. In A. F. Collins, S. E. Gathercole, M. A. Conway & P. E. Morris (Eds.), Theories of memory. (pp. p29–101). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.85%
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Barsalou, L. W., & Hale, C. R. (1993). Components of conceptual representation: From feature lists to recursive frames. In I. Van Mechelen, J. Hampton, R. S. Michalski & P. Theuns (Eds.), Categories and concepts: Theoretical views and inductive data analysis. (pp. p97–144). Academic Press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.2%
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