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Anggoro, F. K., & Gentner, D. (2004). Cross-linguistic semantic differences influence recognition of pictures. Proceedings of the Twenty-sixth Annual Meeting of the Cognitive Science Society, Ajoutée par: Sterenn Audo  V    Pop. 28%
Anggoro, F. K., Gentner, D., & Klibanoff, R. S. (2005). How to go from nest to home: children’s learning of relational categories. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 133–138. Ajoutée par: Sterenn Audo  V    Pop. 25.92%
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22. Dernièrement modifiée par: Sterenn Audo  v    Pop. 30.09%
Anghileri, J., Beishuizen, M., & Van Putten, K. (2002). From informal strategies to structured procedures: Mind the gap! Educational Studies in Mathematics, 49(2), p. p149. Dernièrement modifiée par: Sterenn Audo  V    Pop. 26.58%
Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380. Dernièrement modifiée par: Sterenn Audo  v    Pop. 30.46%
Anolli, L., Antonietti, A., Crisafulli, L., & Cantoia, M. (2001). Accessing source information in analogical problem-solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54(1), p. p237–261. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.42%
Arsenault, C., & Lemoyne, G. (2000). Une introduction non classique aux algorithmes d'addition et de soustraction (a non-classical introduction to algorithms of addition and subtraction). Educational Studies in Mathematics, 42(3), pp. 269–296. Dernièrement modifiée par: Sterenn Audo  v    Pop. 28%
Ashton, E. (1994). Metaphor in context: An examination of the significance of metaphor for reflection and communication. Educational Studies, 20(3), p. p357–366. Ajoutée par: Lynda Taabane  v    Pop. 26.68%
Asmuth, J., & Gentner, D. (2005). Context sensitivity of relational nouns. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 163–168. Ajoutée par: Sterenn Audo  V    Pop. 27.44%
Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers' knowledge of students' understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning: An International Journal, 9(3), pp. 249–272. Ajoutée par: Lynda Taabane  V    Pop. 23.08%
Atran, S., Medin, D., Lynch, E., Vapnarsky, V., Ucan Ek', E., & Sousa, P. (2001). Folkbiology doesn't come from folkpsychology: Evidence from yukatek maya in cross-cultural perspective. Journal of Cognition & Culture, 1(1), p. p3–42. Ajoutée par: Lynda Taabane  V    Pop. 27.72%
Atran, S., Medin, D., Ross, N., Lynch, E., Vapnarsky, V., & Ek, E. U., et al. (2002). Folkecology, cultural epidemiology, and the spirit of the commons: A garden experiment in the maya lowlands, 1991-2001. Current Anthropology, 43(3), p. p421–450. Ajoutée par: Lynda Taabane  V    Pop. 28%
Atran, S., Medin, D. L., & Ross, N. O. (2005). The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112(4), p. p744–776. Ajoutée par: Lynda Taabane  V    Pop. 29.42%
Atran, S., Medin, D. L., Ross, N., Viale, R., Andler, D., & Hirschfeld, L. (2006). Thinking about biology: Modular constraints on categorization and reasoning in the everyday life of americans, maya, and scientists. Mind & Society, 6(3), pp. 31–64. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.72%
Atran, S., & Medin, D. L. (2008). The native mind and the cultural construction of nature. Boston, MA: MIT Press. Ajoutée par: Lynda Taabane  v    Pop. 26.68%
Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28%
Ayalon, M., & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), pp. 235–247. Ajoutée par: Lynda Taabane  v    Pop. 22.99%
Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.99%
Badecker, W., & Straub, K. (2002). The processing role of structural constraints on interpretation of pronouns and anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p748–769. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.09%
Bailenson, J. N., Shum, M. S., Atran, S., Medin, D. L., & Coley, J. D. (2002). A bird's eye view: Biological categorization and reasoning within and across cultures. Cognition, 84(1), p. p1–53. Ajoutée par: Lynda Taabane  V    Pop. 30.27%

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