|
|
Affichage de 1 - 6 of 6 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Creator: Siegler
|
|
|
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.24%
|
|
|
Brown, N. R., & Siegler, R. S. (1993). Metrics and mappings: A framework for understanding real-world quantitative estimation. Psychological Review, 100(3), pp. 511–534.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.16%
|
|
|
Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 34.79%
|
|
|
Geary, D. C. (2006). Development of mathematical understanding. In D. Kuhn, R. S. Siegler, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol 2, Cognition, perception, and language (6th ed.) (pp. 777–810). Hoboken, NJ: John Wiley & Sons Inc.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 26.61%
|
|
|
Levin, I., Siegler, R. S., & Druyan, S. (1990). Misconceptions about motion: Development and training effects. Child Development, 61(5), p. p1544–1557.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.52%
|
|
|
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), p. p346–362.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.33%
|
|
|
