Affichage de 1 - 13 of 13 (Bibliographie: Bibliographie WIKINDX globale)
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Creator: Bassok
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Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of experimental psychology: Learning, Memory, and Cognition, 15(1), pp. 153–166.
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Ajoutée par: Lynda Taabane
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Pop. 36.13%
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Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.39%
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Bassok, M., & Olseth, K. L. (1995). Object-based representations: Transfer between cases of continuous and discrete models of change. Journal of experimental psychology: Learning, Memory, and Cognition, 21(6), p. p1522–1538.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.86%
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Bassok, M., Wu, L.-L., & Olseth, K. L. (1995). Judging a book by its cover : interpretative effects of content on problem-solving transfer. Memory & Cognition, 23(3), pp. 354–367.
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Ajoutée par: Lynda Taabane
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Pop. 32.3%
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Bassok, M. (1996). Using content to interpret structure: Effects on analogical transfer. Current Directions in Psychological Science, 5(2), p. p54–58.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.59%
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Bassok, M., & Medin, D. L. (1997). Birds of feather flock together : similarity judgments with semantically rich stimuli. Journal of Memory and Language, 36, pp. 311–336.
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Ajoutée par: Lynda Taabane
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Pop. 27.28%
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Bassok, M. (1997). Object-based reasoning. The psychology of learning and motivation, 37, pp. 1–39.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.74%
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Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.22%
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Bassok, M. (2001). Semantic alignments in mathematical word problems. In D. Gentner, K. J. Holyoak & B. N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science. (pp. p401–433). The MIT Press.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.95%
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Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251–282). Hillsdale, HJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 29.29%
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Doumas, L. A. A., Bassok, M., Guthormson, A., & Hummel, J. E. (2006). A theory of reflexive relational generalization. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society,
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.73%
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Martin, S. A., & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: evidence from word-problem solving and equation construction tasks. Memory & Cognition, 33(3), pp. 471–478.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.73%
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