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Egan, D. E., & Greeno, J. G. (1973). Acquiring cognitive structure by discovery and rule learning. Journal of educational psychology, 64(1), p. p85–97.
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Ajoutée par: Lynda Taabane
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Pop. 31.82%
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Greeno, J. G., & Laberge, D. (1963). Sequential dependencies and nonreinforcement in probability learning. Journal of Experimental Psychology, 66(6), p. p547–552.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.92%
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Greeno, J. G., & Bjork, R. A. (1973). Mathematical learning theory and the new "mental forestry". Annual Review of Psychology, 24, p. p81.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Greeno, J. G., & Simon, H. A. (1974). Processes for sequence production. Psychological Review, 81(3), p. p187–198.
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Ajoutée par: Lynda Taabane
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Pop. 27.65%
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Greeno, J. G. (1976). Indefinite goals in well-structured problems. Psychological Review, 83(6), p. p479–491.
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Ajoutée par: Lynda Taabane
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Pop. 23.12%
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Greeno, J. G. (1980). Psychology of learning, 1960-1980: One participant's observations. American Psychologist, 35(8), p. p713–728.
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Ajoutée par: Lynda Taabane
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Pop. 29.65%
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Greeno, J. G. (1986). Collaborative teaching and making sense of symbols: Comment on lampert's 'knowing, doing, and teaching multiplication'. Cognition & Instruction, 3(4), p. p343.
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Ajoutée par: Lynda Taabane
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Pop. 28.83%
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Greeno, J. G. (1987). Instructional representations based on research about understanding. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. p61–88). New-York: Academic.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.56%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Greeno, J. G. (1994). Gibson's affordances. Psychological Review, 101(2), p. p336–342.
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Ajoutée par: Lynda Taabane
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Pop. 26.75%
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Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), p. p5–26.
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Ajoutée par: Lynda Taabane
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Pop. 27.65%
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Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), p. p537–547.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.45%
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Greeno, J. G., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), p. p9–23.
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Ajoutée par: Lynda Taabane
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Pop. 32.64%
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Greeno, J. G., & Saxe, G. B. (2007). Conceptual growth in children and in the learning sciences: Giyoo hatano's contributions. Human Development, 50(1), p. p55–64.
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Ajoutée par: Lynda Taabane
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Pop. 31.19%
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Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), p. p109–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of educational psychology, 78(2), p. p75–95.
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Ajoutée par: Lynda Taabane
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Pop. 36.45%
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Mayer, R. E., & Greeno, J. G. (1972). Structural differences between outcomes produced by different instructional methods. Journal of educational psychology, 63(2), p. p165–173.
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Ajoutée par: Lynda Taabane
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Pop. 31.37%
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Mayer, R. E., Stiehl, C. C., & Greeno, J. G. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of educational psychology, 67(3), p. p331–350.
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Ajoutée par: Lynda Taabane
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Pop. 31.73%
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Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children's problem-solving ability in arithmetics. In H. P. Ginsburg (Ed.), The development of mathematical thinking New-York: Academic Press.
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Ajoutée par: Lynda Taabane
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Pop. 24.66%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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