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Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
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Creator: Ehrlich
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Ehrlich, M.-F. (1991). The processing of cohesion devices in text comprehension. Psychological Research/Psychologische Forschung, 53(2), p. p169–174.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.43%
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Ehrlich, M.-F., & Tardieu, H. (1993). Modèles mentaux, modèles de situation et compréhension de textes. In M.-F. Ehrlich, H. Tardieu & M. Cavazza (Eds.), Les modèles mentaux, approche cognitive des représentations Paris: Masson.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.16%
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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.42%
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Ehrlich, M.-F., Remond, M., & Tardieu, H. (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11(1), p. p29.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.8%
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Garnham, A., Oakhill, J., Ehrlich, M.-F., & Carreiras, M. (1995). Representations and processes in the interpretation of pronouns: New evidence from spanish and french. Journal of Memory and Language, 34(1), p. p41–62.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.61%
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Megherbi, H., & Ehrlich, M.-F. (2005). Language impairment in less skilled comprehenders: The on-line processing of anaphoric pronouns in a listening situation. Reading and Writing: An Interdisciplinary Journal, 18(7-9), p. p715.
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Ajoutée par: Lynda Taabane
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Pop. 25.16%
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Megherbi, H., Seigneuric, A., & Ehrlich, M.-F. (2006). Reading comprehension in french 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education - EJPE, 21(2), p. p135–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.43%
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