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Brosnan, T., & Reynolds, Y. (2001). Student's explanations of chemical phenomena: Macro and micro differences. Research in Science and Technological Education, 19(1), p. p69. Ajoutée par: Lynda Taabane  V    Pop. 31.05%
Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.7%
Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science: A Multidisciplinary Journal, 4(4), p. p379–426. Dernièrement modifiée par: Sterenn Audo  v    Pop. 32.24%
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  v    Pop. 27.76%
Bruce, R. A., & Threlfall, J. (2004). One, two, three and counting. Educational Studies in Mathematics, 55(1-3), p. p3. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.68%
Bruno, A., & Martinon, A. (1999). The teaching of numerical extensions: The case of negative numbers. International Journal of Mathematical Education in Science and Technology, 30(6), pp. 789–809. Dernièrement modifiée par: Sterenn Audo  v    Pop. 31.32%
Brunyé, T. T., & Taylor, H. A. (2008). Working memory in developing and applying mental models from spatial descriptions. Journal of Memory and Language, 58(3), pp. 701–729. Ajoutée par: Lynda Taabane  v    Pop. 30.5%
Brunye, T. T. 2008. Building spatial mental models: Encoding and retrieving descriptions of space. Ajoutée par: Lynda Taabane  v    Pop. 30.32%
Brunye, T. T., & Taylor, H. A. (2008). Working memory in developing and applying mental models from spatial descriptions. Journal of Memory and Language, 58(3), pp. 701–729. Ajoutée par: Lynda Taabane  v    Pop. 26.21%
Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.96%
Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212. Ajoutée par: Lynda Taabane  V    Pop. 34.25%
Budiu, R., & Anderson, J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition, 30(1), p. p158–165. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.07%
Burnett, R. C., Medin, D. L., Ross, N. O., & Blok, S. V. (2005). Ideal is typical. Canadian Journal of Experimental Psychology, 59(1), p. p3–10. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.98%
Burns, B. D. (1996). Meta-analogical transfer: Transfer between episodes of analogical reasoning. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1032–1048. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.16%
Burns, B. D., & Vollmeyer, R. (2002). Goal specificity effects on hypothesis testing in problem solving. Quarterly Journal of Experimental Psychology: Section A, 55(1), p. p241–261. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.76%
Burt, J. S. (1992). Against the lexical representation of idioms. Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p582–605. Ajoutée par: Lynda Taabane  v    Pop. 34.7%
Caballero, R. (2007). Review of metaphor in culture: Universality and variation. Metaphor and Symbol, 22(1), p. p109–118. Ajoutée par: Lynda Taabane  V    Pop. 31.05%
Cacciari, C., Carreiras, M., & Cionini, C. B. (1997). When words have two genders: Anaphor resolution for italian functionally ambiguous words. Journal of Memory and Language, 37(4), p. p517–532. Dernièrement modifiée par: Lynda Taabane  v    Pop. 32.42%
Cain, K., & Oakhill, J. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5-6), p. p489. Dernièrement modifiée par: Lynda Taabane  v    Pop. 28.4%
Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory & Cognition, 29(6), p. p850–859. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.25%

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