|
Castro, C., Moreno-Ríos, S., Tornay, F., & Vargas, C. (2008). Mental representations of obligatory and prohibitory traffic signs. Acta Psychologica, 129(1), pp. 8–17.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.92%
|
|
|
Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), pp. 1147–1156.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.21%
|
|
|
Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), p. p5–17.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.49%
|
|
|
Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1020–1031.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.93%
|
|
|
Cavallo, A. M. L., McNeely, J. C., & Marek, E. A. (2003). Eliciting students' understandings of chemical reactions using two forms of essay questions during a learning cycle. International journal of science education, 25(5), p. p583.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 29.11%
|
|
|
Cawley, J. F., & Foley, T. E. (2002). Connecting math and science for all students. TEACHING Exceptional Children, 34(4), pp. 14–19.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.74%
|
|
|
Cazeaux, C. (2002). Metaphor and the categorization of the senses. Metaphor & Symbol, 17(1), p. p3–26.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.18%
|
|
|
Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 36.68%
|
|
|
Chang, T. M. (1986). Semantic memory: Facts and models. Psychological Bulletin, 99(2), pp. 199–220.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 29.84%
|
|
|
Charles, K., & Nason, R. (2000). Young children's partitioning strategies. Educational Studies in Mathematics, 43(2), p. p191.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 26.28%
|
|
|
Chatard-Pannetier, A., Brauer, M., Chambres, P., & Niedenthal, P. (2002). Représentation, catégorisation et évaluation: Différences entre experts et novices dans le domaine des meubles d'antiquité. L'année Psychologique, 102(3), p. p423–448.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.47%
|
|
|
Chen, Z. (1999). Schema induction in children's analogical problem solving. Journal of educational psychology, 91(4), p. p703–715.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 37.14%
|
|
|
Chen, Z., Mo, L., & Honomichl, R. (2004). Having the memory of an elephant: Long-term retrieval and the use of analogues in problem solving. Journal of Experimental Psychology: General, 133(3), p. p415–433.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.4%
|
|
|
Chen, Z., & Mo, L. (2004). Schema induction in problem solving: A multidimensional analysis. Journal of experimental psychology: Learning, Memory, and Cognition, 30(3), p. p583–600.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.92%
|
|
|
Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.4%
|
|
|
Chi, M. T. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13(5), p. p543–544.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.39%
|
|
|
Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), p. p69.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 29.01%
|
|
|
Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition & Instruction, 10(2/3), p. p249.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.29%
|
|
|
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.3%
|
|
|
Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), p. p271.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.93%
|
|
