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Affichage de 41 - 60 of 1016 (Bibliographie: Bibliographie WIKINDX globale)
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Barsalou, L. W., & Sewell, D. R. (1985). Contrasting the representation of scripts and categories. Journal of Memory and Language, 24(6), p. p646–665.
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Ajoutée par: Lynda Taabane
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Pop. 35.04%
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Barsalou, L. W., & Ross, B. H. (1986). The roles of automatic and strategic processing in sensitivity to superordinate and property frequency. Journal of experimental psychology: Learning, Memory, and Cognition, 12(1), p. p116–134.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272.
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Ajoutée par: Lynda Taabane
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Pop. 35.86%
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Barsalou, L. W. (1999). Language comprehension: Archival memory or preparation for situated action? Discourse Processes, 28(1), p. p61–80.
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Ajoutée par: Lynda Taabane
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Pop. 35.95%
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Barsalou, L. W., Simmons, K. W., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), p. p84–91.
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Ajoutée par: Lynda Taabane
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Pop. 36.22%
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Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562.
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Ajoutée par: Lynda Taabane
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Pop. 35.31%
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Barsalou, L. W. (2005). Continuity of the conceptual system across species. Trends in Cognitive Sciences, 9(7), p. p309–311.
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Ajoutée par: Lynda Taabane
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Pop. 33.21%
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Barsalou, L. W., Barbey, A. K., Simmons, K. W., & Santos, A. (2005). Embodiment in religious knowledge. Journal of Cognition & Culture, 5(1/2), p. p14–57.
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Ajoutée par: Lynda Taabane
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Pop. 34.03%
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Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91.
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Ajoutée par: Lynda Taabane
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Pop. 37.32%
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Bartlett, E. J. (1984). Anaphoric reference in written narratives of good and poor elementary school writers. Journal of Verbal Learning & Verbal Behavior, 23(4), p. p540–552.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.4%
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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. 36.95%
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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., 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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Bastien-Toniazzo, M., Blaye, A., & Cayol, D. (1997). Résolution de problème par analogie par des enfants de grande section de maternelle. L'année Psychologique, 97(3), p. p409–432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.04%
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Bautista, D., Mitchelmore, M., & Mulligan, J. (2009). Factors influencing filipino children's solutions to addition and subtraction word problems. Educational Psychology, 29(6), pp. 729–745.
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Ajoutée par: Lynda Taabane
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Pop. 29.29%
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Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), p. p135–139.
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Ajoutée par: Lynda Taabane
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Pop. 34.12%
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Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.22%
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Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstand confidence intervals and standard error bars. Psychological Methods, 10(4), p. p389–396.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.66%
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