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Blessing, S. B., & Ross, B. H. (1996). Content effects in problem categorization and problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 22(3), p. p792–810.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.58%
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Boechler, P. M. (2001). How spatial is hyperspace? interacting with hypertext documents: Cognitive processes and concepts. CyberPsychology & Behavior, 4(1), p. p23–46.
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Ajoutée par: Lynda Taabane
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Pop. 34.31%
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Bonnefon, J.-F., & Villejoubert, G. (2006). Tactful or doubtful? expectations of politeness explain the severity bias in the interpretation of probability phrases. Psychological Science, 17(9), p. p747–751.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. mathematical thinking and learning, 7(4), p. p313–344.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.39%
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Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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Borges, T. A., & Gilbert, J. K. (1999). Mental models of electricity. International journal of science education, 21(1), p. p95.
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Ajoutée par: Lynda Taabane
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Pop. 30.75%
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Boroditsky, L. (2000). Metaphoric structuring: Understanding time through spatial metaphors. Cognition, 75(1), p. p1–28.
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Ajoutée par: Lynda Taabane
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Pop. 35.04%
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Boroditsky, L. (2001). Does language shape thought? mandarin and english speakers' conceptions of time. cognitive psychology, 43(1), p. p1.
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Dernièrement modifiée par: Rémi Brissiaud
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Pop. 32.85%
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Boroditsky, L., & Ramscar, M. (2002). The roles of body and mind in abstract thought. Psychological Science, 13(2), p. p185.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.66%
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Boroditsky, L. (2007). Comparison and the development of knowledge. Cognition, 102(1), p. p118.
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Ajoutée par: Lynda Taabane
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Pop. 31.75%
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Bortfeld, H., & McGlone, M. S. (2001). The continuum of metaphor processing. Metaphor & Symbol, 16(1/2), p. p75–86.
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Ajoutée par: Lynda Taabane
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Pop. 29.65%
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Bowden, E. M., & Beeman, M. J. (1998). Getting the right idea: Semantic activation in the right hemisphere may help solve insight problems. Psychological Science, 9(6), p. p435.
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Ajoutée par: Lynda Taabane
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Pop. 28.92%
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Bowden, E. M., & Jung-Beeman, M. (2003). Aha! insight experience correlates with solution activation in the right hemisphere. Psychonomic Bulletin & Review, 10(3), p. p730–737.
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Ajoutée par: Lynda Taabane
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Pop. 32.85%
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Bowdle, B. F., & Gentner, D. (2005). The career of metaphor. Psychological Review, 112(1), p. p193–216.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.21%
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Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49(4), p. p977–987.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.57%
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Bradie, M. (1998). Explanation as metaphorical redescription. Metaphor & Symbol, 13(2), p. p125.
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Ajoutée par: Lynda Taabane
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Pop. 29.29%
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Braisby, N., Franks, B., & Hampton, J. (1996). Essentialism, word use, and concepts. Cognition, 59(3), p. p247–274.
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Ajoutée par: Lynda Taabane
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Pop. 30.57%
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Brisard, F., Frisson, S., & Sandra, D. (2001). Processing unfamiliar metaphors in a self-paced reading task. Metaphor and Symbol, 16(1), p. p87–108.
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Ajoutée par: Lynda Taabane
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Pop. 35.13%
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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Brophy, J., & Alleman, J. (2003). Primary-grade students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes. Cognition & Instruction, 21(1), p. p79–112.
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Ajoutée par: Lynda Taabane
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Pop. 33.12%
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