Affichage de 1 - 20 of 146 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: college students
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Adelson, B. (1984). When novices surpass experts: The difficulty of a task may increase with expertise. Journal of experimental psychology: Learning, Memory, and Cognition, 10(3), p. p483–495.
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Ajoutée par: Lynda Taabane
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Pop. 37.51%
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Albrecht, J. E., & Clifton, C. J. (1998). Accessing singular antecedents in conjoined phrases. Memory & Cognition, 26(3), p. p599–610.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.51%
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Allbritton, D. W., McKoon, G., & Gerrig, R. J. (1995). Metaphor-based schemas and text representations: Making connections through conceptual metaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 21(3), p. p612–625.
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Ajoutée par: Lynda Taabane
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Pop. 39.51%
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Anderson, A., Garrod, S., & Sanford, A. J. (1983). The accessibility of pronominal antecedents as a function of episode shifts in narrative text. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 35(3), p. p427–440.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.97%
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Anolli, L., Antonietti, A., Crisafulli, L., & Cantoia, M. (2001). Accessing source information in analogical problem-solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54(1), p. p237–261.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.06%
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Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.51%
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Barsalou, L. W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p629–654.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 39.15%
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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. 36.6%
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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. 35.97%
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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. 38.15%
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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. 37.78%
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Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220.
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Ajoutée par: Lynda Taabane
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Pop. 35.33%
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Blank, G. D. (1988). Metaphors in the lexicon. Metaphor & Symbolic Activity, 3(1), p. p21–36.
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Ajoutée par: Lynda Taabane
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Pop. 33.97%
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Blasko, D. G., & Connine, C. M. (1993). Effects of familiarity and aptness on metaphor processing. Journal of experimental psychology: Learning, Memory, and Cognition, 19(2), p. p295–308.
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Ajoutée par: Lynda Taabane
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Pop. 33.97%
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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. 36.6%
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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. 31.43%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.79%
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Burt, J. S. (1992). Against the lexical representation of idioms. Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p582–605.
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Ajoutée par: Lynda Taabane
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Pop. 36.06%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.79%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.24%
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