Affichage de 101 - 120 of 146 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: college students
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Lewis, A. B., & Mayer, R. E. (1987). Students' miscomprehension of relational statements in arithmetic word problems. Journal of educational psychology, 79(4), p. p363–371.
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Ajoutée par: Lynda Taabane
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Pop. 25.66%
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Lin, E. L., & Murphy, G. L. (1997). Effects of background knowledge on object categorization and part detection. Journal of Experimental Psychology: Human Perception and Performance, 23(4), p. p1153–1169.
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Ajoutée par: Lynda Taabane
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Pop. 29.83%
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Lucas, M. M., Tanenhaus, M. K., & Carlson, G. N. (1990). Levels of representation in the interpretation of anaphoric reference and instrument inference. Memory & Cognition, 18(6), p. p611–631.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.73%
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MacDonald, M. C., & MacWhinney, B. (1990). Measuring inhibition and facilitation from pronouns. Journal of Memory and Language, 29(4), p. p469–492.
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Ajoutée par: Lynda Taabane
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Pop. 28.38%
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MacGregor, J. N., Ormerod, T. C., & Chronicle, E. P. (2001). Information processing and insight: A process model of performance on the nine-dot and related problems. Journal of experimental psychology: Learning, Memory, and Cognition, 27(1), p. p176–201.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.2%
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Malt, B. C., Ross, B. H., & Murphy, G. L. (1995). Predicting features for members of natural categories when categorization is uncertain. Journal of experimental psychology: Learning, Memory, and Cognition, 21(3), p. p646–661.
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Ajoutée par: Lynda Taabane
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Pop. 30.73%
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Markman, A. B., & Gentner, D. (1993). Splitting the differences: A structural alignment view of similarity. Journal of Memory and Language, 32(4), p. p517–535.
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Ajoutée par: Lynda Taabane
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Pop. 28.83%
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Matthews, A., & Chodorow, M. S. (1988). Pronoun resolution in two-clause sentences: Effects of ambiguity, antecedent location, and depth of embedding. Journal of Memory and Language, 27(3), p. p245–260.
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Ajoutée par: Lynda Taabane
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Pop. 28.29%
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Mayer, R. E., & Greeno, J. G. (1972). Structural differences between outcomes produced by different instructional methods. Journal of educational psychology, 63(2), p. p165–173.
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Ajoutée par: Lynda Taabane
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Pop. 31.46%
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Mayer, R. E., Stiehl, C. C., & Greeno, J. G. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of educational psychology, 67(3), p. p331–350.
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Ajoutée par: Lynda Taabane
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Pop. 31.73%
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McKoon, G., & Ratcliff, R. (1980). The comprehension processes and memory structures involved in anaphoric reference. Journal of Verbal Learning & Verbal Behavior, 19(6), p. p668–682.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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McKoon, G., Ward, G., Ratcliff, R., & Sproat, R. (1993). Morphosyntactic and pragmatic factors affecting the accessibility of discourse entities. Journal of Memory and Language, 32(1), p. p56–75.
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Ajoutée par: Lynda Taabane
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Pop. 29.83%
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McKoon, G., Ratcliff, R., & Ward, G. (1994). Testing theories of language processing: An empirical investigation of the on-line lexical decision task. Journal of experimental psychology: Learning, Memory, and Cognition, 20(5), p. p1219–1228.
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Ajoutée par: Lynda Taabane
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Pop. 31.28%
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McKoon, G., Gerrig, R. J., & Greene, S. B. (1996). Pronoun resolution without pronouns: Some consequences of memory-based text processing. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), p. p919–932.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.37%
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Medin, D. L., Goldstone, R. L., & Gentner, D. (1993). Respects for similarity. Psychological Review, 100(2), p. p254–278.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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Murphy, G. L. (1985). Processes of understanding anaphora. Journal of Memory and Language, 24(3), p. p290–303.
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Ajoutée par: Lynda Taabane
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Pop. 31.82%
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Murphy, G. L., & Ross, B. H. (1994). Predictions from uncertain categorizations. cognitive psychology, 27(2), p. p148–193.
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Ajoutée par: Lynda Taabane
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Pop. 31.01%
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Murphy, G. L., & Ross, B. H. (1999). Induction with cross-classified categories. Memory & Cognition, 27(6), p. p1024–1041.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Nayak, N. P., & Gibbs, R. W. (1990). Conceptual knowledge in the interpretation of idioms. Journal of Experimental Psychology: General, 119(3), p. p315–330.
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Ajoutée par: Lynda Taabane
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Pop. 29.1%
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Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of experimental psychology: Learning, Memory, and Cognition, 17(3), p. p398–415.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.92%
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