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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. Ajoutée par: Lynda Taabane  V    Pop. 34.79%
Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.7%
Blanchette, I., & Dunbar, K. (2002). Representational change and analogy: How analogical inferences alter target representations. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p672–685. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.51%
Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738. Ajoutée par: Lynda Taabane  V    Pop. 35.89%
Brunye, T. T. 2008. Building spatial mental models: Encoding and retrieving descriptions of space. Ajoutée par: Lynda Taabane  v    Pop. 30.32%
Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.16%
Dell, G. S., McKoon, G., & Ratcliff, R. (1983). The activation of antecedent information during the processing of anaphoric reference in reading. Journal of Verbal Learning & Verbal Behavior, 22(1), p. p121–132. Dernièrement modifiée par: Lynda Taabane  v    Pop. 31.87%
Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.42%
Ehrlich, K., & Rayner, K. (19830201). Pronoun assignment and semantic integration during reading: Eye movements and immediacy of processing. Journal of Verbal Learning & Verbal Behavior, 22(1), p. p75–87. Ajoutée par: Lynda Taabane  v    Pop. 30.59%
Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of educational psychology, 95(2), p. p393–405. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.52%
Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. cognitive psychology, 15(1), p. p1–38. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.53%
Gick, M. L. (1985). The effect of a diagram retrieval cue on spontaneous analogical transfer. Canadian Journal of Psychology Revue Canadienne de Psychologie, 39(3), p. p460–466. Ajoutée par: Lynda Taabane  V    Pop. 30.87%
Greeno, J. G., & Simon, H. A. (1974). Processes for sequence production. Psychological Review, 81(3), p. p187–198. Ajoutée par: Lynda Taabane  v    Pop. 26.94%
Keane, M. T. (1987). On retrieving analogues when solving problems. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 39(1), pp. 29–41. Dernièrement modifiée par: Lynda Taabane  v    Pop. 31.78%
McKoon, G., & Ratcliff, R. (1989). Inferences about contextually defined categories. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), p. p1134–1146. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.05%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.77%
Touron, D. R., Hoyer, W. J., & Cerella, J. (2004). Cognitive skill learning: Age-related differences in strategy shifts and speed of component operations. Psychology and Aging, 19(4), pp. 565–580. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.88%
Yang, L.-X., & Lewandowsky, S. (2004). Knowledge partitioning in categorization: Constraints on exemplar models. Journal of experimental psychology: Learning, Memory, and Cognition, 30(5), p. p1045–1064. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.59%
Young, C. J. (2004). Contributions of metaknowledge to retrieval of natural categories in semantic memory. Journal of experimental psychology: Learning, Memory, and Cognition, 30(4), p. p909–916. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.42%
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