Affichage de 1 - 17 of 17 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: schema
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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. 39.47%
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Chen, Z. (1999). Schema induction in children's analogical problem solving. Journal of educational psychology, 91(4), p. p703–715.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 38.38%
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Chen, Z., & Mo, L. (2004). Schema induction in problem solving: A multidimensional analysis. Journal of experimental psychology: Learning, Memory, and Cognition, 30(3), p. p583–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.85%
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Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of educational psychology, 79(4), pp. 347–362.
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Ajoutée par: Sterenn Audo
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Pop. 34.21%
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Coquin-Viennot, D. (2001). Problèmes arithmétiques verbaux à l'école: Pourquoi les élèves ne répondent-ils pas à la question posée? Enfance, 53(2), p. p181–196.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 39.38%
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Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of educational psychology, 96(4), p. p635–647.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.66%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.85%
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Gernsbacher, M. A. (1995). The mechanisms of suppression and enhancement in comprehension. Canadian Psychology Psychologie Canadienne, 36(1), p. p49–50.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.48%
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Gick, M. L., & Paterson, K. (1992). Do contrasting examples facilitate schema acquisition and analogical transfer? Canadian Journal of Psychology Revue Canadienne de Psychologie, 46(4), p. p539–550.
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Ajoutée par: Lynda Taabane
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Pop. 31.03%
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Hummel, J. E., & Holyoak, K. J. (1997). Distributed representations of structure: A theory of analogical access and mapping. Psychological Review, 104(3), p. p427–466.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.12%
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Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110(2), p. p220–264.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.58%
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Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.58%
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Phye, G. D. (1990). Inductive problem solving: Schema inducement and memory-based transfer. Journal of educational psychology, 82(4), p. p826–831.
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Ajoutée par: Lynda Taabane
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Pop. 30.22%
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Politzer, G., & Nguyen-Xuan, A. (1992). Reasoning about conditional promises and warnings: Darwinian algorithms, mental models, relevance judgements or pragmatic schemas? The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 44(3), p. p401–421.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Richardson, D. C., Spivey, M. J., Barsalou, L. W., & McRae, K. (2003). Spatial representations activated during real-time comprehension of verbs. Cognitive Science: A Multidisciplinary Journal, 27(5), p. p767–780.
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Ajoutée par: Lynda Taabane
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Pop. 35.57%
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Ross, B. H., & Murphy, G. L. (1999). Food for thought: Cross-classification and category organization in a complex real-world domain. cognitive psychology, 38(4), p. p495–553.
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Ajoutée par: Lynda Taabane
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Pop. 27.13%
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Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.94%
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