|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 37.51%
|
|
|
Albrecht, J. E., & Clifton, C. J. (1998). Accessing singular antecedents in conjoined phrases. Memory & Cognition, 26(3), p. p599–610.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 38.24%
|
|
|
Almor, A. (1999). Noun-phrase anaphora and focus: The informational load hypothesis. Psychological Review, 106(4), p. p748–765.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.15%
|
|
|
Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.42%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 35.69%
|
|
|
Barsalou, L. W., Simmons, K. W., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), p. p84–91.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 37.69%
|
|
|
Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 39.87%
|
|
|
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
|
|
Pop. 37.51%
|
|
|
Boechler, P. M. (2001). How spatial is hyperspace? interacting with hypertext documents: Cognitive processes and concepts. CyberPsychology & Behavior, 4(1), p. p23–46.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 35.42%
|
|
|
Boroditsky, L. (2000). Metaphoric structuring: Understanding time through spatial metaphors. Cognition, 75(1), p. p1–28.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.33%
|
|
|
Bowdle, B. F., & Gentner, D. (2005). The career of metaphor. Psychological Review, 112(1), p. p193–216.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.97%
|
|
|
Caballero, R. (2007). Review of metaphor in culture: Universality and variation. Metaphor and Symbol, 22(1), p. p109–118.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.97%
|
|
|
Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.33%
|
|
|
Campbell, J. D., & Katz, A. N. (2006). On reversing the topics and vehicles of metaphor. Metaphor and Symbol, 21(1), p. p1–22.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.97%
|
|
|
Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.33%
|
|
|
Chi, M. T. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13(5), p. p543–544.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.33%
|
|
|
Clément, E. (2006). Approche de la flexibilité cognitive dans la problématique de la résolution de problème. L'année Psychologique, 106(3), p. p415–434.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 27.88%
|
|
|
Colston, H. L., & Gibbs, R. J. W. (2002). Are irony and metaphor understood differently? Metaphor and Symbol, 17(1), p. p57–80.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.88%
|
|
|
Day, S. B., & Gentner, D. (2007). Nonintentional analogical inference in text comprehension. Memory & Cognition, 35(1), pp. 39–49.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.15%
|
|
|
Duverne, S., & Lemaire, P. (2005). Arithmetic split effects reflect strategy selection: An adult age comparative study in addition comparison and verification tasks. Canadian Journal of Experimental Psychology, 59(4), p. p262–278.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.79%
|
|
