Affichage de 41 - 60 of 82 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Cognitive Processes
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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. 34.15%
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Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.15%
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Jones, L. L., & Estes, Z. (2005). Metaphor comprehension as attributive categorization. Journal of Memory and Language, 53(1), p. p110–124.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.43%
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Kadosh, R. C., Brodsky, W., Levin, M., & Henik, A. (2008). Mental representation: What can pitch tell us about the distance effect?. Cortex, 44(4), pp. 470–477.
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Ajoutée par: Lynda Taabane
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Pop. 27.16%
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Klein, G. A. (1987). Applications of analogical reasoning. Metaphor & Symbolic Activity, 2(3), p. p201–218.
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Ajoutée par: Lynda Taabane
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Pop. 26.88%
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Klein, J. S., & Bisanz, J. (2000). Preschoolers doing arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental Psychology, 54(2), p. p105–116.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.52%
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Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? evidence from tower of hanoi. cognitive psychology, 17(2), p. p248–294.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.24%
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Kreuz, R. J. (2000). The production and processing of verbal irony. Metaphor and Symbol, 15(1), p. p99–107.
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Ajoutée par: Lynda Taabane
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Pop. 26.25%
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Landy, D., & Goldstone, R. L. (2005). How we learn about things we don't already understand. Journal of Experimental & Theoretical Artificial Intelligence, 17(4), pp. 343–369.
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Ajoutée par: Sterenn Audo
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Pop. 32.52%
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LeFevre, J.-A., Shanahan, T., & DeStefano, D. (2004). The tie effect in simple arithmetic: An access-based account. Memory & Cognition, 32(6), p. p1019–1031.
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Ajoutée par: Lynda Taabane
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Pop. 27.7%
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Lemaire, P., & Bernoussi, M. (1991). Arithmétique cognitive: Processus, développement et différences individuelles. L'année Psychologique, 91(3), p. p419–438.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.88%
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Lemaire, P., Arnaud, L., & Lecacheur, M. (2004). Adults' age-related differences in adaptivity of strategy choices: Evidence from computational estimation. Psychology and Aging, 19(3), p. p467–481.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.06%
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MacCormac, E. R. (1986). Creative metaphors. Metaphor & Symbolic Activity, 1(3), p. p171–184.
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Ajoutée par: Lynda Taabane
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Pop. 28.88%
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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. 28.43%
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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. 28.79%
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Markovits, H., & Doyon, C. (2004). Information processing and reasoning with premises that are empirically false: Interference, working memory, and processing speed. Memory & Cognition, 32(4), p. p592–601.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.61%
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Matlock, T., Ramscar, M., & Boroditsky, L. (2005). On the experiential link between spatial and temporal language. Cognitive Science: A Multidisciplinary Journal, 29(4), p. p655–664.
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Ajoutée par: Lynda Taabane
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Pop. 31.43%
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Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31(3), p. p151–161.
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Ajoutée par: Lynda Taabane
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Pop. 29.34%
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Medin, D. L., Lynch, E. B., & Solomon, K. O. (2000). Are there kinds of concepts? Annual Review of Psychology, 51, p. p121–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.34%
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Meier, B. P., Hauser, D. J., Robinson, M. D., Friesen, C. K., & Schjeldahl, K. (2007). What's 'up' with god? vertical space as a representation of the divine. Journal of Personality and Social Psychology, 93(5), p. p699–710.
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Ajoutée par: Lynda Taabane
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Pop. 31.43%
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