Affichage de 1 - 20 of 95 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Learning
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Anderson, A. L., Ross, B. H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30(1), p. p119–128.
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Ajoutée par: Lynda Taabane
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Pop. 37.02%
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Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44.
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Ajoutée par: Lynda Taabane
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Pop. 35.48%
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Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.3%
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Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272.
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Ajoutée par: Lynda Taabane
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Pop. 36.93%
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Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91.
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Ajoutée par: Lynda Taabane
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Pop. 39.84%
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Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), pp. 333–339.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.75%
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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.3%
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Capelo, C., & Dias, J. (2009). A feedback learning and mental models perspective on strategic decision making. Educational Technology Research & Development, 57(5), pp. 629–644.
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Ajoutée par: Lynda Taabane
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Pop. 28.95%
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Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), p. p5–17.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.57%
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Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.93%
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Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.48%
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Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cognition, 30(3), p. p353–362.
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Ajoutée par: Lynda Taabane
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Pop. 35.39%
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Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of experimental psychology: Learning, Memory, and Cognition, 30(1), p. p216–226.
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Ajoutée par: Lynda Taabane
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Pop. 34.75%
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Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), pp. 271–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.21%
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Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.02%
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Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.67%
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Diaz, M., & Ross, B. H. (2006). Sorting out categories: Incremental learning of category structure. Psychonomic Bulletin & Review, 13(2), p. p251–256.
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Ajoutée par: Lynda Taabane
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Pop. 36.84%
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Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.12%
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Erickson, J. E., Chin-Parker, S., & Ross, B. H. (2005). Inference and classification learning of abstract coherent categories. Journal of experimental psychology: Learning, Memory, and Cognition, 31(1), p. p86–99.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.66%
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Ericsson, A. K., & Simon, H. A. (19980101). How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking. Mind, Culture & Activity, 5(3), p. p178–186.
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Ajoutée par: Lynda Taabane
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Pop. 32.94%
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