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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. Ajoutée par: Lynda Taabane  V    Pop. 34.89%
Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), p. p35–44. Ajoutée par: Lynda Taabane  V    Pop. 33.61%
Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272. Ajoutée par: Lynda Taabane  V    Pop. 35.62%
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. Ajoutée par: Lynda Taabane  V    Pop. 34.25%
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. Ajoutée par: Lynda Taabane  V    Pop. 33.61%
Diaz, M., & Ross, B. H. (2006). Sorting out categories: Incremental learning of category structure. Psychonomic Bulletin & Review, 13(2), p. p251–256. Ajoutée par: Lynda Taabane  V    Pop. 35.8%
Gick, M. L., & McGarry, S. J. (1992). Learning from mistakes: Inducing analogous solution failures to a source problem produces later successes in analogical transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 18(3), pp. 623–639. Ajoutée par: Sterenn Audo  V    Pop. 33.88%
Goldstone, R. L. (2000). Unitization during category learning. Journal of Experimental Psychology: Human Perception and Performance, 26(1), pp. 86–112. Ajoutée par: Sterenn Audo  V    Pop. 33.33%
Goldstone, R. L., Lippa, Y., & Shiffrin, R. M. (2001). Altering object representations through category learning. Cognition, 78(1), pp. 27–43. Ajoutée par: Sterenn Audo  V    Pop. 35.34%
Goldstone, R. L., & Steyvers, M. (2001). The sensitization and differentiation of dimensions during category learning. Journal of Experimental Psychology: General, 130(1), pp. 116–139. Ajoutée par: Sterenn Audo  V    Pop. 31.14%
Goldstone, R. L. (2006). The complex systems see-change in education. Journal of the Learning Sciences, 15(1), pp. 35–43. Ajoutée par: Sterenn Audo  V    Pop. 31.42%
Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), p. p5–26. Ajoutée par: Lynda Taabane  V    Pop. 26.48%
Greeno, J. G., & Saxe, G. B. (2007). Conceptual growth in children and in the learning sciences: Giyoo hatano's contributions. Human Development, 50(1), p. p55–64. Ajoutée par: Lynda Taabane  V    Pop. 29.95%
Karasavvidis, I., Pieters, J. M., & Plomp, T. (2003). Exploring the mechanisms through which computers contribute to learning. Journal of Computer Assisted Learning, 19(1), p. p115–128. Dernièrement modifiée par: Sterenn Audo  V    Pop. 24.02%
Kersten, A. W., Goldstone, R. L., & Schaffert, A. (1998). Two competing attentional mechanisms in category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 24(6), pp. 1437–1458. Ajoutée par: Sterenn Audo  V    Pop. 31.23%
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. Ajoutée par: Sterenn Audo  V    Pop. 31.32%
Love, B. C., Medin, D. L., & Gureckis, T. M. (2004). Sustain: A network model of category learning. Psychological Review, 111(2), p. p309–332. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
Minda, J. P., & Ross, B. H. (2004). Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition, 32(8), p. p1355–1368. Ajoutée par: Lynda Taabane  V    Pop. 29.5%
Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.05%
Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23(1), pp. 90–108. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28.95%

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