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Spalding, T. L., & Ross, B. H. (1994). Comparison-based learning: Effects of comparing instances during category learning. Journal of experimental psychology: Learning, Memory, and Cognition, 20(6), p. p1251–1263.
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Ajoutée par: Lynda Taabane
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Pop. 23.32%
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
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Ajoutée par: Sterenn Audo
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Pop. 33.03%
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Tolaas, J. (1991). Notes on the origin of some spatialization metaphors. Metaphor & Symbolic Activity, 6(3), p. p203–218.
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Pop. 28.58%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 34.03%
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Vokey, J. R., & Higham, P. A. (2005). Abstract analogies and positive transfer in artificial grammar learning. Canadian Journal of Experimental Psychology, 59(1), p. p54–61.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.48%
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Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition & Instruction, 7(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.95%
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Wilke, R. A. 2009. Developmental changes in preservice teachers' mental models of learning and instruction.
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Ajoutée par: Lynda Taabane
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Pop. 28.04%
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Wolfe, C. R. (2001). Plant a tree in cyberspace: Metaphor and analogy as design elements in web-based learning environments. CyberPsychology & Behavior, 4(1), p. p67–76.
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Ajoutée par: Lynda Taabane
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Pop. 22.69%
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Wong, W.-K., Hsu, S.-C., Wu, S.-H., Lee, C.-W., & Hsu, W.-L. (2007). Lim-g: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education, 48(4), pp. 582–601.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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Xin, Y. P. (2007). Word problem solving task in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–359.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.48%
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Yang, L.-X., & Lewandowsky, S. (2003). Context-gated knowledge partitioning in categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p663–679.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.76%
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Yanowitz, K. L. (2001). Transfer of structure-related and arbitrary information in analogical reasoning. Psychological Record, 51(3), p. p357.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.85%
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Yoshida, H., & Smith, L. B. (2005). Linguistic cues enhance the learning of perceptual cues. Psychological Science, 16(2), pp. 90–95.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.03%
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Young-Loveridge, J., & Taylor, M. (2005). Children's views about mathematics learning after participation in a numeracy initiative. Research in Education(74), pp. 83–90.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.86%
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Zanga, A., Richard, J.-F., & Tijus, C. A. (2004). Implicit learning in rule induction and problem solving. Thinking & Reasoning, 10(1), p. p55–83.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.04%
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