Affichage de 1 - 12 of 12 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Childhood Development
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Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.54%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.62%
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Franquart-Declercq, C., & Gineste, M.-D. (2001). L'enfant et la métaphore. L'année Psychologique, 101(4), p. p723–752.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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Gentner, D., Loewenstein, J., & Hung, B. (2007). Comparison facilitates children's learning of names for parts. Journal of Cognition and Development, 8(3), pp. 285–307.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.81%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 31.19%
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Millogo, V. E. (2005). The use of anaphoric pronouns by french children in narrative: Evidence from constrained text production. Journal of child language, 32(2), p. p439–461.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Ramscar, M., & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends in Cognitive Sciences, 11(7), p. p274–279.
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Ajoutée par: Lynda Taabane
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Pop. 31.55%
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Sheya, A., & Smith, L. B. (2006). Perceptual features and the development of conceptual knowledge. Journal of Cognition and Development, 7(4), pp. 455–476.
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Ajoutée par: Sterenn Audo
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Pop. 29.37%
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Squire, S., & Bryant, P. (2003). Children's models of division. Cognitive Development, 18(3), p. p355–376.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.36%
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Squire, S., & Bryant, P. (2003). Children's understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21(4), p. p507–526.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.73%
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Waxman, S., & Medin, D. (2007). Experience and cultural models matter: Placing firm limits on childhood anthropocentrism. Human Development, 50(1), p. p23–30.
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Ajoutée par: Lynda Taabane
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Pop. 33.73%
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Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in chinese children's reading of english words. Journal of educational psychology, 99(4), p. p852–866.
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Ajoutée par: Lynda Taabane
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Pop. 34.27%
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