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Barrouillet, P. (1991). Évolution des catégories naturelles et résolution des épreuves d'inclusion entre 6 et 10 ans. L'année Psychologique, 91(4), p. p505–531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.48%
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Coquin-Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), p. p69–80.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 70.51%
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Didierjean, A., & Cauzinille-Marmeche, E. (1998). Reasoning by analogy: Is it schema-mediated or case-based? European Journal of Psychology of Education, 13(3), p. p385.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.23%
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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.39%
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Fourment-Aptekman, M.-C., Emmenecker, N., & Pantz, V. (1987). Étude de la production de métaphores chez des enfants de 3 à 7 ans. L'année Psychologique, 87(4), p. p535–551.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.67%
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Johsua, S., & Dupin, J. J. (1987). Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 4(2), p. p117–135.
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Ajoutée par: Lynda Taabane
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Pop. 34.66%
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Politzer, G., & Nguyen-Xuan, A. (1992). Reasoning about conditional promises and warnings: Darwinian algorithms, mental models, relevance judgements or pragmatic schemas? The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 44(3), p. p401–421.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Richard, J. F., & Leynet, M. E. (1994). The inferential structure of class-inclusion tasks. British Journal of Developmental Psychology, 12(2), p. p209–233.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Sander, E., & Richard, J.-F. (1997). Analogical transfer as guided by an abstraction process: The case of learning by doing in text editing. Journal of experimental psychology: Learning, Memory, and Cognition, 23(6), p. p1459–1483.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 39.38%
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Sarrazy, B. (2002). Effects of variability of teaching on responsiveness to the didactic contract in arithmetic problem-solving among pupils of 9-10 years. European Journal of Psychology of Education - EJPE, 17(4), p. p321.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.48%
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Simonneaux, L. (2000). A study of pupils' conceptions and reasoning in connection with "microbes", as a contribution to research in biotechnology education. International journal of science education, 22(6), p. p619.
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Ajoutée par: Lynda Taabane
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Pop. 24.32%
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de Viviés, X. (1999). Point de vue et type de représentation des règles. deux niveaux de difficulté pour la résolution de problèmes. L'année Psychologique, 99(2), p. p271–293.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.5%
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