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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. Ajoutée par: Lynda Taabane  v    Pop. 31.87%
Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), p. p537–547. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.42%
Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31(3), p. p151–161. Ajoutée par: Lynda Taabane  v    Pop. 28.22%
Miyawaki, K. (2006). The influence of the response–stimulus interval on implicit and explicit learning of stimulus sequence. Psychological Research, 70(4), pp. 262–272. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.32%
Yanowitz, K. L. (2001). Transfer of structure-related and arbitrary information in analogical reasoning. Psychological Record, 51(3), p. p357. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.59%
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