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Keyword:  MEMORY
Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use, and performance. Journal of educational psychology, 81(2), p. p190–195. Ajoutée par: Lynda Taabane  V    Pop. 30.09%
Anolli, L., Antonietti, A., Crisafulli, L., & Cantoia, M. (2001). Accessing source information in analogical problem-solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54(1), p. p237–261. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.84%
Barsalou, L. W., & Sewell, D. R. (1985). Contrasting the representation of scripts and categories. Journal of Memory and Language, 24(6), p. p646–665. Ajoutée par: Lynda Taabane  V    Pop. 30.37%
Barsalou, L. W., & Ross, B. H. (1986). The roles of automatic and strategic processing in sensitivity to superordinate and property frequency. Journal of experimental psychology: Learning, Memory, and Cognition, 12(1), p. p116–134. Ajoutée par: Lynda Taabane  V    Pop. 29.07%
Barsalou, L. W. (1999). Language comprehension: Archival memory or preparation for situated action? Discourse Processes, 28(1), p. p61–80. Ajoutée par: Lynda Taabane  V    Pop. 31.78%
Barsalou, L. W., Simmons, K. W., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), p. p84–91. Ajoutée par: Lynda Taabane  V    Pop. 31.31%
Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91. Ajoutée par: Lynda Taabane  V    Pop. 32.06%
Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of educational psychology, 96(4), p. p671–681. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.4%
Chang, T. M. (1986). Semantic memory: Facts and models. Psychological Bulletin, 99(2), pp. 199–220. Ajoutée par: Sterenn Audo  V    Pop. 25.05%
Dopkins, S., & Ngo, C. T. (2005). The role of recognition memory in anaphor identification. Journal of Memory and Language, 53(2), p. p186–203. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.88%
Gardiner, J. M., & Hampton, J. A. (1985). Semantic memory and the generation effect: Some tests of the lexical activation hypothesis. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p732–741. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.65%
Horgan, D. D., & Morgan, D. (n.d.). Chess expertise in children. Applied Cognitive Psychology, 4(2), p. p109–128. Ajoutée par: Lynda Taabane  v    Pop. 22.43%
Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160. Dernièrement modifiée par: Sterenn Audo  v    Pop. 29.07%
Kelly, S. W., & Wilkin, K. (2006). A dual-process account of digit invariance learning. The Quarterly Journal of Experimental Psychology, 59(9), pp. 1664–1680. Dernièrement modifiée par: Sterenn Audo  V    Pop. 38.13%
MacCormac, E. R. (1986). Creative metaphors. Metaphor & Symbolic Activity, 1(3), p. p171–184. Ajoutée par: Lynda Taabane  V    Pop. 23.36%
McKoon, G., & Ratcliff, R. (1980). The comprehension processes and memory structures involved in anaphoric reference. Journal of Verbal Learning & Verbal Behavior, 19(6), p. p668–682. Dernièrement modifiée par: Lynda Taabane  v    Pop. 25.61%
McKoon, G., Gerrig, R. J., & Greene, S. B. (1996). Pronoun resolution without pronouns: Some consequences of memory-based text processing. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), p. p919–932. Dernièrement modifiée par: Lynda Taabane  V    Pop. 25.42%
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. Dernièrement modifiée par: Lynda Taabane  v    Pop. 28.04%
Moss, J., Kotovsky, K., & Cagan, J. (2007). The influence of open goals on the acquisition of problem-relevant information. Journal of experimental psychology: Learning, Memory, and Cognition, 33(5), pp. 876–891. Ajoutée par: Lynda Taabane  V    Pop. 22.24%
Oakhill, J., & Yuill, N. (1986). Pronoun resolution in skilled and less-skilled comprehenders: Effects of memory load and inferential complexity. Language and Speech, 29(1), p. p25–37. Ajoutée par: Lynda Taabane  v    Pop. 26.45%

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