Affichage de 1 - 20 of 27 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: MEMORY
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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.
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Ajoutée par: Lynda Taabane
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Pop. 35.13%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.68%
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Barsalou, L. W., & Sewell, D. R. (1985). Contrasting the representation of scripts and categories. Journal of Memory and Language, 24(6), p. p646–665.
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Ajoutée par: Lynda Taabane
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Pop. 35.04%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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Barsalou, L. W. (1999). Language comprehension: Archival memory or preparation for situated action? Discourse Processes, 28(1), p. p61–80.
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Ajoutée par: Lynda Taabane
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Pop. 35.95%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 36.22%
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Barsalou, L. W., Breazeal, C., & Smith, L. B. (2007). Cognition as coordinated non-cognition. Cognitive Processing, 8(2), p. p79–91.
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Ajoutée par: Lynda Taabane
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Pop. 37.32%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.68%
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Chang, T. M. (1986). Semantic memory: Facts and models. Psychological Bulletin, 99(2), pp. 199–220.
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Ajoutée par: Sterenn Audo
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Pop. 29.84%
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Dopkins, S., & Ngo, C. T. (2005). The role of recognition memory in anaphor identification. Journal of Memory and Language, 53(2), p. p186–203.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.03%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.31%
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Horgan, D. D., & Morgan, D. (n.d.). Chess expertise in children. Applied Cognitive Psychology, 4(2), p. p109–128.
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Ajoutée par: Lynda Taabane
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Pop. 26.19%
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Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.76%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 43.16%
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MacCormac, E. R. (1986). Creative metaphors. Metaphor & Symbolic Activity, 1(3), p. p171–184.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.38%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.93%
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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. 31.84%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 26.19%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 31.3%
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