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Ahn, W.-K., Kalish, C., Gelman, S. A., Medin, D. L., Luhmann, C., & Atran, S., et al. (2001). Why essences are essential in the psychology of concepts. Cognition, 82(1), p. p59–69.
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Ajoutée par: Lynda Taabane
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Pop. 36.72%
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Almor, A. (1999). Noun-phrase anaphora and focus: The informational load hypothesis. Psychological Review, 106(4), p. p748–765.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.26%
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Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562.
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Ajoutée par: Lynda Taabane
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Pop. 36.26%
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Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science: A Multidisciplinary Journal, 4(4), p. p379–426.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.45%
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Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory & Cognition, 22(4), p. p474–493.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.92%
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Cowart, W., & Cairns, H. S. (1987). Evidence for an anaphoric mechanism within syntactic processing: Some reference relations defy semantic and pragmatic constraints. Memory & Cognition, 15(4), p. p318–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.81%
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English, L. D. (1998). Children's reasoning in solving relational problems of deduction. Thinking & Reasoning, 4(3), p. p249–281.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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Evans, J. S. B. T., & Thompson, V. A. (2004). Informal reasoning: Theory and method. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 58(2), p. p69–74.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.47%
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Fernandez-Duque, D., & Johnson, M. L. (2002). Cause and effect theories of attention: The role of conceptual metaphors. Review of general psychology, 6(2), p. p153–165.
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Ajoutée par: Lynda Taabane
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Pop. 29.1%
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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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Geurts, B. (2003). Reasoning with quantifiers. Cognition, 86(3), p. p223–251.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.65%
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Gigerenzer, G., & Goldstein, D. G. (1996). Mind as computer: Birth of a metaphor. Creativity Research Journal, 9(2), p. p131–144.
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Ajoutée par: Lynda Taabane
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Pop. 28.65%
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Gineste, M.-D., & Scart-Lhomme, V. (1999). Comment comprenons-nous les métaphores? L'année Psychologique, 99(3), p. p447–492.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Gineste, M.-D., Indurkhya, B., & Scart, V. (2000). Emergence of features in metaphor comprehension. Metaphor and Symbol, 15(3), p. p117–135.
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Ajoutée par: Lynda Taabane
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Pop. 32.37%
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Glucksberg, S., & Haught, C. (2006). Can florida become like the next florida? When metaphoric comparisons fail. Psychological Science, 17(11), p. p935–938.
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Ajoutée par: Lynda Taabane
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Pop. 29.47%
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Goldstone, R. L., Lippa, Y., & Shiffrin, R. M. (2001). Altering object representations through category learning. Cognition, 78(1), pp. 27–43.
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Ajoutée par: Sterenn Audo
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Pop. 36.45%
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Hampton, J. A. (1995). Testing the prototype theory of concepts. Journal of Memory and Language, 34(5), p. p686–708.
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Ajoutée par: Lynda Taabane
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Pop. 31.91%
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Honeck, R. P., & Temple, J. G. (1994). Proverbs: The extended conceptual base and great chain metaphor theories. Metaphor & Symbolic Activity, 9(2), p. p85–112.
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Ajoutée par: Lynda Taabane
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Pop. 32.82%
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Honeck, R. P., & Temple, J. G. (1996). Proverbs and the complete mind. Metaphor & Symbolic Activity, 11(3), p. p217–232.
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Ajoutée par: Lynda Taabane
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Pop. 32.09%
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