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Keyword:  Contextual Associations
Anderson, A., Garrod, S., & Sanford, A. J. (1983). The accessibility of pronominal antecedents as a function of episode shifts in narrative text. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 35(3), p. p427–440. Dernièrement modifiée par: Lynda Taabane  v    Pop. 36.88%
Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93. Dernièrement modifiée par: Lynda Taabane  V    Pop. 36.51%
Catrambone, R., & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), pp. 1147–1156. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.24%
Clément, E., & Richard, J.-F. (1997). Knowledge of domain effects in problem representations: The case of tower of hanoi isomorphs. Thinking & Reasoning, 3(2), p. p133–157. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.97%
Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory & Cognition, 22(4), p. p474–493. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.88%
Dubois, D., & Denis, M. (1988). Knowledge organization and instantiation of general terms in sentence comprehension. Journal of experimental psychology: Learning, Memory, and Cognition, 14(4), p. p604–611. Ajoutée par: Lynda Taabane  V    Pop. 32.24%
Garrod, S., O’Brien, E. J., Morris, R. K., & Rayner, K. (1990). Elaborative inferencing as an active or passive process. Journal of experimental psychology: Learning, Memory, and Cognition, 16(2), p. p250–257. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.06%
Giora, R., & Fein, O. (1999). Irony: Context and salience. Metaphor and Symbol, 14(4), p. p241–257. Ajoutée par: Lynda Taabane  v    Pop. 32.06%
Goldstone, R. L., Medin, D. L., & Halberstadt, J. (1997). Similarity in context. Memory & Cognition, 25(2), pp. 237–255. Ajoutée par: Sterenn Audo  V    Pop. 29.43%
Green, C., & Hummel, J. E. (2006). Familiar interacting object pairs are perceptually grouped. Journal of Experimental Psychology: Human Perception and Performance, 32(5), p. p1107–1119. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.79%
Hampton, J. A. (1996). Conjunctions of visually based categories: Overextension and compensation. Journal of experimental psychology: Learning, Memory, and Cognition, 22(2), p. p378–396. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.24%
Hampton, J. A., Dubois, D., & Yeh, W. (2006). Effects of classification context on categorization in natural categories. Memory & Cognition, 34(7), p. p1431–1443. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.7%
Light, L. L., & Capps, J. L. (1986). Comprehension of pronouns in young and older adults. Developmental Psychology, 22(4), p. p580–585. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.52%
McKoon, G., & Ratcliff, R. (1989). Inferences about contextually defined categories. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), p. p1134–1146. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.52%
O’Brien, E. J., Shank, D. M., Myers, J. L., & Rayner, K. (1988). Elaborative inferences during reading: Do they occur on-line? Journal of experimental psychology: Learning, Memory, and Cognition, 14(3), p. p410–420. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.34%
Ortony, A., Schallert, D. L., Reynolds, R. E., & Antos, S. J. (1978). Interpreting metaphors and idioms: Some effects of context on comprehension. Journal of Verbal Learning & Verbal Behavior, 17(4), pp. 465–477. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.33%
Richard, J. F., & Leynet, M. E. (1993). The effect of knowledge and context in the elicitation of inferences in class-inclusion reasoning. European Journal of Cognitive Psychology, 5(2), p. p149–171. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.34%
Rouder, J. N., & Ratcliff, R. (2004). Comparing categorization models. Journal of Experimental Psychology: General, 133(1), p. p63–82. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.61%
Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129. Ajoutée par: Sterenn Audo  V    Pop. 32.79%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 27.52%

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