Affichage de 1 - 14 of 14 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Experience Level
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Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory & Cognition, 9(4), p. p422–433.
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Ajoutée par: Lynda Taabane
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Pop. 35.18%
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Bailenson, J. N., Shum, M. S., Atran, S., Medin, D. L., & Coley, J. D. (2002). A bird's eye view: Biological categorization and reasoning within and across cultures. Cognition, 84(1), p. p1–53.
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Ajoutée par: Lynda Taabane
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Pop. 40.07%
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Blessing, S. B., & Ross, B. H. (1996). Content effects in problem categorization and problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 22(3), p. p792–810.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.9%
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Chatard-Pannetier, A., Brauer, M., Chambres, P., & Niedenthal, P. (2002). Représentation, catégorisation et évaluation: Différences entre experts et novices dans le domaine des meubles d'antiquité. L'année Psychologique, 102(3), p. p423–448.
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Ajoutée par: Lynda Taabane
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Pop. 31.28%
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Chrysikou, E. G., & Weisberg, R. W. (2005). Following the wrong footsteps: Fixation effects of pictorial examples in a design problem-solving task. Journal of experimental psychology: Learning, Memory, and Cognition, 31(5), p. p1134–1148.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Hong, E., & O'Neil, H. F. (1992). Instructional strategies to help learners build relevant mental models in inferential statistics. Journal of educational psychology, 84(2), p. p150–159.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.09%
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Lynch, E. B., Coley, J. D., & Medin, D. L. (2000). Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices. Memory & Cognition, 28(1), p. p41–50.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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Moreno, R., & Durán, R. (2004). Do multiple representations need explanations? the role of verbal guidance and individual differences in multimedia mathematics learning. Journal of educational psychology, 96(3), p. p492–503.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.09%
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Proffitt, J. B., Coley, J. D., & Medin, D. L. (2000). Expertise and category-based induction. Journal of experimental psychology: Learning, Memory, and Cognition, 26(4), p. p811–828.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.27%
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Ross, N. O., Medin, D. L., Coley, J. D., & Atran, S. (2003). Cultural and experimental differences in the development of folkbiological induction. Cognitive Development, 18(1), p. p25–47.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.36%
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Shafto, P., & Coley, J. D. (2003). Development of categorization and reasoning in the natural world: Novices to experts, naive similarity to ecological knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p641–649.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.55%
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Vicente, K. J. (2000). Revisiting the constraint attunement hypothesis: Reply to ericsson, patel, and kintsch (2000) and simon and gobet (2000). Psychological Review, 107(3), p. p601–608.
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Ajoutée par: Lynda Taabane
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Pop. 28.29%
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Wisniewski, E. J. (1995). Prior knowledge and functionally relevant features in concept learning. Journal of experimental psychology: Learning, Memory, and Cognition, 21(2), p. p449–468.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.37%
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