Affichage de 1 - 17 of 17 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: adults
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Aisenman, R. A. (1999). Structure-mapping and the simile-metaphor preference. Metaphor and Symbol, 14(1), p. p45–51.
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Ajoutée par: Lynda Taabane
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Pop. 35.6%
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Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272.
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Ajoutée par: Lynda Taabane
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Pop. 36.78%
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Ehrlich, M.-F. (1991). The processing of cohesion devices in text comprehension. Psychological Research/Psychologische Forschung, 53(2), p. p169–174.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.34%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.06%
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Goldstone, R. L. (2000). Unitization during category learning. Journal of Experimental Psychology: Human Perception and Performance, 26(1), pp. 86–112.
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Ajoutée par: Sterenn Audo
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Pop. 34.42%
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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. 31.79%
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Hampton, J. A. (1997). Conceptual combination: Conjunction and negation of natural concepts. Memory & Cognition, 25(6), p. p888–909.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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McKoon, G., & Ratcliff, R. (1989). Inferences about contextually defined categories. Journal of experimental psychology: Learning, Memory, and Cognition, 15(6), p. p1134–1146.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.52%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.34%
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Sandhofer, C. M., & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults' learning of artificial terms. Journal of Experimental Psychology: General, 130(4), p. p600–617.
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Ajoutée par: Lynda Taabane
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Pop. 38.51%
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Sanford, A. J., Moxey, L. M., & Paterson, K. B. (1996). Attentional focusing with quantifiers in production and comprehension. Memory & Cognition, 24(2), p. p144–155.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.97%
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Stankiewicz, B. J., Hummel, J. E., & Cooper, E. E. (1998). The role of attention in priming for left-right reflections of object images: Evidence for a dual representation of object shape. Journal of Experimental Psychology: Human Perception and Performance, 24(3), pp. 732–744.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.7%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.52%
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Weisberg, R. W. (1992). Metacognition and insight during problem solving: Comment on metcalfe. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2), p. p426–431.
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Ajoutée par: Lynda Taabane
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Pop. 29.06%
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Yamauchi, T., & Markman, A. B. (2000). Inference using categories. Journal of experimental psychology: Learning, Memory, and Cognition, 26(3), p. p776–795.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.15%
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Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science: A Multidisciplinary Journal, 21(2), p. p179–217.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.88%
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