Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: metacognition
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Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of educational psychology, 95(1), p. p188–200.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.74%
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Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. Journal of educational psychology, 95(2), p. p306–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.49%
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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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Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.02%
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Padron, Y. N., & Waxman, H. C. (1988). The reading strategies of bilingual and monolingual students. Journal of Social Psychology, 128(5), p. p697.
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Ajoutée par: Lynda Taabane
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Pop. 30.29%
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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. 27.83%
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Winer, G. A., Rader, A. W., & Cottrell, J. E. (2003). Testing different interpretations for the mistaken belief that rays exit the eyes during vision. Journal of Psychology: Interdisciplinary and Applied, 137(3), p. p243–261.
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Ajoutée par: Lynda Taabane
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Pop. 25.82%
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Young, C. J. (2004). Contributions of metaknowledge to retrieval of natural categories in semantic memory. Journal of experimental psychology: Learning, Memory, and Cognition, 30(4), p. p909–916.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.57%
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