Affichage de 1 - 19 of 19 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Language
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Alloway, T. P., Corley, M., & Ramscar, M. (2006). Seeing ahead: Experience and language in spatial perspective. Memory & Cognition, 34(2), p. p380–386.
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Ajoutée par: Lynda Taabane
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Pop. 35.97%
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Barsalou, L. W., Simmons, K. W., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), p. p84–91.
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Ajoutée par: Lynda Taabane
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Pop. 37.87%
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Billow, R. M. (1977). Metaphor: A review of the psychological literature. Psychological Bulletin, 84(1), p. p81–92.
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Ajoutée par: Lynda Taabane
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Pop. 33.88%
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Casasanto, D., & Boroditsky, L. (2008). Time in the mind: Using space to think about time. Cognition, 106(2), p. p579–593.
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Ajoutée par: Lynda Taabane
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Pop. 29.97%
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Cornish, F., Garnham, A., Cowles, W. H., Fossard, M., & André, V. (2005). Indirect anaphora in english and french: A cross-linguistic study of pronoun resolution. Journal of Memory and Language, 52(3), p. p363–376.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.24%
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Douglas, J. D., & Peel, B. (1979). The development of metaphor and proverb translation in children grades 1 through 7. Journal of Educational Research, 73(2), p. p116–119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.79%
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Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.88%
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Garnham, A., Oakhill, J., Ehrlich, M.-F., & Carreiras, M. (1995). Representations and processes in the interpretation of pronouns: New evidence from spanish and french. Journal of Memory and Language, 34(1), p. p41–62.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.61%
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Gentner, D. (2007). Spatial cognition in apes and humans. Trends in Cognitive Sciences, 11(5), pp. 192–194.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.15%
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Gernsbacher, M. A., Hargreaves, D. J., & Beeman, M. J. (1989). Building and accessing clausal representations: The advantage of first mention versus the advantage of clause recency. Journal of Memory and Language, 28(6), pp. 735–755.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.79%
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Gernsbacher, M. A., Keysar, B., Robertson, R. R., & Werner, N. K. (2001). The role of suppression and enhancement in understanding metaphors. Journal of Memory and Language, 45(3), p. p433–450.
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Ajoutée par: Lynda Taabane
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Pop. 31.15%
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Gibbs, R. W. (1983). Do people always process the literal meanings of indirect requests? Journal of experimental psychology: Learning, Memory, and Cognition, 9(3), p. p524–533.
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Ajoutée par: Lynda Taabane
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Pop. 30.34%
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Matlock, T., Ramscar, M., & Boroditsky, L. (2005). On the experiential link between spatial and temporal language. Cognitive Science: A Multidisciplinary Journal, 29(4), p. p655–664.
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Ajoutée par: Lynda Taabane
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Pop. 31.43%
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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. 35.15%
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Ortony, A., Reynolds, R. E., & Arter, J. A. (1978). Metaphor: Theoretical and empirical research. Psychological Bulletin, 85(5), p. p919–943.
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Ajoutée par: Lynda Taabane
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Pop. 33.33%
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Ortony, A. (1979). Beyond literal similarity. Psychological Review, 86(3), p. p161–180.
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Ajoutée par: Lynda Taabane
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Pop. 27.52%
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Reynolds, R. E., & Ortony, A. (1980). Some issues in the measurement of children's comprehension of metaphorical language. Child Development, 51(4), p. p1110–1119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.7%
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Ruts, W., Storms, G., & Hampton, J. (2004). Linear separability in superordinate natural language concepts. Memory & Cognition, 32(1), p. p83–95.
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Ajoutée par: Lynda Taabane
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Pop. 28.07%
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Wiley, J., Mason, R. A., & Myers, J. L. (2001). Accessibility of potential referents following categorical anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 27(5), p. p1238–1249.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.24%
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