Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Keyword: Cues
|
|
|
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.95%
|
|
|
Gick, M. L. (1985). The effect of a diagram retrieval cue on spontaneous analogical transfer. Canadian Journal of Psychology Revue Canadienne de Psychologie, 39(3), p. p460–466.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.02%
|
|
|
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
|
|
Pop. 29.93%
|
|
|
Klin, C. M., Weingartner, K. M., Guzmán, A. E., & Levine, W. H. (2004). Readers' sensitivity to linguistic cues in narratives: How salience influences anaphor resolution. Memory & Cognition, 32(3), p. p511–522.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.57%
|
|
|
O’Brien, E. J., Duffy, S. A., & Myers, J. L. (1986). Anaphoric inference during reading. Journal of experimental psychology: Learning, Memory, and Cognition, 12(3), p. p346–352.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.2%
|
|
|
Perfetto, G. A., Bransford, J. D., & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory & Cognition, 11(1), p. p24–31.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.19%
|
|
|
Ross, B. H., & Bradshaw, G. L. (1994). Encoding effects of remindings. Memory & Cognition, 22(5), p. p591–605.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.57%
|
|
|
Wharton, C. M., Holyoak, K. J., Downing, P. E., & Lange, T. E. (1994). Below the surface: Analogical similarity and retrieval competition in reminding. cognitive psychology, 26(1), p. p64–101.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.38%
|
|
|
Yang, L.-X., & Lewandowsky, S. (2003). Context-gated knowledge partitioning in categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p663–679.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 31.11%
|
|
|
