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Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93. Dernièrement modifiée par: Lynda Taabane  V    Pop. 36.51%
Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562. Ajoutée par: Lynda Taabane  V    Pop. 36.06%
Boechler, P. M. (2001). How spatial is hyperspace? interacting with hypertext documents: Cognitive processes and concepts. CyberPsychology & Behavior, 4(1), p. p23–46. Ajoutée par: Lynda Taabane  v    Pop. 35.6%
Burnett, R. C., Medin, D. L., Ross, N. O., & Blok, S. V. (2005). Ideal is typical. Canadian Journal of Experimental Psychology, 59(1), p. p3–10. Dernièrement modifiée par: Lynda Taabane  V    Pop. 36.97%
Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.06%
Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies--between scylla and charybdis. Learning and Instruction, 11(4), p. p283–303. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.24%
Gibbs, R. W., & Nayak, N. P. (1991). Why idioms mean what they do. Journal of Experimental Psychology: General, 120(1), p. p93–95. Ajoutée par: Lynda Taabane  v    Pop. 32.88%
Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24(5), pp. 608–628. Ajoutée par: Sterenn Audo  V    Pop. 30.61%
Goldstone, R. L., & Rogosky, B. J. (2002). Using relations within conceptual systems to translate across conceptual systems. Cognition, 84(3), pp. 295–320. Ajoutée par: Sterenn Audo  V    Pop. 33.15%
Goldstone, R. L., Steyvers, M., & Rogosky, B. J. (2003). Conceptual interrelatedness and caricatures. Memory & Cognition, 31(2), pp. 169–180. Ajoutée par: Sterenn Audo  V    Pop. 30.34%
Hampton, J. A. (1995). Testing the prototype theory of concepts. Journal of Memory and Language, 34(5), p. p686–708. Ajoutée par: Lynda Taabane  V    Pop. 31.88%
Hampton, J. A. (1997). Conceptual combination: Conjunction and negation of natural concepts. Memory & Cognition, 25(6), p. p888–909. Ajoutée par: Lynda Taabane  V    Pop. 27.97%
Hampton, J. A. (1998). Similarity-based categorization and fuzziness of natural categories. Cognition, 65(2), p. p137–165. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.52%
Hampton, J. A., & Moss, H. E. (2003). Concepts and meaning: Introduction to the special issue on conceptual representation. Language and Cognitive Processes, 18(5), p. p505–512. Ajoutée par: Lynda Taabane  V    Pop. 27.25%
Hampton, J. A., Estes, Z., & Simmons, C. L. (2005). Comparison and contrast in perceptual categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 31(6), p. p1459–1476. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.43%
Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of educational psychology, 97(2), p. p235–245. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.79%
Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), p. p3–28. Ajoutée par: Lynda Taabane  V    Pop. 32.24%
Murphy, G. L. (1996). On metaphoric representation. Cognition, 60(2), p. p173–204. Ajoutée par: Lynda Taabane  V    Pop. 31.97%
Murphy, G. L. (2001). Causes of taxonomic sorting by adults: A test of the thematic-to-taxonomic shift. Psychonomic Bulletin & Review, 8(4), p. p834–839. Ajoutée par: Lynda Taabane  V    Pop. 28.97%

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