|
Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.48%
|
|
|
Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.21%
|
|
|
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
|
|
Pop. 35.66%
|
|
|
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
|
|
Pop. 37.02%
|
|
|
Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.12%
|
|
|
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
|
|
Pop. 33.39%
|
|
|
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
|
|
Pop. 36.21%
|
|
|
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
|
|
Pop. 32.85%
|
|
|
Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24(5), pp. 608–628.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 30.58%
|
|
|
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
|
|
Pop. 33.39%
|
|
|
Goldstone, R. L., Steyvers, M., & Rogosky, B. J. (2003). Conceptual interrelatedness and caricatures. Memory & Cognition, 31(2), pp. 169–180.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 30.31%
|
|
|
Hampton, J. A. (1995). Testing the prototype theory of concepts. Journal of Memory and Language, 34(5), p. p686–708.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.94%
|
|
|
Hampton, J. A. (1997). Conceptual combination: Conjunction and negation of natural concepts. Memory & Cognition, 25(6), p. p888–909.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.04%
|
|
|
Hampton, J. A. (1998). Similarity-based categorization and fuzziness of natural categories. Cognition, 65(2), p. p137–165.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.49%
|
|
|
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
|
|
Pop. 27.22%
|
|
|
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
|
|
Pop. 31.49%
|
|
|
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
|
|
Pop. 33.76%
|
|
|
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
|
|
Pop. 32.21%
|
|
|
Murphy, G. L. (1996). On metaphoric representation. Cognition, 60(2), p. p173–204.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.03%
|
|
|
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
|
|
Pop. 28.95%
|
|
