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Barsalou, L. W. (1982). Context-independent and context-dependent information in concepts. Memory & Cognition, 10(1), p. p82–93.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.49%
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Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562.
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Ajoutée par: Lynda Taabane
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Pop. 35.31%
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Boechler, P. M. (2001). How spatial is hyperspace? interacting with hypertext documents: Cognitive processes and concepts. CyberPsychology & Behavior, 4(1), p. p23–46.
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Ajoutée par: Lynda Taabane
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Pop. 34.31%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.13%
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Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.94%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.84%
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Gibbs, R. W., & Nayak, N. P. (1991). Why idioms mean what they do. Journal of Experimental Psychology: General, 120(1), p. p93–95.
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Ajoutée par: Lynda Taabane
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Pop. 31.66%
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Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24(5), pp. 608–628.
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Ajoutée par: Sterenn Audo
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Pop. 29.65%
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Goldstone, R. L., & Rogosky, B. J. (2002). Using relations within conceptual systems to translate across conceptual systems. Cognition, 84(3), pp. 295–320.
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Ajoutée par: Sterenn Audo
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Pop. 32.21%
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Goldstone, R. L., Steyvers, M., & Rogosky, B. J. (2003). Conceptual interrelatedness and caricatures. Memory & Cognition, 31(2), pp. 169–180.
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Ajoutée par: Sterenn Audo
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Pop. 29.65%
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Hampton, J. A. (1995). Testing the prototype theory of concepts. Journal of Memory and Language, 34(5), p. p686–708.
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Ajoutée par: Lynda Taabane
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Pop. 30.93%
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Hampton, J. A. (1997). Conceptual combination: Conjunction and negation of natural concepts. Memory & Cognition, 25(6), p. p888–909.
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Ajoutée par: Lynda Taabane
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Pop. 27.1%
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Hampton, J. A. (1998). Similarity-based categorization and fuzziness of natural categories. Cognition, 65(2), p. p137–165.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.56%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 26.37%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.47%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.57%
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Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), p. p3–28.
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Ajoutée par: Lynda Taabane
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Pop. 31.75%
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Murphy, G. L. (1996). On metaphoric representation. Cognition, 60(2), p. p173–204.
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Ajoutée par: Lynda Taabane
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Pop. 31.3%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 28.28%
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Nayak, N. P., & Gibbs, R. W. (1990). Conceptual knowledge in the interpretation of idioms. Journal of Experimental Psychology: General, 119(3), p. p315–330.
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Ajoutée par: Lynda Taabane
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Pop. 28.1%
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