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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. 36.51%
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Blasko, D. G., & Connine, C. M. (1993). Effects of familiarity and aptness on metaphor processing. Journal of experimental psychology: Learning, Memory, and Cognition, 19(2), p. p295–308.
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Ajoutée par: Lynda Taabane
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Pop. 33.97%
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Cowart, W., & Cairns, H. S. (1987). Evidence for an anaphoric mechanism within syntactic processing: Some reference relations defy semantic and pragmatic constraints. Memory & Cognition, 15(4), p. p318–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.42%
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Dent, C. H. (1984). Development of discourse rules: Children's use of indexical reference and cohesion. Developmental Psychology, 20(2), p. p229–234.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.79%
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Epstein, R. L., & Gamlin, P. J. (1994). Young children's comprehension of simple and complex metaphors presented in pictures and words. Metaphor & Symbolic Activity, 9(3), p. p179–191.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.88%
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Gardiner, J. M., & Hampton, J. A. (1985). Semantic memory and the generation effect: Some tests of the lexical activation hypothesis. Journal of experimental psychology: Learning, Memory, and Cognition, 11(4), p. p732–741.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.88%
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Gibson, E. (2006). The interaction of top-down and bottom-up statistics in the resolution of syntactic category ambiguity. Journal of Memory and Language, 54(3), p. p363–388.
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Ajoutée par: Lynda Taabane
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Pop. 32.7%
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Hampton, J. A. (1997). Associative and similarity-based processes in categorization decisions. Memory & Cognition, 25(5), p. p625–640.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.79%
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Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.61%
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Klein, D. E., & Murphy, G. L. (2002). Paper has been my ruin: Conceptual relations of polysemous senses. Journal of Memory and Language, 47(4), p. p548–570.
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Ajoutée par: Lynda Taabane
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Pop. 32.97%
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Lichacz, F. M., Herdman, C. M., LeFevre, J.-A., & Baird, B. (1999). Polysemy effects in word naming. Canadian Journal of Experimental Psychology, 53(2), p. p189–193.
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Ajoutée par: Lynda Taabane
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Pop. 31.24%
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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. 31.97%
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Rehder, B. (1999). Detecting unsolvable algebra word problems. Journal of educational psychology, 91(4), p. p669–683.
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Ajoutée par: Lynda Taabane
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Pop. 24.8%
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Rhymer, K. N., & Cates, G. L. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. School Psychology Quarterly, 21(1), p. p34–45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.33%
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Roccas, S., & Moshinsky, A. (2003). Factors affecting the difficulty of verbal analogies. Applied Measurement in Education, 16(2), p. p99–113.
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Ajoutée par: Lynda Taabane
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Pop. 33.51%
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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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Sandhofer, C. M., & Smith, L. B. (1999). Learning color words involves learning a system of mappings. Developmental Psychology, 35(3), p. p668–679.
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Ajoutée par: Lynda Taabane
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Pop. 34.06%
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Solomon, K. O., & Barsalou, L. W. (2001). Representing properties locally. cognitive psychology, 43(2), p. p129–169.
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Ajoutée par: Lynda Taabane
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Pop. 30.06%
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Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in chinese children's reading of english words. Journal of educational psychology, 99(4), p. p852–866.
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Ajoutée par: Lynda Taabane
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Pop. 34.24%
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