Affichage de 1 - 12 of 12 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: CHILD psychology
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Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.51%
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Fischbein, E., Pampu, I., & Mânzat, I. (1970). Comparison of ratios and the chance concept in children. Child Development, 41(2), p. p377–389.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Gentner, D. (1977). Children's performance on a spatial analogies task. Child Development, 48(3), p. p1034–1039.
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Ajoutée par: Lynda Taabane
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Pop. 34.7%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.42%
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Kail Jr., R. V., Chi, M. T. H., Ingram, A. L., & Danner, F. W. (1977). Constructive aspects of children's reading comprehension. Child Development, 48(2), p. p684–688.
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Ajoutée par: Lynda Taabane
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Pop. 33.33%
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Mpofu, E. (1995). Antecedents of children's performance on class inclusion tasks: Some zimbabwean evidence. International Journal of Psychology, 30(1), p. p19–33.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.43%
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Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than just a fruit: Cross-classification in children's concepts. Child Development, 74(6), p. p1783–1806.
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Ajoutée par: Lynda Taabane
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Pop. 29.43%
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Perret, P., Paour, J.-L., & Blaye, A. (2003). Respective contributions of inhibition and knowledge levels in class inclusion development: A negative priming study. Developmental Science, 6(3), p. p283–288.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.25%
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Pine, K. J., & Messer, D. J. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition & Instruction, 18(1), p. p35–51.
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Ajoutée par: Lynda Taabane
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Pop. 25.79%
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Ross, B. H., Gelman, S. A., & Rosengren, K. S. (2005). Children's category-based inferences affect classification. British Journal of Developmental Psychology, 23(1), p. p1–24.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.24%
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Sophian, C., & Madrid, S. (2003). Young children's reasoning about many-to-one correspondences. Child Development, 74(5), p. p1418–1432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.6%
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Stevens, C., & Gallagher, M. (2004). The development of mental models for auditory events: Relational complexity and discrimination of pitch and duration. British Journal of Developmental Psychology, 22(4), pp. 569–583.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.7%
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