Affichage de 1 - 20 of 46 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: cognitive development
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Ahn, W.-K., Kalish, C., Gelman, S. A., Medin, D. L., Luhmann, C., & Atran, S., et al. (2001). Why essences are essential in the psychology of concepts. Cognition, 82(1), p. p59–69.
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Ajoutée par: Lynda Taabane
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Pop. 36.78%
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Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.87%
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Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61(3), p. p216–241.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.78%
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Barrouillet, P. (1991). Évolution des catégories naturelles et résolution des épreuves d'inclusion entre 6 et 10 ans. L'année Psychologique, 91(4), p. p505–531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.51%
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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.97%
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Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212.
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Ajoutée par: Lynda Taabane
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Pop. 35.69%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.51%
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Chi, M. T. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13(5), p. p543–544.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.33%
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Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.24%
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Dent, C. H. (1987). Developmental studies of perception and metaphor: The twain shall meet. Metaphor & Symbolic Activity, 2(1), p. p53–71.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.15%
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Douglas, J. D., & Peel, B. (1979). The development of metaphor and proverb translation in children grades 1 through 7. Journal of Educational Research, 73(2), p. p116–119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.7%
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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.24%
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English, L. D. (1998). Children's reasoning in solving relational problems of deduction. Thinking & Reasoning, 4(3), p. p249–281.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.97%
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Fourment-Aptekman, M.-C. (1996). La compréhension de métaphores et de pseudo-métaphores chez des enfants âgés de 4 à 8 ans. L'année Psychologique, 96(3), p. p443–457.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.52%
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Franquart-Declercq, C., & Gineste, M.-D. (2001). L'enfant et la métaphore. L'année Psychologique, 101(4), p. p723–752.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.97%
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Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.78%
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Galotti, K. M., Komatsu, L. K., & Voelz, S. (1997). Children's differential performance on deductive and inductive syllogisms. Developmental Psychology, 33(1), p. p70–78.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.52%
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Gentner, D. (2007). Spatial cognition in apes and humans. Trends in Cognitive Sciences, 11(5), pp. 192–194.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.97%
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Gentner, D., Loewenstein, J., & Hung, B. (2007). Comparison facilitates children's learning of names for parts. Journal of Cognition and Development, 8(3), pp. 285–307.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.24%
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