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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. 36.31%
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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. 34.67%
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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. 34.4%
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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. 37.5%
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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. 33.39%
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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. 32.48%
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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. 33.12%
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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. 33.76%
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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. 32.94%
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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. 33.21%
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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. 29.65%
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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. 33.94%
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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. 35.77%
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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. 31.66%
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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. 33.39%
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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. 33.03%
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Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), pp. 99–115.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.11%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.3%
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Johnson, J. (1991). Developmental versus language-based factors in metaphor interpretation. Journal of educational psychology, 83(4), p. p470–483.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.84%
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Juter, K. (2006). Limits of functions as they developed through time and as students learn them today. mathematical thinking and learning, 8(4), pp. 407–431.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.85%
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