Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: CHILD development
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Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49(4), p. p977–987.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.57%
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Cometa, M. S., & Eson, M. E. (1978). Logical operations and metaphor interpretation: A piagetian model. Child Development, 49(3), p. p649–659.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.19%
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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. 33.49%
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Gentner, D. (1988). Metaphor as structure mapping: The relational shift. Child Development, 59(1), p. p47–59.
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Ajoutée par: Lynda Taabane
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Pop. 29.47%
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Levin, I., Siegler, R. S., & Druyan, S. (1990). Misconceptions about motion: Development and training effects. Child Development, 61(5), p. p1544–1557.
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Ajoutée par: Lynda Taabane
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Pop. 26.64%
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Molesworth, C. J., Bowler, D. M., & Hampton, J. A. (2005). The prototype effect in recognition memory: Intact in autism? Journal of Child Psychology & Psychiatry, 46(6), p. p661–672.
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Ajoutée par: Lynda Taabane
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Pop. 24.64%
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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. 28.28%
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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. 29.74%
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Sophian, C. (1988). Early developments in children's understanding of number: Inferences about numerosity and one-to-one correspondence. Child Development, 59(5), p. p1397.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.74%
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