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Keyword:  INFERENCE
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. Dernièrement modifiée par: Lynda Taabane  v    Pop. 35.34%
Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory & Cognition, 29(6), p. p850–859. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.25%
Erickson, J. E., Chin-Parker, S., & Ross, B. H. (2005). Inference and classification learning of abstract coherent categories. Journal of experimental psychology: Learning, Memory, and Cognition, 31(1), p. p86–99. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.61%
Garnham, A., Oakhill, J., & Cain, K. (1997). The interpretation of anaphoric noun phrases time course, and effects of overspecificity. Quarterly Journal of Experimental Psychology: Section A, 50(1), p. p149–162. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.24%
Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110(2), p. p220–264. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.14%
Ripoll, T., & Coulon, D. (2002). Encodage analogique et transfert sans mapping. L'année Psychologique, 102(4), p. p619–656. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.32%
Shafto, P., & Coley, J. D. (2003). Development of categorization and reasoning in the natural world: Novices to experts, naive similarity to ecological knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p641–649. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.5%
Shelley, C. (2002). The analogy theory of disanalogy: When conclusions collide. Metaphor & Symbol, 17(2), p. p81–97. Dernièrement modifiée par: Lynda Taabane  V    Pop. 23.29%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.58%
Yanowitz, K. L. (2001). Transfer of structure-related and arbitrary information in analogical reasoning. Psychological Record, 51(3), p. p357. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.59%
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