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Keyword:  Age Differences
Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use, and performance. Journal of educational psychology, 81(2), p. p190–195. Ajoutée par: Lynda Taabane  V    Pop. 36.42%
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. 36.78%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.51%
Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237. Dernièrement modifiée par: Sterenn Audo  V    Pop. 36.33%
Casteel, M. A., & Simpson, G. B. (1991). Textual coherence and the development of inferential generation skills. Journal of Research in Reading, 14(2), p. p116–129. Dernièrement modifiée par: Lynda Taabane  v    Pop. 34.33%
Casteel, M. A. (1993). Effects of inference necessity and reading goal on children's inferential generation. Developmental Psychology, 29(2), p. p346–357. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.61%
Chi, M. T. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13(5), p. p543–544. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.42%
Dent, C. H. (1984). Development of discourse rules: Children's use of indexical reference and cohesion. Developmental Psychology, 20(2), p. p229–234. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.79%
Duverne, S., & Lemaire, P. (2005). Arithmetic split effects reflect strategy selection: An adult age comparative study in addition comparison and verification tasks. Canadian Journal of Experimental Psychology, 59(4), p. p262–278. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.88%
Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72. Dernièrement modifiée par: Sterenn Audo  v    Pop. 33.97%
Johnson, J. (1991). Developmental versus language-based factors in metaphor interpretation. Journal of educational psychology, 83(4), p. p470–483. Dernièrement modifiée par: Lynda Taabane  v    Pop. 30.52%
Kogan, N., Chadrow, M., & Harbour, H. (1989). Developmental trends in metaphoric asymmetry. Metaphor & Symbolic Activity, 4(2), p. p71–91. Dernièrement modifiée par: Lynda Taabane  v    Pop. 30.7%
Lemaire, P., Arnaud, L., & Lecacheur, M. (2004). Adults' age-related differences in adaptivity of strategy choices: Evidence from computational estimation. Psychology and Aging, 19(3), p. p467–481. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
Millogo, V. E. (2005). The use of anaphoric pronouns by french children in narrative: Evidence from constrained text production. Journal of child language, 32(2), p. p439–461. Dernièrement modifiée par: Lynda Taabane  v    Pop. 33.33%
Newsome, M. R., & Glucksberg, S. (2002). Older adults filter irrelevant information during metaphor comprehension. Experimental Aging Research, 28(3), p. p253–267. Dernièrement modifiée par: Lynda Taabane  v    Pop. 31.61%
Pawlowski, D. R., Badzinski, D. M., & Mitchell, N. (1998). Effects of metaphors on children's comprehension and perception of print advertisements. Journal of Advertising, 27(2), p. p83–98. Ajoutée par: Lynda Taabane  v    Pop. 30.97%
Readence, J. E., Baldwin, S. R., Martin, M. A., & O'Brien, D. G. (1984). Metaphorical interpretation: An investigation of the salience imbalance hypothesis. Journal of educational psychology, 76(4), p. p659–667. Ajoutée par: Lynda Taabane  V    Pop. 30.25%
Siltanen, S. A. (1990). Effects of explicitness on children's metaphor comprehension. Metaphor & Symbolic Activity, 5(1), p. p1–20. Dernièrement modifiée par: Lynda Taabane  v    Pop. 32.97%
Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in preschool years. Cognition and Instruction, 13(3), p. p469–477. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.79%
Touron, D. R., Hoyer, W. J., & Cerella, J. (2004). Cognitive skill learning: Age-related differences in strategy shifts and speed of component operations. Psychology and Aging, 19(4), pp. 565–580. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.97%

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