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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.
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Ajoutée par: Lynda Taabane
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Pop. 36.39%
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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. 36.93%
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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. 35.48%
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Beveridge, M., & Parkins, E. (1987). Visual representation in analogical problem solving. Memory & Cognition, 15(3), p. p230–237.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.39%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.3%
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Casteel, M. A. (1993). Effects of inference necessity and reading goal on children's inferential generation. Developmental Psychology, 29(2), p. p346–357.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.58%
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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. 34.48%
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Dent, C. H. (1984). Development of discourse rules: Children's use of indexical reference and cohesion. Developmental Psychology, 20(2), p. p229–234.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.76%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.85%
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Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.94%
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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. 30.58%
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Kogan, N., Chadrow, M., & Harbour, H. (1989). Developmental trends in metaphoric asymmetry. Metaphor & Symbolic Activity, 4(2), p. p71–91.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.85%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.39%
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Newsome, M. R., & Glucksberg, S. (2002). Older adults filter irrelevant information during metaphor comprehension. Experimental Aging Research, 28(3), p. p253–267.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.58%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 30.94%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 30.22%
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Siltanen, S. A. (1990). Effects of explicitness on children's metaphor comprehension. Metaphor & Symbolic Activity, 5(1), p. p1–20.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.75%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.94%
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