Affichage de 1 - 20 of 60 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: COMPREHENSION
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Allbritton, D. W. (1995). When metaphors function as schemas: Some cognitive effects of conceptual metaphors. Metaphor & Symbolic Activity, 10(1), p. p33.
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Ajoutée par: Lynda Taabane
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Pop. 34.24%
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Badecker, W., & Straub, K. (2002). The processing role of structural constraints on interpretation of pronouns and anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p748–769.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.06%
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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. 36.78%
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Brisard, F., Frisson, S., & Sandra, D. (2001). Processing unfamiliar metaphors in a self-paced reading task. Metaphor and Symbol, 16(1), p. p87–108.
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Ajoutée par: Lynda Taabane
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Pop. 36.06%
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Budiu, R., & Anderson, J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition, 30(1), p. p158–165.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.33%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.6%
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Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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Coney, J., & Lange, A. (2006). Automatic and attentional processes in the comprehension of unfamiliar metaphors. Current Psychology: Developmental, Learning, Personality, Social, 25(2), p. p93–119.
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Ajoutée par: Lynda Taabane
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Pop. 32.79%
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Coquin-Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), p. p69–80.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 70.57%
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Cowart, W., & Cairns, H. S. (1987). Evidence for an anaphoric mechanism within syntactic processing: Some reference relations defy semantic and pragmatic constraints. Memory & Cognition, 15(4), p. p318–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.33%
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Donley, R. D., & Ashcraft, M. H. (1992). The methodology of testing naive beliefs in the physics classroom. Memory & Cognition, 20(4), p. p381–391.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.24%
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Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.24%
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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. 34.97%
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Gagné, C. L. (2002). Metaphoric interpretations of comparison-based combinations. Metaphor and Symbol, 17(3), p. p161–178.
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Ajoutée par: Lynda Taabane
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Pop. 31.06%
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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. 30.34%
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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. 34.24%
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Gernsbacher, M. A., Hargreaves, D. J., & Beeman, M. J. (1989). Building and accessing clausal representations: The advantage of first mention versus the advantage of clause recency. Journal of Memory and Language, 28(6), pp. 735–755.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.7%
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Gernsbacher, M. A. (1995). The mechanisms of suppression and enhancement in comprehension. Canadian Psychology Psychologie Canadienne, 36(1), p. p49–50.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.33%
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Gernsbacher, M. A., Keysar, B., Robertson, R. R., & Werner, N. K. (2001). The role of suppression and enhancement in understanding metaphors. Journal of Memory and Language, 45(3), p. p433–450.
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Ajoutée par: Lynda Taabane
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Pop. 31.15%
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Gibbs, R. W. (1983). Do people always process the literal meanings of indirect requests? Journal of experimental psychology: Learning, Memory, and Cognition, 9(3), p. p524–533.
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Ajoutée par: Lynda Taabane
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Pop. 30.15%
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